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Ronald J. Kantor Tad Waddington Richard E. Osgood 《Interactive Learning Environments》2013,21(3):211-227
Goal-based scenarios (GBSs) have become a mainstay of Andersen Consulting’s 900 million dollar efforts to train its employees. Utilizing a theoretical framework based upon social constructivist theory, we create classroom learning environments that use theatrical elements to simulate real-world client engagements. The suspension of disbelief, however, is one factor that can be detrimental to human learning in immersive simulations. This paper describes one of our school designs, constructs a theoretical framework to support our approach, examines some of the factors associated with the suspension of disbelief, and makes recommendations for enhancing the authenticity of goal-based scenarios. 相似文献
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J.?Randy?McGinnisEmail author Tad?Watanabe Amy?Roth?McDuffie 《International Journal of Science and Mathematics Education》2005,3(3):407-428
This study was conducted in a reform-based mathematics and science teacher education program in the USA, the Maryland Collaborative
for Teacher Preparation(MCTP). The goal of the undergraduate program was to prepare upper elementary/middle level specialists
in mathematics and science. One significant aspect of the MCTP was the expectation that the program's professors (in mathematics
and science) would model a new vision of effective pedagogy based on reform-based recommendations. We determined, in general,
that the program's mathematics and science content professors accepted the dual role of modeling effective instruction at
the same time they were delivering content. However, this dual responsibility raised in their minds an ‘issue of appropriate
balance’ between content and pedagogical foci in their courses. Previously, the professors' had not questioned a focus heavily
tilted toward content coverage. We also determined that the program's teacher candidates believed that the mathematics and
science professors modeled effective instruction. One of the primary reasons that the teacher candidates believed that their
professors were modeling effective instruction was that the focus in the courses was primarily on conceptual understanding,
not memorization. A major implication was that the professors' modeling of reform-based instruction prompted the teacher candidates
to develop a new vision of mathematics and science teaching shaped by their professors' example. 相似文献
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