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Using Simulation to Promote Undergraduate Learning: Going Beyond Simple Answers and Getting Students to Analyze, Synthesize, and Evaluate
PROCEEDINGS

, United States Military Academy, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this paper, I illustrate how I incorporated Monte Carlo simulation into a core engineering course at the United States Military Academy to help enhance student learning. Designed for undergraduate juniors and seniors who are non-engineering majors, the course aims to get students to think beyond the simple answers that they have become accustomed to solving in many of their introductory math and science classes, and it requires them to demonstrate higher levels of mental abstraction-namely the ability to analyze, synthesize, and evaluate as described in Bloom's taxonomy. To help guide students towards the attainment of these more advanced cognitive functions, I employed Kolb's experiential learning model and leveraged Monte Carlo simulation as a critical block of instruction within the curriculum

Citation

Wong, E. (2006). Using Simulation to Promote Undergraduate Learning: Going Beyond Simple Answers and Getting Students to Analyze, Synthesize, and Evaluate. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1878-1883). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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