Construction and Evaluation of Scenarios as a Learning Strategy through Modelling-Simulation

Juan Luis Peñaloza Figueroa, C. Vargas Perez


From a systemic perspective and in the context of an increasing generalization in the use of new technologies and the change in the educational paradigm -which emphasizes guided and autonomous learning-, the learning strategy should be routed to join logical reasoning and instrumental skills (software). The inclusion of new computing and communication resources to the learning process turns them into teaching tools, which makes it possible to organize the teaching and learning process in a different way. The design of these new scenarios of study has important implications to the way information is processed, to the different levels of learning (descriptive, explanatory or analytical ones) and to the way knowledge is acquired and evaluated. In addition, that design takes into account the greater student-content, student-student and student-teacher interactivities, always emphasizing guided independent learning. Thus, the construction, analysis and evaluation of scenarios through models and simulation are the strategy that best suits the current learning style followed by students.


New technologies; Paradigm; Logical reasoning; Instrumental skills; Scenarios; Interactivity; Modelling and simulation

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1. BIG-DATA and the Challenges for Statistical Inference and Economics Teaching and Learning
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Multidisciplinary Journal for Education, Social and Technological Sciences  vol: 4  issue: 1  first page: 64  year: 2017  
doi: 10.4995/muse.2017.6350

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