ABSTRACT
Simulations for educational use can take many forms. They are most often associated with computers, but historically physical and interpersonal activities have been considered simulations as well. Physical simulations are representations of systems or processes using objects or actions. Simulations tend to be more virtual, although there may be physical elements used to interface with the simulation. Input devices allow the user to interact with the simulation in a tactile way; these devices can include a keyboard, mouse, and gesture-tracking devices. As with many promoted “advances” in education, moderation, balance, and levity are often good mindsets to have toward new approaches, and simulations are no different. While simulations may serve to address a specific niche in classrooms and labs, they cannot completely supplant good teaching practice. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
