The Use of Inverted Maps in Simulation Gaming or, Taking Advantage of Student Ignorance.

Autor/in	Naughton, Patrick W.
Titel	The Use of Inverted Maps in Simulation Gaming or, Taking Advantage of Student Ignorance.
Quelle	(1978), (19 Seiten)Verfügbarkeit
Beigaben	grafische Darstellung; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cartography; Educational Games; Geographic Regions; Geography Instruction; Higher Education; Map Skills; Maps; Physical Divisions (Geographic); Physical Geography; Population Trends; Simulation; Space Orientation; Teaching Methods + Suchen Sie Ihr Suchwort? Kartenkunde; Kartografie; Educational game; Lernspiel; Geography education; Geography lessons; Geografieunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kartenverständnis; Map; Karte; Physische Geografie; Bevölkerungsprognose; Simulation program; Simulationsprogramm; Räumliche Orientierung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The paper describes a method of using simulation games with inverted maps to teach college undergraduates basic cartographic and spatial knowledge in geography. The author discusses the nature of simulation gaming in terms of the conflicting needs for structure and open-endedness, then identifies his major objective in developing the new approach. His dilemma was to construct an instructional simulation game which was relevant to the real world but simplified enough so that the process was emphasized more than the conclusion. The use of inverted (upside-down) maps was the answer. By using inverted, mirror-image maps of particular countries or regions, one can create illusions of imaginary countries. Students are fooled by the inverted images and therefore are not distracted by their prior knowledge or attitudes about certain countries' political or economic aspects. In the author's game, students are given an inverted map of Africa with the five major regions delineated under imaginary names. Real data reflecting the population dynamics of these regions are provided, and students must evaluate the data to determine which region most desparately needs economic aid from the United Nations. Afterwards, the teacher relates the experience to the real world by presenting the game-map in its correct perspective. (AV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01