Planspiel-Literaturdatenbank des ZMS

Abstract: In this study, the authors introduced the learning effects of gaming simulation in which students experience “the world lacking something.” This study developed a lesson in which students experience a world without science or scientific communication as a gaming simulation of the world lacking something. Hypotheses in this study are as follows: 1) Through the games, students can realize the difference between the real world and the world lacking science, 2) By experiencing “the world lacking something,” students can realize the social significance of science. In the lesson, the students experienced the world lacking something, which was completely devoid of the formative aspiration of science and very different from the real world where discussion was not possible for the students. Thus, the students could realize the difference between the real world and the world lacking science. So, it can be said that Hypothesis 1 was backed up. Furthermore, the students learned two things through the lesson: (1) the significance of science as a medium for democratic discussions with others, (2) the significance of science for enabling them to judge democratic decisions. From the above, by experiencing the world lacking something, the students could realize the social significance of science. So, hypothesis 2 is backed up. In the near future, in order to extend the results of this study, it is necessary to examine what would happen if students did not usually have interest in science.