Interactive strategies for developing intuitive knowledge as basis for simulation modeling education

This paper investigates theoretically based instructional approaches for organizational training, education and knowledge acquisition for simulation modeling. It proposes different theoretical paradigms that bear a close relationship to the development of curricula for simulation modeling and practice. A curriculum model is promoted that has foundations, which are based on adaptive instructional paradigms. We advocate that a multiple approach to the delivery of instruction should be a dynamic process, set within a context which integrates both a theoretical and a practice-led curriculum. The objective is to examine the contents, framework, and instructional strategies for effective teaching and learning for simulation modeling.