Building Versus Using Simulations

The educational use of simulation encompasses two very different approaches: learners using simulations created by others, and learners building simulations themselves. At a general level it is tempting to say that the former (using simulations) applies more to procedural learning while the latter (building simulations) applies more to declarative learning. But what of the specific cases, the exceptions, and most importantly the common situation where both procedural and declarative learning must occur? This paper addresses two questions. First, what are the conditions which suggest choosing one approach (using versus building) over the other, or a combination of both? Second, what should be the characteristics of the learning environment to support each approach? Answering the first question requires analyzing the characteristics of the knowledge, the learners, and the learning processes that must occur. Answering the second question requires analyzing the characteristics of modeling, of simulations, and of learning environments needed to foster the approach and the desired learning processes.