Using simulations to stimulate higher-order thinking in the solving complex problems

Abstract

This study investigates how simulation in the classroom can be used to stimulate and improve critical thinking, also known as higher-order thinking. It uses simulation and is based on a mixed strategy of problem-based learning and problem-posing education. To ensure that the simulation could be used as efficiently and effectively as possible, additional use was made of self-developed instructions and questions via video and worksheets. The research was conducted at a pre-university school among students, both singles and duos from the first year. Because both the approach of singles and duos was examined, the difference between them could also be studied. The results are categorized using Blooms' taxonomy. This study demonstrates that with the chosen approach the students are challenged to the use of higher-order thinking. In addition, the students without exception found this a stimulating way of working and learning.