Letting students control their own learning

using games, role-plays, and simulations in middle school U.S. history classrooms

    Research output: Contribution to journalArticle


    The purpose of this article is to synthesize research on the benefits and use of games, role-plays, and simulations, whilst providing examples practicing teachers may wish to use in their classroom. Therefore, the article presents a discussion of key previous research on the use of games, role-plays, and simulations in secondary history classrooms. It also presents a discussion of the benefits games, role-plays, and simulations can have on student learning. This includes discussion of how such student-centered teaching and learning opportunities can improve students' critical thinking, problem-solving, and collaborative skills. Finally, it presents examples of these types of student-centered, inquiry-based, hands-on learning experiences, drawn from the author's previous 16 years of secondary classroom experiences.
    Original languageEnglish
    Pages (from-to)136-150
    Number of pages15
    JournalThe Social Studies
    Issue number2
    Publication statusPublished - 2018


    • secondary social studies
    • simulations
    • role-plays
    • student-centered learning

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