Overcoming “the Babel Problem”: Achieving Conceptual Clarity for Future Social Studies Simulations Research

• In Event: The State of Simulations Research in the Social Studies: A Call for a Coherent Agenda

Abstract

Objectives/Purposes: The term simulation conjures up many different images depending upon who is asked. For some, it is highly specific; for others, simulations may encompass many different pedagogies, including games, role-plays, theatrical performances, historical reenactments, and more. In this regard, little has changed since Blaga (1978) observed, “there is a great deal of confusion among educators as to what constitutes a simulation” nearly four decades ago (p. 9). Aldrich (2009) refers to this as “the Babel problem” (p. xxxii). This conceptual confusion poses a problem for the research community insofar as the term simulation is used without specificity, and yet treated as if it is clear to all who use it. The research community has responded by attempting to over-define their simulations for the specific purposes of their research (e.g., Colella, 2000; Gehlbach et al., 2008; Leigh & Spindler, 2004). The purpose of this conceptual paper is to provide a definitional framework for simulations that enables researchers and practitioners to overcome the Babel problem in the social studies.
Theoretical Perspective: Presently, simulation as a construct lacks semantic validity, which can be defined as “the extent to which a concept has a uniform semantic usage” (Angelmar, Zaltman, & Pinson, 1972, n.p.). To formulate a coherent definition I have approached this exercise through the lens of conceptual analysis. This theoretical approach is one that “treats concepts as classes of objects, events, properties, or relationships” and “involves precisely defining the meaning of a given concept by identifying and specifying the conditions under which any entity or phenomenon is (or could be) classified under the concept in question” (Furner, 2004, p. 233).
Mode of Inquiry: In order to define simulations precisely, a series of activities called simulations as well as disparate definitions used by other authors were used to delineate commonalities and to differentiate between simulations and other activities that share overlapping features with simulations (e.g., role-plays, games, models).
Object: Scholars seeking to define simulations have tended to circle around several key criteria, and hinted at a fourth, each of which will be fully elucidated.
1. Verisimilitude: Simulations reflect reality in a structured and limited way.
2. Dynamism: Simulations illustrate significant dynamic events, processes, or phenomena.
3. Participation: Simulations incorporate learners in active roles through which the phenomena are revealed.
4. Pedagogical intent: Simulations’ features are bound together by a teacher’s pedagogical intent insofar as their use of the simulation and direction throughout helps to guide students in meaning making both throughout the simulation and after it has concluded.
Further, the paper will explain why simulations are distinct from games, models, and role-plays, even while they share similarities.
Scholarly Significance: A clear conceptual definition that delimits what is referred to as a simulation is essential for future research on simulations in the social studies. Heretofore, the lack of conceptual clarity limits the reliability of the research findings. With precise criteria in place, simulation researchers may proceed, assured that future findings in this burgeoning field will refer to the same phenomena.

Author

• Cory Wright-Maley, St. Mary's University