CONDUCTING SIMULATIONS IN THE EDUCATIONAL PROCESS FOR THE FORMATION OF KNOWLEDGE AND COMPETENCIES FOR PRIMARY-STAGE STUDENTS

Abstract

In pedagogical education, simulation is used to create conditions promoting the interest and motivation of students in the educational process, as well as for effective interpersonal communication between the class and the teacher. The application of simulation in the learning process is beneficial in cases where the implementation of learning tasks requires conducting the practice to exercise the performance of various activities, as the simulation allows the participants to apply the acquired knowledge directly. Simulations do not replace practical exercises but aim to increase students' learning in a specific area and improve their skills and competencies. Simulation-based pedagogical training involves using a series of simulations in which the leading approach is research-based to allow students to experiment and practically apply the acquired theoretical knowledge. Using simulations among elementary school students promotes active learning and develops socio-pedagogical skills, creative thinking, flexibility, and quick adaptability to any situation. Conducting simulations in the educational process creates prerequisites for the formation of knowledge and competencies; understanding of a specific subject, as well as phenomena and processes; construction of creative thinking based on independent practice activities and solving individual tasks beyond the mandatory educational minimum; fostering creativity; building personal skills - to work in a team, to deal with non-standard situations, etc. Simulation learning is one of the models of interactive learning. When applying simulation in the learning process, students perform various activities in conditions that should be as close as possible to real ones. In the educational process, simulations do not replace practical exercises but aim to increase students' knowledge in a specific area and improve their skills and competencies. Simulations allow an attractive way for students to acquire knowledge through experimentation, which is why they are effective for a better understanding of the learning content and visualization so that the knowledge that is learned is durable over time. The organization of simulation-based learning requires specific planning of the learning process, ensuring flexibility, setting clear goals for the simulation, and distributing the learning tasks during the learning hours. Through simulation-based pedagogical training, the traditional roles of teacher and student are changed, with the teacher becoming the mentor of the activities carried out by the students, which leads to a change in the traditional classroom and the teaching methods used. There are also different ways of assessing students, in simulation-based learning, compared to conventional, namely decision-making skills, teamwork skills, interpersonal communication skills, technical skills, functional skills, achieved training concerning knowledge, skills and competencies, as well as the ability to adapt to a specific situation quickly and effectively.