Role-Playing Simulations in Urban Planning Education: A Survey of Student Learning Expectations and Outcomes

摘要

It is important to test whether teaching methods and practices provide the required skills needed by future urban and regional planners. This paper evaluates student learning expectations and outcomes regarding the use of simulations in planning education. In doing so, it examines the degree to which role-playing simulations can help teach planning students the skills identified in an extensive literature on the relationship between planning practice, theory and education (see e.g. Coleman, 1989; Krausse & Amaral, 1989; Baum, 1997; Shepherd & Cos-griff, 1998; Ozawa & Seltzer, 1999; Alexander, 2001). Our research question investigates which specific planning skills may be effectively taught through the use of role-playing simulations. From this arise more specific questions, such as whether role-playing simulations emphasise procedural knowledge over substantive knowledge of planning concepts.