„The shift from teaching to learning” describes a new paradigm in pedagogy and didactics. Simulations are said to be an adequate method for this shift, said to achieve several learning outcomes ascribed to the new paradigm. In this paper, we will, first, describe the new paradigm. Second, we will discuss advantages ascribed to simulations. Third, we will describe a simulation practiced in Mainz in the last years, Model European Union Mainz (MEUM). Fourth, we will present some findings of an extensive qualitative and quantitative evaluation which accompanied MEUM. And finally, we will discuss some conclusions for simulating the EU.
Teaching and Learning; Simulation; EU
Teaching, Learning and the Profession
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.Material published in the JCER is done so under a CC BY-NC-ND 4.0 licence, with copyright remaining with the author.
- Articles published online in the JCER cannot be published in another journal without explicit approval of the JCER editor.
- Authors can 'self-archive' their articles in digital form on their personal homepages, funder repositories or their institutions' archives provided that they link back to the original source on the JCER website. Authors can archive pre-print, post-print or the publisher's version of their work.
- Authors agree that submitted articles to the JCER will be submitted to various abstracting, indexing and archiving services as selected by the JCER.