The development of simulation-games to teach evolution to young children

This study comprises an attempt to validate two simulation-games designed to teach concepts concerned with the theory of organic evolution to children in the nine to eleven age range. The author discusses the nature of simulation-games and their value in the learning situation, and describes the attempts of other writers to evaluate simulation-games at both cognitive and affective levels. He outlines the development of two games, and describes their evaluation using an illuminative approach consisting of four different assessment procedures. [Continues.]