The simulation's philosophy is rooted in Constructivist theory. Student learning centres on active participation in learning - in this case participation in the simulation. Through experiencing the processes and concepts in each minor simulation and seeing their application to the overall simulation - in effect students construct new understandings of the "big picture". The cooperative, social nature of the simulation particularly adheres to "Social-Constructivism" where the environment around the students strongly influences the construction of meaning.

 

 

 

 

 

 

 

As it attempts to mirror reality, the simulation is complex. Constructing positive meaning is made easier through the stage by stage introduction of new concepts in each unit of the syllabus which build on previous understanding. This conforms to the theory of the "Zone of Proximal Development" whereby students can build on knowledge from a known starting point. Students at the start of the year often see the simulation as a whole and begin feeling overwhelmed. As the simulation is broken down into smaller stages students feel grounded in their initial focus point and apply this understanding to each new element as it is introduced.