Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles

Autor/inn/en	Anderson, Janice; Barnett, Michael
Titel	Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles
Quelle	In: Journal of Science Education and Technology, 20 (2011) 4, S.347-362 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-010-9257-0
Schlagwörter	Science Laboratories; Program Effectiveness; Learning Experience; Teaching Methods; Science Curriculum; Elementary School Teachers; Preservice Teachers; Preservice Teacher Education; Physics; Science Instruction; Computer Assisted Instruction; Video Games; Educational Technology; Instructional Design; Experimental Groups; Control Groups; Pretests Posttests; Comparative Analysis; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computer based training; Computerunterstützter Unterricht; Video game; Videospiel; Videospiele; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg
Abstract	The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with pre-service elementary teachers. To this end we explored the impact of using a game called "Supercharged!" on pre-service teachers' understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of "Supercharged!" the control group learned through a series of guided inquiry methods while the experimental group played "Supercharged!" during the laboratory sections of the science course. There was significant difference F(2,134) = 4.8, p less than 0.05, eta[superscript 2] = 0.59 between the control and experimental groups on the gains from pre-to-post assessment with an effect size of d = 0.72. However, while students in the experimental group performed better than their control group peers, they rated their knowledge of the topic lower than the control group (M[subscript post-control] = 3.0, M[subscript post-experiment] = 2.7), leading to further examination of their laboratory journals. Results of this study show that video games can lead to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment. Additionally, this study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that video game designers should embed meta-cognitive activities such as reflective opportunities into educational video games to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10