Learning Science Through Computer Games and Simulations (2011) / Chapter Skim
Currently Skimming:
1 Introduction
1 Introduction
Pages 5-24
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 5... ...
The chapter ends with conclusions. SCIENCE EDUCATION CHALLENGES The science achievement of U.S.
|
From page 6... ...
In elementary and secondary science classrooms, students often spend time memorizing discrete science facts, rather than developing deep conceptual understanding. Partly because of a focus on improving student performance on high-stakes accountability tests, science classes typically provide students with few opportunities to conduct investigations, directly observe natural phenomena, or work to formulate scientific explanations for these phenomena (Banilower et al., 2008; National Research Council, 2005b)
|
From page 7... ...
The workshop will feature invited presentations and discussions of available research evidence and discuss possible research pathways for obtaining answers to three core questions: 1. What is the connection between learning theory and computer gaming and simulations?
|
From page 8... ...
Each chapter ends with conclusions, and Chapter 7 presents the committee's recommended agenda to guide future research and development of games and simulations for science learning. DEFINING SIMULATIONS AND GAMES An important step in carrying out the committee charge was to establish shared definitions of computer simulations and games to provide a clear focus for the study.
|
From page 9... ...
This report focuses on simulations that are designed specifically to support science learning among students of all ages. Games Computer games differ from simulations in several ways.
|
From page 10... ...
This report focuses primarily1 on a particular type of serious game -- games designed specifically to support science learning. As such, these games are designed to accurately model science or simulate scientific processes, and interactions within the virtual world of the game are governed by established scientific principles.
|
From page 11... ...
-- a system of software and online modeling tools based on the easy-to-use Logo programming language -- allow users to access and program the underlying computer model. Representing yet another variation along the dimension of user control are networked participatory simulations controlled by multiple users.
|
From page 12... ...
, the overall control is spread across the group. Some research suggests that participatory simulations motivate learners and enhance science learning (see Chapter 2)
|
From page 13... ...
They generally include multiple individual simulations that are integrated with other science teaching and learning activities, either online or in the classroom or the field. For example, in the ThinkerTools and Model-Enhanced ThinkerTools curriculum units, learners engage in an inquiry cycle that begins with a question about force and motion and includes developing a hypothesis, carrying out both real-world and simulated experiments to gather data, and using the data to evaluate their hypotheses and formulate a written law consistent with their data (see Chapter 2)
|
From page 14... ...
. An aggregate model simulation allows the user to manipulate various objects or the computer code underlying them to model the aggregate-level behavior of a complex system.
|
From page 15... ...
In addition, a slight majority of respondents reported that they had engaged in science processes -- such as model-based reason 2Chapter 2 provides a much more extensive discussion of the research on the effectiveness of various games and simulations in advancing science learning goals. The extended example here illustrates one dimension of games.
|
From page 16... ...
River City is an example of a fixed-duration game integrated with other forms of science instruction in a middle school curriculum unit (see Box 1-3)
|
From page 17... ...
. River City's approach of engaging the player in science inquiry projects in three dimensional immersive worlds is shared by a number of other single and multiplayer science games, including WolfQuest, Quest Atlantis (described in Chapter 2)
|
From page 18... ...
Players participate in most of the games described thus far through a virtual world, which may range from Yellowstone National Park (WolfQuest) to a historic American city (River City)
|
From page 19... ...
motivate students by fostering their natural curiosity about the world around them, encouraging them to persist through difficulty to master complex science concepts. New science teaching approaches that carefully integrate science processes with other forms of instruction and target clear learning goals have been shown to increase interest in science, enhance scientific reasoning, and increase mastery of the targeted concepts (National Research Council, 2005b)
|
From page 20... ...
States and school districts have been slow to adopt inquiry approaches to science instruction because of these challenges and because current state science standards and assessments emphasizing coverage of many science content topics may leave little time for science process activities.4 Practical and logistical constraints, such as a lack of laboratory facilities and supplies or a long distance from outdoor learning sites or science museums, can also slow movement toward this promising new approach. Computer simulations and games can support the new, inquiry-based approaches to science instruction, providing virtual laboratories or field learning experiences that overcome practical and logistical constraints to student investigations.
|
From page 21... ...
Creative game designers unfamiliar with education research focus on developing new games and rarely study the effectiveness of their products, whereas cognitive scientists may create a game or simulation for the specific purpose of investigating its effects on learning.6 To date, the majority of research on learning through interaction with games and simulations has been at a proof of concept stage, meaning that researchers have sought to prove that a functioning game or simulation can engage students in inquiry, enhance motivation, or advance another science learning goal (Clark et al., 2009)
|
From page 22... ...
Students' uneven achievement is caused partly by current science education approaches, which often fail to motivate students for science learning. A growing body of research indicates that engaging students in science processes (inquiry)
|
From page 23... ...
Conclusion: Developers and researchers have created a wide variety of simulations and games that vary along a number of dimensions, such as the degree of user control they provide, how information is represented, the science learning goals targeted, duration, and intended purpose. In this chapter, the committee used the dimensions of simulations and games identified by Clark et al.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.