Learning Science Through Computer Games and Simulations (2011) / Chapter Skim
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Executive Summary
Executive Summary
Pages 1-4
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Although children come to school with innate curiosity about the natural world, science classes rarely foster their interest. Students spend time listening to lectures, carrying out preordained "cookbook" laboratory activities, and memorizing the science facts that are emphasized in current high-stakes tests, losing interest in science as they move beyond elementary school.
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Simulations and games have potential to advance multiple science learning goals, includ ing motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. Most studies of simulations have focused on conceptual understanding, providing promising evidence that simulations can advance this science learning goal.
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recommends targeted research to increase understanding of the following topics: • the role of simulations and games in learning, • using them in formal and informal contexts, • using them to assess and support individualized learning, and • scaling up simulations and games. To facilitate ongoing improvement in simulations and games for science learning: • Academic researchers, developers and entrepreneurs from the gaming industry, and education practitioners and policy makers should form research and development partnerships to facilitate rich intellectual collaboration.
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