A Study of the Cognitive and Affective Outcomes of a Collegiate Science Learning Game.

Autor/in	Harvey, William L.
Institution	Florida State Univ., Tallahassee. Computer-Assisted Instruction Center.
Titel	A Study of the Cognitive and Affective Outcomes of a Collegiate Science Learning Game.
Quelle	(1970), (169 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Background; Black Students; Comparative Analysis; Conventional Instruction; Educational Games; Elementary School Science; High Achievement; Individual Characteristics; Low Achievement; Predictor Variables; Role Playing; Science Instruction; Science Teachers; Statistical Analysis; Student Attitudes; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Performance; Leistung; Hintergrundinformation; Educational game; Lernspiel; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Unterdurchschnittliche Leistung; Prädiktor; Rollenspiel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A science education game, called "Challenge," was developed and tested. In a course designed to review the concepts that are useful in teaching elementary school science, one group of black graduate students used the game while a control group used the conventional lecture-discussion format. The game was designed to allow the player an opportunity to relate his knowledge of science to elementary classroom situations. A role-playing design was used to give the students practice in expressing scientific concepts using their own words. The results of analysis of variance comparisons indicated that the experimental gaming group had significantly superior posttest results in achievement in science, attitude toward science, confidence in science, and in the learning of the specific concepts that were taught in the game. It was found that individual personality and background characteristics could differentially predict the posttest measures and that low achievers in science benefited most from the gaming strategy. Their achievement posttest scores nearly matched those of the high achievement group. Thus, the learning game reduced differences in achievement that were detected on the pretest while raising the achievement mean for the entire group. (JY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01