Impact of a Training Programme on the E-Rubric Evaluation of Gamification Resources with Pre-Service Secondary School Science Teachers

Autor/inn/en	Franco-Mariscal, Antonio-Joaquín; Cebrián-Robles, Daniel; Rodríguez-Losada, Noela
Titel	Impact of a Training Programme on the E-Rubric Evaluation of Gamification Resources with Pre-Service Secondary School Science Teachers
Quelle	In: Technology, Knowledge and Learning, 28 (2023) 2, S.769-802 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Franco-Mariscal, Antonio-Joaquín) ORCID (Cebrián-Robles, Daniel) ORCID (Rodríguez-Losada, Noela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-021-09588-1
Schlagwörter	Gamification; Preservice Teachers; Secondary School Teachers; Science Teachers; Scoring Rubrics; Program Evaluation; Reflective Teaching; Foreign Countries; Design; Spain + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Scoring formulas; Auswertungsbogen; Programme evaluation; Programmevaluation; Ausland; Spanien
Abstract	Social constructivism is a learning approach in which students actively construct their own knowledge by way of experiences and interactions with others. As such, it is important to highlight both individual and group-based reflection practices in pre-service teacher training as a key aspect for improving teaching practice. This paper presents the results of the design and implementation of a training programme of 7 sessions (8.5 h of class participation plus 25 h of personal homework) for pre-service secondary school science teachers, who were asked to design a gamification resource and an e-rubric to evaluate it. Subsequent improvement of this e-rubric was enhanced by performing different reflection activities at key moments. The programme was carried out by 50 Spanish pre-service teachers from Málaga (Spain). Data collection centred on the e-rubrics designed, the emotions experienced and the possible transfer to real-life practice performed six months later. The impact of reflections on the evaluation was studied by analysing the evolution of the categories proposed by the participants for the e-rubric at different times, with marked changes being found during design and preparation of the gamification resource, and only very minor changes post-implementation. In addition, a group-based criteria consensus session favoured a more in-depth reflection. Interest was the main emotion experienced by pre-service teachers, especially during preparation and use of the resource. The programme also had a marked impact on transfer of the e-rubric into practice, as did the designed resource, although to a lesser extent. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01