Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation

Autor/inn/en	Wallon, Robert C.; Jasti, Chandana; Lauren, Hillary Z. G.; Hug, Barbara
Titel	Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation
Quelle	In: Journal of Science Education and Technology, 27 (2018) 3, S.236-247 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wallon, Robert C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-017-9720-2
Schlagwörter	Science Instruction; Persuasive Discourse; Teaching Methods; Computer Games; Educational Technology; Technology Uses in Education; High School Students; Biology; Secondary School Science; Scores; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Unterrichtserfolg
Abstract	Argumentation has been emphasized in recent US science education reform efforts (NGSS Lead States 2013; NRC 2012), and while existing studies have investigated approaches to introducing and supporting argumentation (e.g., McNeill and Krajcik in "Journal of Research in Science Teaching," 45(1), 53-78, 2008; Kang et al. in "Science Education," 98(4), 674-704, 2014), few studies have investigated how game-based approaches may be used to introduce argumentation to students. In this paper, we report findings from a design-based study of a teacher's use of a computer game intended to introduce the claim, evidence, reasoning (CER) framework (McNeill and Krajcik 2012) for scientific argumentation. We studied the implementation of the game over two iterations of development in a high school biology teacher's classes. The results of this study include aspects of enactment of the activities and student argument scores. We found the teacher used the game in aspects of explicit instruction of argumentation during both iterations, although the ways in which the game was used differed. Also, students' scores in the second iteration were significantly higher than the first iteration. These findings support the notion that students can learn argumentation through a game, especially when used in conjunction with explicit instruction and support in student materials. These findings also highlight the importance of analyzing classroom implementation in studies of game-based learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01