"Waves": Scaffolding Self-Regulated Learning to Teach Science in a Whole-Body Educational Game

Autor/in	Johnson, Emily Kuzneski
Titel	"Waves": Scaffolding Self-Regulated Learning to Teach Science in a Whole-Body Educational Game
Quelle	In: Journal of Science Education and Technology, 28 (2019) 2, S.133-151 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Emily Kuzneski)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-018-9753-1
Schlagwörter	Scaffolding (Teaching Technique); Science Instruction; Educational Games; Middle School Students; Physics; Scientific Concepts; Motion; Self Efficacy; Self Management; Pretests Posttests + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Educational game; Lernspiel; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Physik; Bewegungsablauf; Self-efficacy; Selbstwirksamkeit; Selbstmanagement
Abstract	This study employed mixed methods to investigate the efficacy of scaffolding self-regulated learning prompts within a whole-body educational game, "Waves." This game was designed to teach middle school-aged children basic concepts of waves by moving their bodies to mimic the motions of waves, physically experiencing different velocities and wavelengths. Textual prompts intended to scaffold self-regulated learning behaviors respond to learner actions (or non-actions) within "Waves." The adult facilitator reinforced the in-game prompts by speaking them aloud. This study is framed around the research questions: (1) How does a whole-body educational game effectively teach players about STEM concepts? (2) How can self-regulated learning be effectively scaffolded in a whole-body educational game? and (3) Are self-regulated learning scaffolds utilized the same way by all players? A quantitative pre-post assessment of learning and self-regulation skills was further elucidated by a case study analyzing the recorded discourse of two partners while participating in the larger study. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01