Board Game Design: An Educational Tool for Understanding Environmental Issues

Autor/inn/en	Parekh, Priyanka; Gee, Elisabeth; Tran, Kelly; Aguilera, Earl; Pérez Cortés, Luis E.; Kessner, Taylor; Siyahhan, Sinem
Titel	Board Game Design: An Educational Tool for Understanding Environmental Issues
Quelle	In: International Journal of Science Education, 43 (2021) 13, S.2148-2168 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parekh, Priyanka) ORCID (Gee, Elisabeth) ORCID (Tran, Kelly) ORCID (Aguilera, Earl) ORCID (Pérez Cortés, Luis E.) ORCID (Kessner, Taylor) ORCID (Siyahhan, Sinem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1956701
Schlagwörter	Environmental Education; Water Pollution; Scientific Literacy; Game Based Learning; Games; Models; Design; Concept Formation; Affordances; Systems Approach; Summer Programs; Workshops; Public Libraries; Adolescents; Males; Active Learning; Inquiry; Authentic Learning + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Gewässerverschmutzung; Game; Spiel; Spiele; Analogiemodell; Concept learning; Begriffsbildung; Systemischer Ansatz; Sommerkurs; Lernwerkstatt; Schulung; Public library; Stadtbücherei; Öffentliche Bibliothek; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Aktives Lernen
Abstract	Framing, implementing, and engaging youth in authentic scientific inquiry are highly valued in science education; however, we have very limited knowledge of the nature and use of tools that accomplish these. Therefore, we proposed that board game design is a meaningful tool for engaging youth in understanding environmental issues. We reported findings from an educational board game design workshop based on real world issues for teens aged 13-17 years conducted at a large public library Makerspace. Using qualitative methods, we analysed the teens' process of making one such game, "Pollutaplop," to understand its merits and argued that board game design nurtured the development of tools for inquiry. In response to the recent surge of interest in creating tools for learning about natural systems, we found that designing board games in authentic contexts engaged youth in building models as well as systems thinking. Intent gamers, including youth, might be well positioned to appreciate the complexities of both games and the contexts they are set in. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01