Pre-Service Teachers' Experiences on the Development of Educational Science Board Games

Autor/in	Botes, Wiets
Titel	Pre-Service Teachers' Experiences on the Development of Educational Science Board Games
Quelle	In: European Journal of STEM Education, 7 (2022) 1, Artikel 2 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4368
Schlagwörter	Preservice Teachers; Student Experience; Educational Games; Science Education; Natural Sciences; Material Development; Foreign Countries; Skill Development; Emotional Response; Student Reaction; Student Teacher Attitudes; College Seniors; South Africa + Suchen Sie Ihr Suchwort? Studienerfahrung; Educational game; Lernspiel; Naturwissenschaftliche Bildung; Naturwissenschaften; Lehrmaterialentwicklung; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Emotionales Verhalten; Schülerkritik; College; Colleges; Senior; Hochschule; Fachhochschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The expectation is that pre-service teachers that are specializing in the teaching of primary school natural science, ought to make use of teaching approaches that will allow them to engage learners in a joyful yet meaningful science learning experience. One such teaching approach to be considered is regarded as board game-based teaching. This paper investigated how natural science pre-service teachers experienced the development of educational science board games. This study draws on a conceptual understanding of game-based education, which allows for the integration of topics within board game mechanics, board game aesthetics and board game thinking. This qualitative case study considered a focus-group discussion and photo-voice methodology as data collection techniques to capture the pre-service teachers' experiences on the development of educational science board games. Findings from the study revealed how their engagement in the development of educational science board games had an impact on their personal skill development, their professional teacher development, their development of pedagogical content knowledge, as well as their development of applicable assessment methodology that relates to the teaching of the subject natural science. On the other hand, issues surrounding the learning objectives, the complex design processes, and the lack of relevant materials available to develop the educational science board games were viewed in a less positive light. Findings from the study suggest that science teacher education programmes should be intentional in shaping pre-service teachers' skills to develop educational board games that would complement the quality of their science teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01