Passion Play: Will Wright and Games for Science Learning

Autor/in	Ching, Dixie
Titel	Passion Play: Will Wright and Games for Science Learning
Quelle	In: Cultural Studies of Science Education, 7 (2012) 4, S.767-782 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9456-5
Schlagwörter	Instructional Design; Constructivism (Learning); Expertise; Video Games; Inquiry; Critical Thinking; Problem Solving; Learning Processes; Creativity; Science Instruction; Science Education; STEM Education; Educational Technology; Educational Games; Computer Games; Computer Assisted Instruction; Teaching Methods; Learner Engagement; Youth + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Expert appraisal; Video game; Videospiel; Videospiele; Kritisches Denken; Problemlösen; Learning process; Lernprozess; Kreativität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; STEM; Unterrichtsmedien; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Jugend; Jugendlicher; Jugendalter
Abstract	Researchers and instructional designers are exploring the possibilities of using video games to support STEM education in the U.S., not only because they are a popular media form among youth, but also because well-designed games often leverage the best features of inquiry learning. Those interested in using games in an educational capacity may benefit from an examination of the work of video game designer Will Wright. Wright designs through a constructivist lens and his open-ended, sandbox games ("SimCity," "The Sims," "Spore") present wide "possibility spaces" that allow players to exercise their critical thinking and problem solving skills. His games invoke a delight in discovery that inspire creative acts and interest-driven learning both during and outside of the game. Finally, he reminds us that failure-based learning is a viable strategy for building expertise and understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10