"GodMode Is His Video Game Name": Situating Learning and Identity in Structures of Social Practice

Autor/inn/en	Bricker, Leah A.; Bell, Philip
Titel	"GodMode Is His Video Game Name": Situating Learning and Identity in Structures of Social Practice
Quelle	In: Cultural Studies of Science Education, 7 (2012) 4, S.883-902 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9410-6
Schlagwörter	Ethnography; Expertise; Video Games; Self Concept; Youth; Behavior Theories; Learning Processes; Social Environment; Student Behavior; Elementary Secondary Education; Science Instruction; Science Education; STEM Education; Educational Technology; Influence of Technology; Technology Uses in Education; Instructional Design; Learning Experience; Social Behavior + Suchen Sie Ihr Suchwort? Ethnografie; Expert appraisal; Video game; Videospiel; Videospiele; Selbstkonzept; Jugend; Jugendlicher; Jugendalter; Learning process; Lernprozess; Soziales Umfeld; Student behaviour; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; STEM; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernerfahrung; Social behaviour; Soziales Verhalten
Abstract	In this paper, we report on the structural nexus of one youth's gaming practices across contexts and over time. We utilize data from an ethnography of youth science and technology learning, as well as expertise development, across settings and developmental time. We use Ole Dreier's theory of persons to understand how this youth is able to develop considerable gaming expertise. Additionally, we explicate the learning practices embedded in the structural nexus of this youth's gaming and we examine associated issues of learning and identity. We problematize the lack of continuity between his formal schooling experiences and the structural nexus of his gaming practices as situated in a variety of other contexts and we reflect on the implications for the design of STEM gaming experiences in formal school environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10