Fundamental Computer Science Conceptual Understandings for High School Students Using Original Computer Game Design

Autor/inn/en	Ernst, Jeremy V.; Clark, Aaron C.
Titel	Fundamental Computer Science Conceptual Understandings for High School Students Using Original Computer Game Design
Quelle	In: Journal of STEM Education: Innovations and Research, 13 (2012) 5, S.40-45 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Computers; Educational Technology; Vocational Education; Student Attitudes; Literacy; Technological Literacy; Computer Science; Feedback (Response); Career Awareness; Computer Games; STEM Education; Secondary School Students; Information Technology; Scientific Literacy; Public Schools; Pretests Posttests; North Carolina + Suchen Sie Ihr Suchwort? Digitalrechner; Unterrichtsmedien; Ausbildung; Berufsbildung; Schülerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Technisches Wissen; Informatik; Karrierebewusstsein; Computer game; Computerspiel; Computerspiele; STEM; Sekundarschüler; Informationstechnologie; Public school; Öffentliche Schule
Abstract	In 2009, the North Carolina Virtual Public Schools worked with researchers at the William and Ida Friday Institute to produce and evaluate the use of game creation by secondary students as a means for learning content related to career awareness in Science, Technology, Engineering and Mathematics (STEM) disciplines, with particular emphasis in computer science areas. The study required the development of various forms of multimedia that were inclusive of content and activities delivered in a distance environment via the Internet. The team worked with a game art and design graduate class to produce materials and assessment instruments to be included in the project. The multimedia-based materials were piloted and field tested in online Career and Technical Education (CTE) courses titled Computer Applications I. The evaluation and assessment of this project focused on student learning gains in content-specific computer science areas and overall appreciation of the technology studies used during the project. Teacher and student interviews, along with teacher journals, helped track the progress of both the students and edited materials. Conclusions from this study include support of gaming as a pedagogical process and the need for technological literacy. Based on teacher and student feedback, the study concluded that informational technology software serves as an influential variable in the success of this type of instructional unit. More research is needed on the use of gaming as a pedagogical tool in STEM disciplines as professionals in education prepare 21st century learners. (Contains 4 tables.) (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10