Practical considerations for integrating alternate reality gaming into science education
Bellocchi, Alberto (2012) Practical considerations for integrating alternate reality gaming into science education. Teaching Science, 58(4), p. 43.
In this article, I present my experience with integrating an alternate reality gaming (ARG) framework into a pre-service science teacher education course. My goal is to provide an account of my experiences that can inform other science education practitioners at the tertiary and secondary levels that wish to adopt a similar approach in their classes. A game was designed to engage pre-service teachers with issues surrounding the declining enrolments in science, technology, engineering and mathematics disciplines (i.e., the STEM crisis; Tytler, 2007) and ways of re-engaging learners with STEM subjects. The use of ARG in science education is highly innovative. Literature on the use of ARG for educational purposes is scarce so in the article I have drawn on a range of available literature on gaming and ARG to define what it is and to suggest how it can be included in school science classrooms.
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|Item Type:||Journal Article|
|Keywords:||Alternate Reality Gaming, Gaming in science, Serious games, Games for change, Science Education, STEM education, Socio-scientific issues, pre service science education, High School Science.|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy not elsewhere classified (130299)
|Divisions:||Current > Schools > School of Curriculum|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2012 Australian Science Teachers' Association|
|Deposited On:||02 Oct 2012 13:41|
|Last Modified:||20 Oct 2013 19:52|
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