Saved in:
| Main Author: | |
|---|---|
| Format: | Artículo científico |
| Language: | en |
| Published: |
Associação Brasileira de Pesquisa em Educação em Ciências
2014
|
| Subjects: | |
| Online Access: | https://www.redalyc.org/articulo.oa?id=571666020018 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1866813134766866432 |
|---|---|
| author | Carol Rees |
| author_facet | Carol Rees |
| contents | Developing Awareness of Connections Between Science, Technology and the Environment through Participation in a Game-Like Approach to Curriculum Carol Rees Educación STSE education discourse analysis Environmental literacy middle school education learning through video games If we are ever to achieve the goal of redirecting technological development along moreenvironmentally and socially responsible lines we need to provide students withopportunities to examine the processes of science and technology, the possible costs andconsequences of this work, and the choices available to us. The purpose of this study is toexamine students’ developing environmental literacy in the Heat Game. The Heat Game is agame-like approach to curriculum designed to support students developing theirenvironmental literacy while addressing curriculum requirements for a grade 7 unit, Heat inthe Environment, in Ontario, Canada. Based on principles of learning in video-games, theHeat Game recreates a simulation of a science and technology setting wherein studentparticipants role-play junior professional scientists communicating online within acommunity of scientists. In their roles they work to solve a virtual challenge to designenergy-efficient housing, and reflect on possible environmental and societal consequencesof their designs. This study, which is part of a larger design-based research study of The HeatGame, uses discourse analysis to examine online role-playing conversations generatedwithin the game as well as online correspondence between students and their teacher afterthe game. The study demonstrates that through actions and online conversations in theHeat Game students developed their environmental literacy, including understandings ofthe relationships between science, technology and the environment and the consequencesof choices we make. In addition the study provides support for the ideas of Gee (2007)regarding how we can use the principles of learning in video games to create opportunitiesfor students to develop a literacy; in this case environmental literacy. 2014 artículo científico 1806-5104 https://www.redalyc.org/articulo.oa?id=571666020018 en http://www.redalyc.org/revista.oa?id=5716 Revista Brasileira de Pesquisa em Educação em Ciências application/pdf Associação Brasileira de Pesquisa em Educação em Ciências Revista Brasileira de Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14 |
| format | Artículo científico |
| id | redalyc_571666020018 |
| language | en |
| publishDate | 2014 |
| publisher | Associação Brasileira de Pesquisa em Educação em Ciências |
| spellingShingle | Developing Awareness of Connections Between Science, Technology and the Environment through Participation in a Game-Like Approach to Curriculum Carol Rees Educación STSE education discourse analysis Environmental literacy middle school education learning through video games Developing Awareness of Connections Between Science, Technology and the Environment through Participation in a Game-Like Approach to Curriculum Carol Rees Educación STSE education discourse analysis Environmental literacy middle school education learning through video games If we are ever to achieve the goal of redirecting technological development along moreenvironmentally and socially responsible lines we need to provide students withopportunities to examine the processes of science and technology, the possible costs andconsequences of this work, and the choices available to us. The purpose of this study is toexamine students’ developing environmental literacy in the Heat Game. The Heat Game is agame-like approach to curriculum designed to support students developing theirenvironmental literacy while addressing curriculum requirements for a grade 7 unit, Heat inthe Environment, in Ontario, Canada. Based on principles of learning in video-games, theHeat Game recreates a simulation of a science and technology setting wherein studentparticipants role-play junior professional scientists communicating online within acommunity of scientists. In their roles they work to solve a virtual challenge to designenergy-efficient housing, and reflect on possible environmental and societal consequencesof their designs. This study, which is part of a larger design-based research study of The HeatGame, uses discourse analysis to examine online role-playing conversations generatedwithin the game as well as online correspondence between students and their teacher afterthe game. The study demonstrates that through actions and online conversations in theHeat Game students developed their environmental literacy, including understandings ofthe relationships between science, technology and the environment and the consequencesof choices we make. In addition the study provides support for the ideas of Gee (2007)regarding how we can use the principles of learning in video games to create opportunitiesfor students to develop a literacy; in this case environmental literacy. 2014 artículo científico 1806-5104 https://www.redalyc.org/articulo.oa?id=571666020018 en http://www.redalyc.org/revista.oa?id=5716 Revista Brasileira de Pesquisa em Educação em Ciências application/pdf Associação Brasileira de Pesquisa em Educação em Ciências Revista Brasileira de Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14 |
| title | Developing Awareness of Connections Between Science, Technology and the Environment through Participation in a Game-Like Approach to Curriculum |
| topic | Educación STSE education discourse analysis Environmental literacy middle school education learning through video games |
| url | https://www.redalyc.org/articulo.oa?id=571666020018 |