Science games and the development of scientific possible selves.
Science games and the development of scientific possible selves.
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DOI：
10.1007/s11422-012-9408-0
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发表时间：
2012-12-01
影响因子：
1.2
通讯作者：
Wang, Shu
中科院分区：
文献类型：
--
作者：
Beier, Margaret;Miller, Leslie;Wang, Shu
严肃的科学游戏，尤其是那些包含虚拟学徒成分的游戏，可以为玩家提供真实的科学体验。本文讨论了科学游戏如何通过专业游戏中的重复练习和社会影响（例如同伴群体）来影响科学学习和以科学为导向的可能自我的发展。我们首先回顾了可能自我理论，并讨论了严肃的科学游戏影响科学可能自我发展的潜力。作为我们评测的一部分，我们展示了一款启发我们工作的法医游戏。接下来，我们提出了一种科学的可能的自我测量方法，并以中学生样本（N=374）评估其信度和效度。最后，我们讨论了科学游戏的前景以及在个人和团体层面上发展科学可能的自我，作为激发青少年 STEM 职业生涯的一种手段。
Serious scientific games, especially those that include a virtual apprenticeship component, provide players with realistic experiences in science. This article discusses how science games can influence learning about science and the development of science-oriented possible selves through repeated practice in professional play and through social influences (e.g., peer groups). We first review the theory of possible selves and discuss the potential of serious scientific games for influencing the development of scientific possible selves. As part of our review, we present a forensic game that inspired our work. Next we present a measure of scientific possible selves and assess its reliability and validity with a sample of middle-school students (N=374). We conclude by discussing the promise of science games and the development of scientific possible selves on both the individual and group levels as a means of inspiring STEM careers among adolescents.