An investigation of the artifacts and process of constructing computers games about environmental science in a fifth grade classroom
An investigation of the artifacts and process of constructing computers games about environmental science in a fifth grade classroom
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DOI：
10.1007/s11423-010-9184-z
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发表时间：
2011-12-01
影响因子：
5
通讯作者：
Land, Susan M.
中科院分区：
文献类型：
--
作者：
Baytak, Ahmet;Land, Susan M.
本研究采用案例研究设计(Yen，Case Study Research，Design and Methods，2009)，运用建构主义的理论框架，调查了五年级学生在环境科学单元的背景下设计和开发电脑游戏的过程。十名五年级学生使用Scratch软件设计电脑游戏。结果表明，学生能够设计功能游戏，遵循一个由设计学习的规划、设计、测试和分享的过程。观察显示，游戏设计为学生提供了非正式知识构建和分享的机会。这反过来又鼓励学生测试和改进他们的设计。这一发现支持了这样的结论，即小学生在使用为他们的经验水平开发的图形编程软件时，可以发展编程概念并创建电脑游戏。提出了对通过游戏学习设计的迭代过程的见解。
This study employed a case study design (Yin, Case study research, design and methods, 2009) to investigate the processes used by 5th graders to design and develop computer games within the context of their environmental science unit, using the theoretical framework of constructionism. Ten fifth graders designed computer games using Scratch software. The results showed students were able to design functional games, following a learning-by-design process of planning, designing, testing, and sharing. Observations revealed that game design led to opportunities for informal knowledge building and sharing among students. This, in turn, encouraged students to test and improve their designs. The findings support the conclusion that elementary students can develop programming concepts and create computer games when using graphical programming software developed for their level of experience. Insights into the iterative process of learning-by-game design are presented.