Brain jam: STEAM learning through neuroscience-themed game development
Brain jam: STEAM learning through neuroscience-themed game development
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Brain jam：通过神经科学主题的游戏开发进行 STEAM 学习
DOI：
10.1145/3055116.3055122
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Beth Yeager
中科院分区：
文献类型：
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作者：
Ian Pollock;James Murray;Beth Yeager
改善STEM教育目前是国家的优先事项，迫切需要发展一支具备STEM素养的未来劳动力队伍[26]。本研究介绍了一个初步的调查结果，从开发，实施和检查的课后试点项目相结合的神经科学教育和创建可播放的媒体服务不足的高中学生在海沃德，加州。该计划由大学教师，研究生和STEM教育研究所开发，是一种跨学科和协作的方式，将联合收割机神经科学和设计思维结合起来。借鉴两个现有的大学课程，CSUEB游戏果酱和大脑蜜蜂，它提供了一个课外活动，是从事，内容丰富，跨学科。将神经科学和设计思维结合到STEAM中，该计划还响应了加州下一代科学和工程标准[21]的呼吁，以增加基于探究方法的不同学科的整合。Brain Jam项目的评估研究是以这个课后项目是如何实施的以及对学生参与的后果为指导的。该研究还考察了科学素养和实践以及设计思维的增长。初步研究结果似乎支持这种跨学科，互动和以问题为中心的方法的有效性。他们认为，“折叠在一起”的游戏设计和神经科学是有效的，在支持更深层次的思考和理解，并提高学生对这两个学科的兴趣。
Improving STEM education is currently a national priority, precipitated by the urgent need to develop a STEM-literate future workforce [26]. This study presents a description of preliminary findings from the development, implementation, and examination of an after-school pilot project combining neuroscience education and the creation of playable media for underserved high school students in Hayward, California. The program, developed by university faculty, graduate students and the Institute for STEM Education, is an interdisciplinary and collaborative way to combine neuroscience and design thinking. Drawing on two existing university programs, the CSUEB Game Jam and Brain Bee, it offers an after-school program that is engaging, content-rich, and transdisciplinary. Combining neuroscience and design thinking into STEAM, the program also answers a call by California Next Generation Science and Engineering Standards [21] for increased integration of different disciplines in inquiry-based approaches. The evaluation research study of the Brain Jam project was guided by questions of how this after-school program was implemented and the consequences for student engagement. The study also looked at the growth in science literacy and practice as well as design thinking. Preliminary findings appear to support the effectiveness of this transdisciplinary, interactive, and problem-centered approach. They suggest that "folding together" game design and neuroscience was effective in supporting deeper thinking and understanding, and increased student interest in both disciplines.