Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation.
Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation.
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实施用于引入科学论证的课程整合计算机游戏。
DOI：
10.1007/s10956-017-9720-2
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发表时间：
2018
影响因子：
4.4
通讯作者：
Hug,Barbara
中科院分区：
文献类型：
--
作者：
Wallon,RobertC;Jasti,Chandana;Lauren,HillaryZG;Hug,Barbara
论证在最近的美国科学教育改革努力中得到了强调（NGSS Lead States 2013; NRC 2012），而现有的研究已经调查了引入和支持论证的方法（例如，麦克尼尔和Krajcik在Journal of Research in Science Teaching，45（1），53-78，2008; Kang等人在Science Education，98（4），674-704，2014），很少有研究调查了如何使用基于游戏的方法向学生介绍论证。在本文中，我们报告的结果，从设计为基础的研究，教师使用的电脑游戏，旨在引入索赔，证据，推理（CER）的框架（麦克尼尔和Krajcik 2012）的科学论证。我们研究了在高中生物教师的课堂上的两个迭代的发展游戏的实施。本研究的结果包括活动的制定和学生的辩论成绩方面。我们发现老师在两次迭代中都在明确的论证指导方面使用了游戏，尽管游戏的使用方式不同。此外，学生在第二次迭代中的分数明显高于第一次迭代。这些发现支持了学生可以通过游戏学习论证的观点，特别是当与学生材料中的明确指导和支持结合使用时。这些发现也强调了在游戏学习研究中分析课堂实施的重要性。
Argumentation has been emphasized in recent US science education reform efforts (NGSS Lead States 2013; NRC 2012), and while existing studies have investigated approaches to introducing and supporting argumentation (e.g., McNeill and Krajcik inJournal of Research in Science Teaching, 45(1), 53–78, 2008; Kang et al. inScience Education, 98(4), 674–704, 2014), few studies have investigated how game-based approaches may be used to introduce argumentation to students. In this paper, we report findings from a design-based study of a teacher’s use of a computer game intended to introduce the claim, evidence, reasoning (CER) framework (McNeill and Krajcik 2012) for scientific argumentation. We studied the implementation of the game over two iterations of development in a high school biology teacher’s classes. The results of this study include aspects of enactment of the activities and student argument scores. We found the teacher used the game in aspects of explicit instruction of argumentation during both iterations, although the ways in which the game was used differed. Also, students’ scores in the second iteration were significantly higher than the first iteration. These findings support the notion that students can learn argumentation through a game, especially when used in conjunction with explicit instruction and support in student materials. These findings also highlight the importance of analyzing classroom implementation in studies of game-based learning.