“Taphonomy: Dead and fossilized”: A new board game designed to teach college undergraduate students about the process of fossilization
“Taphonomy: Dead and fossilized”: A new board game designed to teach college undergraduate students about the process of fossilization
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“埋藏学：死亡与化石”：一款新的棋盘游戏，旨在向大学生传授化石化过程
DOI：
10.1080/10899995.2019.1693217
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发表时间：
2020
影响因子：
--
通讯作者：
Weiss, Anna M.
中科院分区：
文献类型：
--
作者：
Martindale, Rowan C.;Weiss, Anna M.
在教学中使用游戏可以帮助学生保留材料，并通过参与和享受成为创新的问题解决者。在这里，我们描述了一个新的棋盘游戏，“Taphonomy：死亡和化石化”，以及它作为一个积极的学习工具的使用（材料可在doi：10.18738/T8/NQV 2CU）。教育目标是教玩家有关埋藏学和化石化，而游戏目标是保护和恢复最好的化石收藏。通过竞争性的游戏，学生学习化学，物理和环境因素，以及生理和发现偏见如何影响生物体的保存和收集潜力。该游戏是仿照早侏罗纪化石存款的科学准确性和相关性。该游戏被纳入美国20所学院和大学的本科生课堂活动。调查结果显示，学生和教师对该游戏的评价非常积极，认为它很有趣，有助于他们学习或加强他们的英语知识。当进行统计分析时，我们发现学生自我报告的学习成果和意见随大学年份，专业，种族和种族而变化最显着。白色学生和地球科学或STEM专业的学生报告了最高水平的学习和享受，少数民族和非STEM专业的学生的反应不太好。我们建议这个游戏是最有利的上层古生物学教室使用，虽然它仍然是有益的，在较低的水平。将此游戏作为更大的课程计划的一部分并根据个别教室的需要进行调整是至关重要的。修改的时间和班级规模，以及后续讨论的问题，包括在内。
Incorporating games in teaching can help students retain material and become innovative problem solvers through engagement and enjoyment. Here we describe a new board game, “Taphonomy: Dead and Fossilized,” and its use as an active learning tool (material available at doi: 10.18738/T8/NQV2CU). The educational objective is to teach the player about taphonomy and fossilization, while the gameplay objective is to preserve and recover the best fossil collection. Through competitive gameplay, students learn how chemical, physical, and environmental factors, as well as physiology and discovery biases can influence an organism’s preservation and collection potential. The game is modeled after an Early Jurassic fossil deposit for scientific accuracy and relevance. The game was incorporated in undergraduate classroom activities in 20 colleges and universities across the United States. Survey results show that students and teachers were overwhelmingly positive about the game, stating that it was fun and helped them learn or strengthen their knowledge of fossilization. When analyzed statistically, we find that students’ self-reported learning outcomes and opinions vary most significantly with college year, major, ethnicity, and race. White students and geoscience or STEM majors reported the highest levels of learning and enjoyment, with minorities and non-STEM majors responding less favorably. We suggest this game is most advantageous for use in upper-level paleontology classrooms, although it is still beneficial at lower levels. It is critical to use this game as part of a larger lesson plan and tailor it to fit the needs of an individual classroom. Modifications for time and class size, as well as follow-up discussion questions, are included.
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