1. Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation.
- Author
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Wallon, Robert C., Jasti, Chandana, Lauren, Hillary Z. G., and Hug, Barbara
- Subjects
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EDUCATIONAL computer games , *VIDEO games in education , *EDUCATIONAL change , *CURRICULUM , *SCIENCE education - Abstract
Argumentation has been emphasized in recent US science education reform efforts (NGSS Lead States
2013 ; NRC2012 ), 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 Krajcik2012 ) 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. [ABSTRACT FROM AUTHOR]- Published
- 2018
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