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Playing Modeling Games in the Science Classroom: The Case for Disciplinary Integration
- Source :
- 2016; Educational Technology, 56 (3), 16 - 22
- Publication Year :
- 2016
-
Abstract
- We extend the theory of disciplinary integration of games for science education beyond the virtual world of games, and identify two key themes of a practice-based theoretical commitment to science learning: (1) materiality in the classroom and (2) iterative design of multiple, complementary symbolic inscriptions (e.g., graphs and agent-based programs). We also identify the affordances of our proposed approach for facilitating student learning and teacher agency.
- Subjects :
- Physics - Physics Education
Subjects
Details
- Database :
- arXiv
- Journal :
- 2016; Educational Technology, 56 (3), 16 - 22
- Publication Type :
- Report
- Accession number :
- edsarx.1607.05094
- Document Type :
- Working Paper