Playing Modeling Games in the Science Classroom: The Case for Disciplinary Integration
Physics Education
2016-07-19 v1
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.
Cite
@article{arxiv.1607.05094,
title = {Playing Modeling Games in the Science Classroom: The Case for Disciplinary Integration},
author = {Pratim Sengupta and Doug Clark},
journal= {arXiv preprint arXiv:1607.05094},
year = {2016}
}