ERIC Number: EJ1021686
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 106
Digital Games and the US National Research Council's Science Proficiency Goals
Martinez-Garza, Mario; Clark, Douglas B.; Nelson, Brian C.
Studies in Science Education, v49 n2 p170-208 2013
This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these research-based goals for science proficiency in light of their alignment with current science education standards and reform documents worldwide. Overall, the review suggests that digital games can support science learning across the four strands but also suggests that there are few strong quantitative studies examining some of the strands. Much of the research conducted to date has centred primarily on the potential of games to scaffold conceptual knowledge, engagement and participation. Less research has focused on epistemological understanding and science process skills. While much debate has asked whether digital games are "good" or "bad" for learning, the research across the strands highlights that the design of digital games, rather than their medium, ultimately determines their efficacy for learning.
Descriptors: Computer Games, Video Games, Science Education, Science Achievement, Academic Standards, Teaching Methods, Literature Reviews, Educational Technology, Journal Articles, Scientific Concepts, Student Motivation, Science Process Skills, Concept Formation, Programming, Design, Epistemology, Learner Engagement, Self Efficacy, Emotional Response, Student Participation, Student Attitudes
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Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A