Publication details
Fostering Science Teachers Design for Inquiry-Based Learning by Using a Serious Game
| Authors | |
|---|---|
| Year of publication | 2014 |
| Type | Article in Proceedings |
| Conference | Proc. of the 14th IEEE International Conference on Advanced Learning Technologies - ICALT2014 Advanced Technologies for Supporting Open Access to Formal and Informal Learning |
| MU Faculty or unit | |
| Citation | |
| web | http://ieeexplore.ieee.org/xpl/articleDetails.jsp?reload=true&arnumber=6901443 |
| Doi | http://dx.doi.org/10.1109/ICALT.2014.71 |
| Keywords | serious games; inquiry-based learning; science; teacher training |
| Description | There is wide consensus internationally amongst scientific communities that Inquiry-Based Learning can be employed to foster acquisition of clearly defined, 'certain' knowledge such as the conceptual foundations of a scientific discipline. Alternatively, it can be used to engage students with uncertainty, multiple perspectives and contestation through exploration of scientific problems. In order to enact inquiry-based learning effectively, science teachers need to be aware of how to design inquiry-based learning activities and the most effective ways of facilitating inquiry-based learning in the classroom. This paper, presents Sim AULA, a serious game for helping science teachers to create engaging activities for involving students in inquiry-based quests. The paper proposes a cyclical model comprising seven inquiry steps or phases and translates these steps into practical inquiry-based activities performed in the serious game. Sim AULA's overarching architecture is presented in the context of the in-game inquiry-based learning activities, which will be implemented and evaluated in a number of schools across Europe. |