Children’s Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases

Neulight, Nina; Kafai, Yasmin B.; Kao, Linda; Foley, Brian J.; Galas, Cathleen

doi:10.1007/s10956-006-9029-z

Cited by 94 publications

(41 citation statements)

References 18 publications

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“…Technology and media play a large role in the ways that young people can connect to STEM learning. For example, researchers are creating virtual worlds and games that leverage young people's interest to learn science concepts [5][6][7]. Foundations are creating digital labs in public libraries to teach young people media literacy skills [8,9].…”

mentioning

confidence: 99%

Reimagining the Role of School Libraries in STEM Education: Creating Hybrid Spaces for Exploration

Subramaniam¹,

Ahn²,

Fleischmann³

et al. 2012

The Library Quarterly

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to The Library Quarterly.

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mentioning

confidence: 99%

Reimagining the Role of School Libraries in STEM Education: Creating Hybrid Spaces for Exploration

Subramaniam¹,

Ahn²,

Fleischmann³

et al. 2012

The Library Quarterly

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“…It is also argued that dynamic representations provide more authentic and explicit representations than students would otherwise be able to observe in the classroom (Neulight, Kafai, Kao, Foley & Galas, 2007).…”

Section: Video Games In Formal Learning Contextsmentioning

confidence: 99%

Evolution and natural selection: learning by playing and reflecting

Blanco‐Herrero

Castillo

Monjelat

et al. 2014

J. New Approaches Educ. Res.

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Scientific literacy is more than the simple reproduction of traditional school science knowledge and requires a set of skills, among them identifying scientific issues, explaining phenomena scientifically and using scientific evidence. Several studies have indicated that playing computer games in the classroom can support the development of studentsʼ conceptual understanding about scientific phenomena and theories. Our paper presents a research study where the role of the video game Spore as a learning tool was analysed in a Biology class. An ethnographical perspective served as the framework for the organization and development of a workshop comprised of five sessions with 22 4 th grade students, and their Biology teacher.The results show that this video game could become an interesting learning tool to improve studentsʼ understanding of evolution and natural selection. The students could combine their previous knowledge with the academic knowledge obtained though the simulation presented by the video game. To sum up, an attempt has been made to give some empirical guidance about effective approaches to the utilisation of games in classrooms, additionally paying attention to a number of concerns related to the effectiveness of video games as learning tools.

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“…In the conclusion, the authors suggest that multi-user virtual game worlds support academic content learning, as they offer environments where scientific concepts are used in contextualised situations. Also, in the study by Neulight et al (2007), the students displayed an increased scientific understanding after participating in a computer game about virtual infectious diseases. The study analysed how and in what way students developed their understanding when participating in computer game play in the online community Whyville.net.…”

Section: Computer Game Play and Science Content Learningmentioning

confidence: 99%

“…Previous studies have also investigated in what ways computer games can provide dynamic representations of simulated ''real'' world situations, and how they can support or develop students' understanding of scientific investigations. According to Neulight et al (2007), computer games can offer the students embodied experiences in complex domains that otherwise are difficult or impossible to access in ordinary science classrooms. It is also argued that dynamic representations for example of graphics, motion, sounds and extreme short time phenomena (or long) provide more authentic and explicit representations of what actually is being represented, than students would be able to observe for themselves in the classroom.…”

Section: Computer Game Play and Science Content Learningmentioning

confidence: 99%

“…It is argued that computer games and gaming contexts are characterised by intrinsic qualities that support learning, and are regarded as providers of authentic, meaningful and powerful contexts for learning (Stapleton 2004). Several studies Magnussen 2005;Neulight et al 2007;Price 2008;Squire and Jan 2007) also maintain that the use of computer games in science classrooms may result in students developing their conceptual understanding of scientific phenomena and theories. But in which manner do students perceive computer games as tools for learning and in what ways can students' reflections upon their computer game play help explicate science learning objectives?…”

Section: Aim and Research Questionsmentioning

confidence: 99%

See 1 more Smart Citation

Simulated Sustainable Societies: Students’ Reflections on Creating Future Cities in Computer Games

Nilsson

Jakobsson

2010

J Sci Educ Technol

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The empirical study, in this article, involved 42 students (ages 14 15), who used the urban simulation computer game SimCity 4 to create models of sustainable future cities. The aim was to explore in what ways the simulated ''real'' worlds provided by this game could be a potential facilitator for science learning contexts. The topic investigated is in what way interactions in this gaming environment, and reflections about these interactions, can form a context where the students deal with real world problems, and where they can contextualise and apply their scientific knowledge. Focus group interviews and video recordings were used to gather data on students' reflections on their cities, and on sustainable development. The findings indicate that SimCity 4 actually contributes to creating meaningful educational situations in science classrooms, and that computer games can constitute an important artefact that may facilitate contextualisation and make students' use of science concepts and theories more explicit.

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Children’s Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases

Cited by 94 publications

References 18 publications

Reimagining the Role of School Libraries in STEM Education: Creating Hybrid Spaces for Exploration

Reimagining the Role of School Libraries in STEM Education: Creating Hybrid Spaces for Exploration

Evolution and natural selection: learning by playing and reflecting

Simulated Sustainable Societies: Students’ Reflections on Creating Future Cities in Computer Games

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