2016
DOI: 10.4018/978-1-4666-9629-7.ch009
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Disciplinarily-Integrated Games

Abstract: Clark, Sengupta, Brady, Martinez-Garza, and Killingsworth (2015) and Sengupta and Clark (submitted) propose disciplinarily-integrated games as a generalizable template for supporting students in interpreting, manipulating, and translating across phenomenological and formal representations in support of a Science as Practice perspective (Pickering, 1995; Lehrer & Schauble, 2006). To explore the generalizability of disciplinarily-integrated games, this chapter proposes other hypothetical examples of discipli… Show more

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Cited by 5 publications
(1 citation statement)
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“…The more scaffolded nature of this simulation would then allow for progression to the next simulation. This second simulation is a 'sandbox' simulation for light rays in general, with far greater manipulation allowed (Clark et al 2009). Although the representation of the comp onents is different to that of the first simulation, this allows for natural curiosity and 'play time' prior to the data collection occurring, enabling students to familiarize themselves with the more complex components.…”
Section: Selection Of Simulationsmentioning
confidence: 99%
“…The more scaffolded nature of this simulation would then allow for progression to the next simulation. This second simulation is a 'sandbox' simulation for light rays in general, with far greater manipulation allowed (Clark et al 2009). Although the representation of the comp onents is different to that of the first simulation, this allows for natural curiosity and 'play time' prior to the data collection occurring, enabling students to familiarize themselves with the more complex components.…”
Section: Selection Of Simulationsmentioning
confidence: 99%