Modeling Games in the K-12 Science Classroom

Abstract

Digital games can be used as a productive and engaging medium to foster scientific expertise and have shown promise in supporting the co-development of scientific concepts and representational practices. This study focuses on the integration of a disciplinarily-integrated game, SURGE NextG, with complementary model-based activities to support the development of scientific modeling in Newtonian mechanics. Two pedagogical approaches were designed. Students in both approaches modeled the motion of an object inside and outside the game environment. One approach involved the material integration of virtual game play through a physical modeling activity in the classroom. The second approach involved a complementary modeling tool using an agent-based computational programming platform. While both modeling activities demonstrated affordances to support productive student learning, this study highlights the significance of designing multiple complementary representations of the same phenomenon as a core element of game play and related modeling activities.

A conceptual model of what programming affords secondary school courses in mathematics and technology

“…Programming affords flexibility in that course related concepts can be used and examined in different ways. The importance of representing a phenomenon in multiple ways to deepen students' conceptual understanding is stressed by Krinks et al (2019). Teachers in this study used programming to provide visualisation and make course content less abstract, for example geometry and probability theory.…”

“…Game elements and gamification can have positive effects on student motivation in programming courses (Fotaris et al, 2016;Pilkington, 2018). Students conceptual understanding of a phenomenon can be enhanced by multiple representations (Krinks et al, 2019). Previous research on the integration of programming in Swedish primary and secondary school courses of Mathematics and Technology have highlighted different potential relationships between programming and course content (Kilhamn et al, 2021).…”

“…Studies that investigate game elements and gamification in programming courses have found that the approach can have a positive effect on students' motivation (Fotaris et al, 2016;Pilkington, 2018). Previous research on modelling games in K-12 science education has highlighted the importance of representing phenomenon in many ways as part of game design (Krinks et al, 2019). This is important since moving between different representations can engage and deepen students' conceptual understanding (Krinks et al, 2019).…”

“…Previous research on modelling games in K-12 science education has highlighted the importance of representing phenomenon in many ways as part of game design (Krinks et al, 2019). This is important since moving between different representations can engage and deepen students' conceptual understanding (Krinks et al, 2019).…”