Using Games to Creatively Enhance the Counselor Education Curriculum

Swank, Jacqueline M.

doi:10.1080/15401383.2012.740365

Cited by 16 publications

(11 citation statements)

References 16 publications

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“…The activities have been prepared so that they could be used in explanation, deepening and assessment stages of the class, and would be didactic for those that have had difficulty in learning the subject. Swank (2012) suggests the use of educational games for teachers to evaluate the learning level of the lesson.…”

Section: Views Of Applying Teacher About the Technique Of Teaching Wimentioning

confidence: 99%

“…In his study on how to prepare educational games, Allery (2014) has stated that multi-purpose use of games dates back to very old times, and games are also used in business for teaching and developing various skills including decisionmaking, problem solving and having effective negotiations. Swank (2012) has stated that students gain the opportunity to get to know themselves, develop their creativity and assess their knowledge and skills during the application of educational games.…”

Section: Views Of Applying Teacher About the Technique Of Teaching Wimentioning

confidence: 99%

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The use of educational games within the structure and properties of matter unit in science class

Eltem

Berber²

2021

Participatory Educational Research

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Given the rapid pace of science today, we can feel the influence of it in all aspects of our lives. Therefore, it is aimed to raise individuals with advanced thinking skills who learn and use knowledge in science class and can combine science and technology. In line with such purposes, it is believed that different methods and techniques are required to be used within classes. In this study, educational game techniques have been used in teaching of the “Structure and Properties of Matter” unit in science class and the effects of this teaching technique have been researched to measure the academic success of students as well as the opinions of students and teachers. Mixed research design has been employed within the study. Control group pre-test - final test model has been preferred for the quantitative dimension of research. “Academic success test on the structure and properties of matter” developed by the researcher has been used for the collection of the quantitative data. In the qualitative dimension of the research, semi-structured interviews, researcher's observations and diaries, and science journals of students have been utilised. According to the findings obtained, educational game has positively affected the students, increased the course success (p<.05) and participation in the course. A significant change has been observed in the success levels of the students and a positive change has been found in their views on the Science lesson.

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Section: Views Of Applying Teacher About the Technique Of Teaching Wimentioning

confidence: 99%

Section: Views Of Applying Teacher About the Technique Of Teaching Wimentioning

confidence: 99%

The use of educational games within the structure and properties of matter unit in science class

Eltem

Berber²

2021

Participatory Educational Research

View full text Add to dashboard Cite

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“…At some point, maturing adults are made to feel guilty about play and given the message that play is unproductive and unprofessional (Brown, 2009). In response to this exclusion of play from higher education, many scholars have provided arguments to support and legitimize play in adult lives (Brown, 2009;James & Nerantzi, 2019;Sicart, 2014;Swank, 2012). Some scholars have explicitly discussed the lack of inclusion of play in higher education (James & Nerantzi, 2019;Robinson, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Process of Playful Learning in Higher Education: A Phenomenological Study

Forbes

2021

Journal of Teaching and Learning

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Higher education faculty strive to adopt pedagogical approaches that generate student engagement, motivation, and quality learning experiences. The literature on play has much to offer higher education. However, playful pedagogy remains an uncommon approach in education and is often represented in the literature as a practice utilized for a singular purpose and not as an underlying teaching philosophy. This phenomenological study examines the meaning of students’ experiences of play as a foundation to learning. The themes that emerge are: 1) play is underutilized and devalued in higher education, 2) play cultivates relational safety and a warm classroom environment, 3) play removes barriers to learning, 4) play awakens students’ positive affect and motivation, and 5) play ignites an open and engaged learning stance to enhance learning.

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“…Bodenhorn and Starkey () found some support for theater games as effective training tools within a counselor education course. Other research (e.g., Swank, ) points more broadly to the use of games in counselor training to liven up counselor education instruction and move students beyond rote note taking toward increased empathy. Interactive games have been shown to involve students in here‐and‐now experiences that take them out of their usual mode of learning and envelop them in spontaneous participation.…”

Section: Empathy In Counselingmentioning

confidence: 99%