Designing an Argumentation-Based Educational Digital Game to Teach the Subject of Force

Autor/inn/en	Bag, Hasan; Çalik, Muammer
Titel	Designing an Argumentation-Based Educational Digital Game to Teach the Subject of Force
Quelle	In: Physics Education, 56 (2021) 3, Artikel 035002 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Science Instruction; Teaching Methods; Persuasive Discourse; Educational Games; Video Games; Educational Technology; Technology Uses in Education; Grade 4; Elementary School Students; Scientific Concepts; Concept Formation; Physics; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Educational game; Lernspiel; Video game; Videospiel; Videospiele; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 04; 4. Schuljahr; Schuljahr 04; Concept learning; Begriffsbildung; Physik; Ausland; Türkei
Abstract	The aim of this study is to design an argumentation-based educational digital game to teach the subject of force. Through a design-based research method, each game section includes the argumentation questions that foster students to think about the 'force' subject. We pilot studied the game with 12 grade 4 students in a state primary school. After successive three pilot studies, we revised and fixed technical and pedagogical problems. We believe that the argumentation-based digital game has the potential to improve grade 4 students' argumentation qualities and stimulate their learning interest/motivations. (As Provided).
Anmerkungen	IOP Publishing. 190 North Independence Mall West Suite 601, Philadelphia, PA 19106. Tel: 215-627-0880; Fax: 215-627-0879; e-mail: ped@ioppublishing.org; Web site: https://iopscience.iop.org/journal/0031-9120
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01