Are They Climbing the Pyramid? Rating Student-Generated Questions in a Game Design Project

Autor/in	Siko, Jason Paul
Titel	Are They Climbing the Pyramid? Rating Student-Generated Questions in a Game Design Project
Quelle	In: Canadian Journal of Learning and Technology, 39 (2013) 1, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Chemistry; Control Groups; Taxonomy; Expertise; Science Instruction; Experimental Groups; Classification; Visual Aids; Computer Software; Teaching Methods; Computer Games; Questioning Techniques; High School Students + Suchen Sie Ihr Suchwort? Chemie; Taxonomie; Expert appraisal; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Classification system; Klassifikation; Klassifikationssystem; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele; Befragungstechnik; Fragetechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Researchers have examined the use of homemade PowerPoint games as an instructional technique to improve learning outcomes. However, test data have shown no significant difference in performance between high school chemistry students who created games and students who did not (Siko, Barbour, & Toker, 2011). One of the justifications for the use of the games is that students will, with practice, write higher-order questions when constructing the games. Two subject matter experts rated over 2,500 questions from games created by students in an environmental chemistry class through thematic analysis using Bloom's taxonomy as a coding scheme. The students wrote primarily recall questions, and students who created games on two occasions did not write more questions than students who only created games once. This suggests that changes to the question-writing aspect of the game project may be necessary in order to see improvements in achievement when compared to control groups. (Contains 3 tables and 4 figures.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10