Teachers' Implementation of a Game-Based Biotechnology Curriculum

Autor/inn/en	Eastwood, Jennifer L.; Sadler, Troy D.
Titel	Teachers' Implementation of a Game-Based Biotechnology Curriculum
Quelle	In: Computers & Education, 66 (2013), S.11-24 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2013.02.003
Schlagwörter	Case Studies; Observation; Interviews; Technology Integration; Curriculum Implementation; Computer Games; Biotechnology; Science Instruction; Units of Study; Science Teachers; Teacher Attitudes; Curriculum Research; Educational Technology; Computer Assisted Instruction; Educational Games + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Computer game; Computerspiel; Computerspiele; Biotechnologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lerneinheit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Educational game; Lernspiel
Abstract	Research in education suggests that computer games can serve as powerful learning environments, however, teachers perceive many obstacles to using games as teaching tools. In this study, we examine three science teachers' implementation and perceptions of a curriculum unit incorporating the game, Mission Biotech (MBt) and a set of supporting curriculum materials. The curriculum unit was designed to provide multiple avenues for teachers to adjust and modify materials and implementation plans based on their unique classroom goals and environments. To understand how individual teachers use, conceptualize, and reflect upon the MBt unit and its implementation, we conducted three case studies, including classroom observations and teacher interviews. Findings include many similarities among teachers including adaptation of activities to classroom norms and practices, high value placed on quality curricular resources and support, advantage of the game to provide experiences that are normally out of reach for students, and concerns about effective use of time. Unique features of different teachers revealed implications for design and professional development for game-based curricula. For example, the study revealed that teachers need support to integrate and make explicit connections between the game and supporting curriculum materials. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10