Learning Outcomes of the Educational Board Game "Taphonomy: Dead and Fossilized," Evaluated with High School Learners in a Summertime Program

Autor/inn/en	Salgado-Jauregui, Estefanía; Martindale, Rowan C.; Ellins, Katherine; Reyes, Enrique; Weiss, Anna
Titel	Learning Outcomes of the Educational Board Game "Taphonomy: Dead and Fossilized," Evaluated with High School Learners in a Summertime Program
Quelle	In: Journal of Geoscience Education, 70 (2022) 2, S.176-194 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salgado-Jauregui, Estefanía) ORCID (Martindale, Rowan C.) ORCID (Ellins, Katherine) ORCID (Weiss, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2021.1965828
Schlagwörter	Outcomes of Education; Educational Games; High School Students; Summer Programs; Active Learning; Paleontology; Earth Science; Systems Approach; Grade 12; Outreach Programs; Program Evaluation; Science Instruction; Instructional Effectiveness; Science Process Skills; Skill Development; Cooperative Learning; Formative Evaluation; Summative Evaluation; Texas + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Educational game; Lernspiel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sommerkurs; Aktives Lernen; Paläontologie; Earth sciences; Geowissenschaften; Systemischer Ansatz; School year 12; 12. Schuljahr; Schuljahr 12; Jobcoaching; Programme evaluation; Programmevaluation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Kooperatives Lernen
Abstract	Although many have suggested the use of games to motivate active learning, studies that evaluate the learning outcomes of games with high school students are scarce. Here, we present the evaluation of the board game "Taphonomy: Dead and Fossilized" as an active learning tool to teach fossilization and Earth systems thinking with rising 12th grade learners in GeoFORCE Texas, a summertime outreach program of the Jackson School of Geosciences, The University of Texas at Austin. The educational activity was evaluated with two groups (n1 = 22, n2 = 27). During the activity, an observation protocol was implemented; prompts to evaluate learners' behaviors and instructor behaviors were included in a form that a trained observer filled out while the learners played the game. Learning outcomes were assessed with a 2-page paper survey immediately following gameplay; survey questions are aligned with the Next Generation Science Standards. "Strategizing" was the most common learner behavior observed during the activity and the majority of behaviors can be considered "active learning". The results from the survey show that after playing the game learners were able to apply paleontological knowledge to tasks that involved establishing cause-effect relationships and Earth systems thinking. Our results provide evidence that board games (as educational strategies) are effective active learning tools that foster student development of scientific skills. Cooperative learning was observed, which we suggest is a key benefit for diverse classrooms. Findings were used to guide the refinement of the high school-level version of "Taphonomy: Dead and Fossilized", as well as a scaffolded teaching module with formative and summative questions for use in a classroom setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01