Deconstructing Games as Play: Progress, Power, Fantasy, and Self

Autor/in	Milne, Catherine
Titel	Deconstructing Games as Play: Progress, Power, Fantasy, and Self
Quelle	In: Cultural Studies of Science Education, 7 (2012) 4, S.761-765 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9462-7
Schlagwörter	Educational Games; Research Methodology; Play; Global Approach; Fantasy; Epistemology; Educational Philosophy; Neoliberalism; Science Instruction; Educational Technology; Computer Games; Computer Assisted Instruction; Instructional Design + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Research method; Forschungsmethode; Spiel; Globales Denken; Fantasie; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Neo-liberalism; Neoliberalismus; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Computer game; Computerspiel; Computerspiele; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	In this issue, I draw together two sets of papers, with apparently different agendas. Most of the original papers in this issue use various learning perspectives and research approaches to explore the challenges and affordances of digital games for learning science. Associated forum papers challenge the authors and us to critically examine our own approaches to developing learning resources that model experiential phenomena, analyzing data and making claims. I locate all these studies within Brian Sutton-Smith's philosophy of play. The other set of papers critically examines neo-liberalism and globalization within a consideration of the dimensions of science. I argue for a synergy between both sets of papers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10