The fostering of scientific reasoning through didactic games in the Biology classroom A case study

Abstract

The fostering of scientific reasoning is of special significance in science education including the instruction of biology. One way of achieving this aim is through game based learning. Game-based learning involves didactic games with a specific academic function that apply to a given educational context, are integrated in that educational context and are conducted under the careful guidance and supervision of a teacher (Cojocariu and Boghian, 2014). This case study discusses a didactic game and the experiences of testing the game in the classroom. The goal of the didactic game in the focus of the paper is to provide an opportunity to practice a method of scientific inquiry, namely observation, in a playful setting. During the game, students practise using a microscope, making observations of the image seen through the microscope, describing the image according to given criteria and identifying the dissection. The data for the case study was collected with a class of 10th graders specialising in the humanities at a secondary school in Szeged (N=30). The classroom trial of the didactic game employed the method of lesson study. During the activity, trainee teachers and an expert in the field used a pre-prepared checklist to record their observations concerning students’ behaviour. In addition, we administered a student questionnaire and conducted a semi-structured interview with the teacher teaching the class. The student questionnaire comprised two sections with statements on the usability of the task and on students’ learning motivation. Students had to rate the statements on a five-point Likert scale. The results revealed that the assessment instruments are well suited to identifying students’ views on the didactic game and the student worksheet accompanying it, and the didactic game is well suited to motivating students and advancing their understanding and use of the method of scientific observation.