Development of inquiry skills through digital game-based learning in subject content
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Published:
Aug 2, 2020
Keywords:
inquiry skills, digital game-based learning, game-transformed inquiry-based learning
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Abstract
The development of 21st century skills in a learning environment that is inquiry-centered and technology-rich is a highly researched field. This is due to comprehensive skills like problem solving and critical thinking having become emphasized in public education. The standards aiming to develop these 21st century skills support inquiry-based approaches. In an inquiry-based learning environment, students employ their inquiry skills, which are closely connected to both problem solving and critical thinking. Skills of scientific investigation and problem solving are: analysis of problems and phenomena; formulating questions and hypotheses; observation, investigation, designing and performing experiments; identification and control of variables; method selection; data gathering; data presentation and analysis; evaluation, interpretation, communication and presentation of results; and drawing conclusions. Thus, inquiry skills are 21st century skills, so their development is an important task of public education. However, the integration of game elements into inquiry-based learning environment aiming the enhancement of learning outcomes is a new approach. Because of the increased interest, several researchers have proven that a correctly chosen and implemented game can increase students’ content knowledge, is beneficial to attitude and motivation, and can be used for capability development. In this study, inquiry skills, domestic demand for the measurement of inquiry skills, and some possibilities for the development of inquiry skills are discussed first. In the second part, the interpretation of digital game-based learning (DGBL) is reviewed. In the third part, the theory of digital game construction and the connection between digital game-based learning and inquiry skills are presented.
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Bónus, L., & Nagy, L. (2020). Development of inquiry skills through digital game-based learning in subject content. Iskolakultúra, 30(8), 82–96. https://doi.org/10.14232/ISKKULT.2020.8.82
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References
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Amory, A. (2001). Building an Educational Adventure Game: Theory, Design, and Lessons. Journal of Interactive Learning Research, 192(2−3), 249−264.
Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
Barab, S. A., Gresalfi, M. & Ingram-Goble, A. (2010). Transformational play: using games to position person, content, and context. Educational Researcher, 39(7), 525–536. DOI: 10.3102/0013189X10386593
Boyle, E., Connolly, T. M. & Hainey, T. (2011). The role of psychology in understanding the impact of computer games. Entertainment Computing, 2(2), 69−74. DOI: 10.1016/j.entcom.2010.12.002
Bybee, R. W. (2006). Scientific Inquiry and Science Teaching. In Lawrence, F. & Lederman, N. G. (szerk.), Scientific Inquiry and Nature of Science Implications for Teaching, Learning, and Teacher Education. Dordrecht: Springer. 1−15.
Byun, J. & Joung, E. (2018). Digital game-based learning for K-12 mathematics education: A meta-analysis. School Science and Mathematics, 118(3−4), 113–126. DOI:10.1111/ssm.12271
Clark, D. B. & Linn, M. C. (2013). The knowledge integration perspective: connections across research and education. In Vosniadou, S. (szerk.), International handbook of research on conceptual change. New York: Routledge. 520–538.
Csapó Benő, Csíkos Csaba & Korom Erzsébet (2016). Értékelés a kutatásalapú természettudomány-tanulásban: a SAILS projekt. Iskolakultúra, 26(3), 3−16. DOI: 10.17543/ISKKULT.2016.3.3
de Jong, T. (2011). Instruction Based on Computer Simulations. In Mayer, R. E. & Alexander, P. A. (szerk.), Handbook of Research on Learning and Instruction. London: Routledge. 446−466.
Dorji, U., Panjaburee, P. & Srisawasdi, N. (2015). A learning cycle approach to developing educational computer game for improving students’ learning and awareness in electric energy consumption and conservation. Educational Technology & Society, 18(1), 91–105. DOI: 10.1007/s10956-018-9754-0
Edelson, D. C., Gordin, D. N. & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3−4), 391−450.
Elmas, R., Bodner, M. G., Aydogdu, B. & Saban, Y. (2018). The inclusion of science process skills in multiple-choice questions: Are we getting any better? European Journal of Science and Mathematics Education, 6(1), 13−23.
Fradd, S. H., Lee, O., Sutman, F. X. & Saxton, M. K. (2001). Promoting science literacy with English language learners through instructional materials development: A case study. Billingual Research Journal, 25(4), 479–501. DOI: 10.1080/15235882.2001.11074464
Hilfert-Rueppel, D., Looß, M., Klingenberg, K., Eghtessad, A., Höner, K., Müller, R., Strahl, A. & Pietzner, V. (2013). Scientific reasoning of prospective science teachers in designing a biological experiment. Lehrerbildung auf dem Prüfstand, 6(2), 135−154.
Hwang, G-J., Chiu, L. Y. & Chen, C-H. (2015). A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses. Computer & Education, 81, 13−25. DOI: 10.1016/j.compedu.2014.09.006
Juul, J. (2003). The game, the player, the world: looking for a heart of gameness. In Level Up: Digital Games Research Conference Proceedings. Utrecht: Utrecht University, 30−45.
Kennedy-Clark, S., Galstaun, V. & Anderson, K. (2011). Death in Rome: Using an online game for inquiry-based learning in a pre-service teacher training course. In Baek, Y. & Whitton, N. (szerk.), Cases on Digital Game-Based Learning: Methods, Models, and Strategies. Hershey: IGI Global. 364−382.
Ketelhut, D., Nelson, B., Clarke, J. & Dede, C. (2010). A Multi-user virtual environment for building higher order inquiry skills in science. British Journal of Educational Technology, 41(1), 56−68. DOI: 10.1111/j.1467-8535.2009.01036.x
Khan, P. & O’Rourke, K. (2005). Understanding enquiry-based learning. In Barrett, T., Maclabhrainn, I. & Fallon, H. (szerk.), Handbook of enquiry and problem based learning. Galway: Centre for Excellence in Learning and Teaching. 1−12.
Koksal, E. A. & Berberoglu, G. (2014). The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students’ Achievement, Science Process Skills, and Attitudes Toward Science. International Journal of Science Education, 36(1), 66−78. DOI: 10.1080/09500693.2012.721942
Korom Erzsébet, Pásztor Attila, B. Németh Mária & Gyenes Tamás (2016). Kutatási készségek online mérése a 8–11. évfolyamon. Iskolakultúra, 26(3), 117−130. DOI: 10.17543/ISKKULT.2016.3.117
Lederman, G. N. (2019). Contextualizing the Relationship Between Nature of Scientific Knowledge and Scientific Inquiry. Science and Education, 28(7), DOI: 10.1007/s11191-019-00030-8
Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A. & Schwartz, R. S. (2014). Meaningful assessment of learners' understandings about scientific inquiry, The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65−83. DOI: 10.1002/tea.21125
Lukáč, S. (2015). Stimulation of the development of inquiry skills in teaching functions. International Journal of Information and Communication Technologies in Education, 4(4), 4−18. DOI: 10.1515/ijicte-2015-0016
Mayer, J. (2007). Erkenntnisgewinnung als wissenschaftliches Problemlösen. In Krüger, D. & Vogt, H. (szerk.), Theorien in der biologiedidaktischen Forschung. Berlin: Springer Verlag. 177−186.
Millis, K., Forsyth, C., Butler, H., Wallace, P., Graesser, A. & Halpern, D. (2011). Operation ARIES!: A Serious Game for Teaching Scientific Inquiry. In Ma, M., Oikonomou, A. & Lakhmi, J. (szerk.), Serious games and edutainment applications. London, UK: Springer-Verlag. 169−195. DOI: 10.1007/978-1-4471-2161-9_10
Mulder, G. Y., Lazonder, A. W. & de Jong, T. (2015). Simulation-Based Inquiry Learning and Computer Modeling: Pitfalls and Potentials. Simulations & Gaming, 46(3−4), 322−347. DOI: 10.1177/1046878115577159
Nagy Lászlóné & Nagy Márió Tibor (2016). Kutatásalapú tanítás-tanulás a biológiaoktatásban és a biológiatanár-képzésben. Iskolakultúra, 26(3), 57−69. DOI: 10.17543/ISKKULT.2016.3.57
Nagy Lászlóné (2010). A kutatásalapú tanulás/tanítás (’inquiry-based learning/teaching’, IBL) és a természettudományok tanítása. Iskolakultúra, 20(12), 31−51.
Nagy Lászlóné, Korom Erzsébet, Pásztor Attila, Veres Gábor & B. Németh Mária (2015). A természettudományos gondolkodás online diagnosztikus értékelése. In Csapó Benő, Korom Erzsébet & Molnár Gyöngyvér (szerk.), A természettudományi tudás online diagnosztikus értékelésének tartalmi keretei. Budapest: Oktatáskutató és Fejlesztő Intézet. 87−113.
National Research Council (NRC) (1996). National Science Education Standards. Washington, DC: National Academy Press. DOI: 10.17226/4962
National Research Council (NRC) (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, D.C: National Academy Press. DOI: 10.17226/9596
NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press. DOI: 10.17226/18290
OECD (2019). PISA 2018 Assessment and Analytical Framework, PISA, Paris: OECD Publishing. DOI: 10.1787/b25efab8-en
Osborne, J. & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: a focus-group study. International Journal of Science Education, 23(5), 441–467. DOI: 10.1080/09500690010006518
Overton, W. F. (1990). Reasoning, necessity, and logic: Developmental perspectives. New York: Psychology Press. DOI: 10.4324/9780203771198
Pedaste, M. & Sarapuu, T. (2006). Developing an effective support system for inquiry learning in a Web-based environment. Journal of Computer Assisted Learning, 22(1), 47–62. DOI: 10.1111/j.1365-2729.2006.00159.x
Plass, J. L., O’Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M. & Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4), 1050–1066. DOI: 10.1037/a0032688
Prensky, M. (2001). Fun, Play and Games: What Makes Games Engaging. New York: McGraw-Hill.
Reid, N. & Yang, M. J. (2002). The solving of problems in chemistry: The more open-ended problems. Research in Science & Technological Education, 20(1), 83−98. DOI: 10.1080/02635140220130948
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg- Henriksson, H. & Hemmo, V. (2010). Természettudományos nevelés ma: megújult pedagógia Európa jövőjéért. Iskolakultúra, 20(12), 13−30.
Rowe, J. P., Shores, L. R., Mott, B. W. & Lester, J. C. (2011). Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments. International Journal of Artificial Intelligence in Education, 21, 115−133. DOI: 10.3233/JAI-2011-019
Sabourin, J. (2014). Affect and Engagement in Game-Based Learning Environments. IEEE Transactions on Affective Computing, 5(1), 45−56. DOI: 10.1109/T-AFFC.2013.27
Sen, S. & Oskay, O. O. (2016). The Effects of 5E Inquiry Learning Activities on Achievement and Attitude toward Chemistry. Journal of Education and Learning, 6(1), 1−10. DOI: 10.5539/jel.v6n1p1
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