Using a concept map to evaluate pedagogical value of a serious game about plant ecology

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F17%3A43932613" target="_blank" >RIV/49777513:23420/17:43932613 - isvavai.cz</a>

Výsledek na webu

—

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Using a concept map to evaluate pedagogical value of a serious game about plant ecology

Popis výsledku v původním jazyce

The use of serious games in engaging students while meeting curriculum learning objectives was as- sessed in a large-scale Erasmus Plus project. Here, we report on one component of this study; a case study where student-teachers assessed the pedagogical value of a specific game targeted to junior second-level students studying plant science. 65 student teachers in both primary and post primary education from three countries (Czech Republic, Slovenia and Ireland) were recruited, allowed to play the game and asked questions around how they would use this game in their lessons. They devel- oped concept maps to address the question – “what school topics/concepts can students learn while playing this game?” All the participants stated they would use this game in their lessons, primarily as a recap or trigger for their lesson. From open questions and the concept maps, eight general topics were identified as elements that could be taught with this game: vascular plant parts and functions, processes in plants (photosynthesis, cell respiration), growth factors, reproduction, pollination, ag- riculture, and herbivores. The concept maps proved to be an effective research instrument and dif- ferences in responses relating to number of concepts, types of cross-links and misconceptions were easily identified. Overall, the pedagogical value of the game was recognized by the student teachers and they recognized multiple ways to incorporate this serious game into their lessons on plant sci- ence and ecology.

Název v anglickém jazyce

Using a concept map to evaluate pedagogical value of a serious game about plant ecology

Popis výsledku anglicky

The use of serious games in engaging students while meeting curriculum learning objectives was as- sessed in a large-scale Erasmus Plus project. Here, we report on one component of this study; a case study where student-teachers assessed the pedagogical value of a specific game targeted to junior second-level students studying plant science. 65 student teachers in both primary and post primary education from three countries (Czech Republic, Slovenia and Ireland) were recruited, allowed to play the game and asked questions around how they would use this game in their lessons. They devel- oped concept maps to address the question – “what school topics/concepts can students learn while playing this game?” All the participants stated they would use this game in their lessons, primarily as a recap or trigger for their lesson. From open questions and the concept maps, eight general topics were identified as elements that could be taught with this game: vascular plant parts and functions, processes in plants (photosynthesis, cell respiration), growth factors, reproduction, pollination, ag- riculture, and herbivores. The concept maps proved to be an effective research instrument and dif- ferences in responses relating to number of concepts, types of cross-links and misconceptions were easily identified. Overall, the pedagogical value of the game was recognized by the student teachers and they recognized multiple ways to incorporate this serious game into their lessons on plant sci- ence and ecology.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

TEALEAF - Academic book : (Erasmus + Project 2014-FR01-KA201-008559)

ISBN

978-961-253-213-0

Počet stran výsledku

15

Strana od-do

77-91

Počet stran knihy

93

Název nakladatele

University of Ljubljana, Faculty of Education

Místo vydání

Ljubljana

Kód UT WoS kapitoly

—