Learning science through computer games and simulations / National Research Council of the National Academies.

By:

National Research Council (U.S.). Committee on Science Learning: Computer Games, Simulations, and Education

Contributor(s):

Material type: Text

TextPublication details: Washington, D.C. : National Academies Press, c2011.Description: xi, 161 p. : ill. ; 23 cmISBN:

9780309185233 (hardcover : alk. paper)
0309185238 (hardcover : alk. paper)
9780309185240 (pdf : alk. paper)
0309185246 (pdf : alk. paper)

Subject(s):

DDC classification:

372.35/044 22 NAT

Available additional physical forms:

Also available in Open Book format via the National Academies Press home page.

Summary: At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential this book reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. It will guide academic researchers, developers, publishers, and entrepreneurs from the digital simulation and gaming community, and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.

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Item type	Current library	Collection	Call number	Status	Barcode	Course reserves
Books	Samtse College of Education		372.35/044 NAT (Browse shelf(Opens below))	Available	A20064
Books	Samtse College of Education General Stacks	Non-fiction	372.35/044 NAT (Browse shelf(Opens below))	Available	A19422	Technology and Teaching Aids in Physics
Books	Samtse College of Education General Stacks	Non-fiction	372.35/044 NAT (Browse shelf(Opens below))	Available	A19423	Technology and Teaching Aids in Physics
Books	Samtse College of Education General Stacks	Non-fiction	372.35/044 NAT (Browse shelf(Opens below))	Available	A19424	Technology and Teaching Aids in Physics

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Previous	372.3 BAS Activities for teaching science as inquiry /	372.3 BAS Activities for teaching science as inquiry /	372.35/044 NAT Learning science through computer games and simulations /	372.35/044 NAT Learning science through computer games and simulations /	372.35/044 NAT Learning science through computer games and simulations /	372.35 FAN Language and literacy in inquiry-based science classrooms, grades 3-8 /	372.3504 ALL Misconceptions in primary science :	Next

Includes bibliographical references (p. 129-148).

At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential this book reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. It will guide academic researchers, developers, publishers, and entrepreneurs from the digital simulation and gaming community, and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.

Also available in Open Book format via the National Academies Press home page.

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Purchased from Unique books -25573-A20064 (23811-A17260 =19.06.2018)

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