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Peer-reviewed article

Games and Immersive Participatory Simulations for Science Education: An Emerging Type of Curricula

January 1, 2007 | Media and Technology

This article focuses on understanding how games and immersive participatory simulations, with their focus on doing science, are becoming an emerging type of curricula for supporting science education. It discusses the theoretical frameworks positing that knowing is a contextual and participatory act. The context in which one learns any particular content shapes resultant understandings of that content. Moreover, knowledge and skills in science should be established as an inquiry process and that new technologies and design methodologies can facilitate this process.

TEAM MEMBERS

  • Sasha Barab
    Author
    Indiana University
  • Chris Dede
    Author
    Harvard University
  • Citation

    DOI : 10.1007/s10956-007-9043-9
    ISSN : 1059-0145
    Publication Name: Journal of Research in Science Teaching
    Volume: 16
    Number: 1
    Resource Type: Research Products
    Discipline: Education and learning science | General STEM
    Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | General Public | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Media and Technology | Games, Simulations, and Interactives

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