January 1st, 2007 | RESEARCH
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.
Document
(no document provided)
Team Members
Sasha Barab, Author, Indiana UniversityChris Dede, Author, Harvard University
Citation
Identifier Type: doi
Identifier: 10.1007/s10956-007-9043-9
Identifier Type: issn
Identifier: 1059-0145
Publication: Journal of Research in Science Teaching
Volume: 16
Number: 1
Related URLs
Tags
Audience: Educators | Teachers | Elementary School Children (6-10) | General Public | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | General STEM
Resource Type: Peer-reviewed article | Research Products
Environment Type: Games | Simulations | Interactives | Media and Technology
