In this research article, the authors developed a novel astronomy board game and examined how this approach could facilitate the learning and teaching of astronomy topics covered in the new Irish Science Syllabus. A total of 119 post-primary students took part in the pilot trial across Ireland. Data was collected via feedback questionnaires, systematic observations and pre and post-test surveys. Results indicate that this astronomy board game significantly enhances students' knowledge of astronomy concepts and perceptions of scientists. Furthermore, teachers showed positive attitudes towards this approach for teaching astronomy. Additionally, the game was demonstrated as a useful learning tool and as an activity to promote social skills. The findings offer a promising basis for further exploration of the integration of game-based approaches to physics education to promote active participation and interaction, balancing the learning objectives with play.
Board games can be a highly engaging and motivating resource to support physics teaching at all educational levels. However, the development of board games to facilitate the communication of complex science subjects may not be an easy task for those with no prior experience in designing games. For instance, the various classification of educational game features, proliferation of game mechanics and lack of scholarly guidance for designing and on their efficacy in formal learning may hinder the game development process. To address this issue, this study presents a hands-on game development framework for science educators and researchers on how to design educational science games. The framework is divided into five steps with simple exercises that build upon each other to create a student-centred educational resource as well as providing a means of evaluation.
The number of students with disabilities enrolling in higher education has shown an increase across the world. Despite this, many students with disabilities still encounter several barriers in transitioning to third-level education. Educational mentoring programmes have emerged as interventions that have the potential to provide peer support and reduce isolation in higher education. However, there is little understanding of how this intervention could benefit students with disabilities in mentor and mentee roles. This systematic review aimed to collate, synthesise, and compare empirical studies describing mentoring programmes, interventions, or initiatives in which undergraduates with disabilities acted as mentors or mentees. The study employs a rapid evidence assessment methodology to gather, analyse, and compare relevant publications describing mentoring interventions involving students with disabilities. The search was limited to studies published between 2010 and 2021. In total, eleven studies met the PICO criteria established in this review. The results obtained in this study present evidence of the multiple benefits and key elements of mentoring programmes for/by students with disabilities to facilitate the transition to higher education in social and academic engagement. In particular, it was found that mentoring programmes can have an impact on mentors and mentees, such as the feeling of empowerment, a sense of belonging in the university, normalising academic challenges, and increased empathy and awareness of disabilities. Key recommendations for designing mentoring interventions involving students with disabilities are also outlined.
In this research article, the authors developed a novel astronomy board game and examined how this approach could facilitate the learning and teaching of astronomy topics covered in the new Irish Science Syllabus. A total of 119 post-primary students took part in the pilot trial across Ireland. Data was collected via feedback questionnaires, systematic observations and pre and post-test surveys. Results indicate that this astronomy board game significantly enhances students' knowledge of astronomy concepts and perceptions of scientists. Furthermore, teachers showed positive attitudes towards this approach for teaching astronomy. Additionally, the game was demonstrated as a useful learning tool and as an activity to promote social skills. The findings offer a promising basis for further exploration of the integration of game-based approaches to physics education to promote active participation and interaction, balancing the learning objectives with play.
To support the development of more robust conceptual knowledge, it is crucial to understand the alternative conceptions that students bring to the classroom, and how these can be considered and dealt with through instruction. In this study, we report the alternative conceptions of 498 students enrolled in secondary education in Ireland. A quasi-experimental design elicited student ideas about gravity, seasons, and the Big Bang. Our results show 15 alternative ideas held by students across all years, which are analysed with resource framework theory to identify conceptual resources used to explain each topic. Identification of these conceptual resources provided rich information about modes of hybrid understanding where students blended formal physics concepts with daily experiences. These results could support teachers in finding new instructional approaches to address preconceived knowledge held by students, given that even senior students held the same alternative ideas as first years.
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