Developing non-formal learning activities focused on increasing evolutionary knowledge and scientific literacy

Adnađević, Tanja; Barstad, Johan; Γεωργίου, Μάρθα; Holm, Sile; Kenig, Bojan; Martinelli, L.; Nogueira, Teresa; Savković, Uroš; Tsopoglou-Gkina, Despina; Milosevic, Tamara

doi:10.5281/zenodo.7711038

Cited by 1 publication

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“…Regarding the IMMS test, the research has revealed that the students who were taught through the game method were greatly motivated: The game attracted their attention, created feelings of self-confidence and trust in the knowledge they acquired during the intervention, and at the same time gave rise to positive feelings and satisfaction because they had been able to complete the activity successfully. In general, it seems that alternative forms of education have positive outcomes for students (Georgiou and Mavrikaki, 2013;Georgiou et al, 2020a;2020b;2020c;Paxinou et al, 2022;Gata et al, 2023) and it is important to explore and combine them with forms of formal education in order to ensure both better learning outcomes and feelings of pleasure from the learning process (Georgiou et al, 2022;Sá-Pinto et al, 2022;de Lima et al, 2023).…”

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confidence: 99%

Motivating Students in the Biology Classroom via Games

Georgiou,

Pandi

2023

EJES

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In recent decades, the increased use of digital games by students at all education levels has attracted the attention of many researchers interested in the effect games used in the classroom have on learning. Despite the strong interest internationally in the use of educational games in the teaching of Biology, in Greece the degree of corresponding research is limited. The purpose of our research is to examine the effect that games have on Greek high school students’ acquisition and retention of knowledge relating to genetics concepts. The sample consisted of 32 K-9 students, who were divided into two groups. In the first group, the chosen teaching approach was based on the traditional teaching method, while in the second group, it was based on the use of an educational genetics card game. All students completed the same assessment test both before and immediately after the teaching interventions. Based on the results, it was found that both approaches yielded statistically similar learning outcomes, with students in the group taught by the game-teaching approach performing better on average than those in the control group. Article visualizations:<img src="/-counters-/soc/0048/a.php" alt="Hit counter" />

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