Discovering the laws of physics with a serious game in kindergarten

Graaf, Joep van der; Segers, Eliane

doi:10.1016/j.compedu.2016.06.006

Cited by 19 publications

(11 citation statements)

References 36 publications

(67 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous studies showed moderate to strong relations of facets of more general cognitive development with scientific reasoning (Morris et al, 2012;Piekny and Maehler, 2013;Mayer et al, 2014;van der Graaf et al, 2015van der Graaf et al, , 2019Osterhaus et al, 2017;Koerber and Osterhaus, 2019;Sande et al, 2019). Our results shows that the predictive value of both examined precursors on later mastery of CVS remains rather robust when taking into account general cognitive abilities and reading comprehension.…”

Section: Discussionsupporting

confidence: 63%

“…As precursor skill, we refer here to recognition of situations in which confounding variables are correctly controlled, or not. Multiple studies have shown that such recognition can be triggered in many children in simple tasks, whereas active or spontaneous application of variable control is comparably rarely found in children before the outlined crucial developmental period before adolescence that we have explained in the introduction (Kuhn, 1989;Bullock and Ziegler, 1999;Bullock et al, 2009;van der Graaf et al, 2015;Koerber and Osterhaus, 2019).…”

Section: Precursor Skills Of Cvsmentioning

confidence: 87%

“…CVS and related experimentation skills do not develop fully independently of other cognitive abilities (for an overview, see Edelsbrunner et al, in Press). For example, CVS and related skills have been found to be associated with general reasoning skills (Mayer et al, 2014;Wagensveld et al, 2015), and with verbal skills and reading comprehension (Siler et al, 2010;Mayer et al, 2014;van der Graaf et al, 2016;Osterhaus et al, 2017).…”

Section: Sources Of Development Of Cvs and Broader Experimentation Skmentioning

confidence: 99%

See 2 more Smart Citations

The Predictive Value of Children's Understanding of Indeterminacy and Confounding for Later Mastery of the Control-of-Variables Strategy

Peteranderl

Edelsbrunner

2020

Front. Psychol.

View full text Add to dashboard Cite

Prior research has identified age 9–11 as a critical period for the development of the control-of-variables strategy (CVS). We examine the stability of interindividual differences in children's CVS skills with regard to their precursor skills during this critical developmental period. To this end, we relate two precursor skills of CVS at age 9 to four skills constituting fully developed CVS more than 2 years later, controlling for children's more general cognitive development. Note that N = 170 second- to fourth-graders worked on multiple choice-assessments of their understanding of indeterminacy of evidence and of confounding. We find relations between these two precursor skills and children's CVS skills 2 years later at age 11 in planning, identifying, and interpreting controlled experiments, and in recognizing the inconclusiveness of confounded comparisons (understanding). In accordance with the perspective that both indeterminacy and confounding constitute critical, related yet distinct elements of CVS, both precursor skills contribute to the prediction of later CVS. Together, the two precursor skills can explain 39% of students' later CVS mastery. Overall, the understanding of indeterminacy is a stronger predictor of fully developed CVS than that of confounding. The understanding of confounding, however, is a better predictor of the more difficult CVS sub-skills of understanding the inconclusiveness of confounded comparisons, and of planning a correctly controlled experiment. Importantly, both precursor skills maintain interactive predictive strength when controlling for children's general cognitive abilities and reading comprehension, showing that the developmental dynamics of CVS and its precursor skills cannot be fully ascribed to general cognitive development. We discuss implications of these findings for theories about the development of CVS and broader scientific reasoning.

show abstract

Section: Discussionsupporting

confidence: 63%

Section: Precursor Skills Of Cvsmentioning

confidence: 87%

Section: Sources Of Development Of Cvs and Broader Experimentation Skmentioning

confidence: 99%

See 1 more Smart Citation

The Predictive Value of Children's Understanding of Indeterminacy and Confounding for Later Mastery of the Control-of-Variables Strategy

Peteranderl

Edelsbrunner

2020

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Along the past years, there has been an increasing interest in the educational games that used in many different fields such as health training, military training [1] and teaching of several subjects, such as physics [2] .Several factors have led towards this interest in teaching through educational games, namely the availability of technological tools to create learning game and the need to change traditional learning methods for more innovative method [3].Educational video-game based learning focuses on two elements ;the cognitive element and the emotional element .In regard to the emotional side, several studies claim that playing games greatly increases the motivation of learners; this assertion is often supported by the fact that games generate intrinsic motivation such as challenge, curiosity, competition and cooperation. In regards to the cognitive side, educational games can be used as interactive simulations that facilitate learning.…”

Section: Introductionmentioning

confidence: 99%

Are Educational Games Engaging and Motivating Moroccan Students to Learn Physics?

Khouna

Ajana

Ahmed

et al. 2019

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Nowadays and since the year 2000, the Moroccan educational system like all the other system of educations evolve towards putting more and more emphasis on the Competency-based approach rather than learning contents. Specific pedagogical tool are necessary to develop such competences, especially with the well-known rupture between teaching practices and the digital culture of young people, marked by the increased use of information and communication technologies. Pedagogies that rely on the use of educational games emerged as a solution to change traditional practices .In this sense, we have experimented with the use of educational game circuit warz in a physics classroom .We have restricted its use to the lesson of the voltage divider and we have compared its contributions to those of a classical teaching method .The results found a huge improvement in areas like motivation, engagement and interaction inter-learners.

show abstract

“…Serious games, or games used for purposes other than mere entertainment [21], are often used for education, decision making and for public policy making. Since [23] introduced the notion of serious games, various applications have been developed, including, but not limited to, educational [24], science [25], training, psychology [26], military [27], government, Water 2018, 10, 139 3 of 21 corporate, healthcare [28] and water management domains [29]. However, no comprehensive serious game has been developed to deal with the water-energy-food-land-climate nexus, which represents a clear gap in the literature.…”

Section: Introductionmentioning

confidence: 99%

Multi-Stakeholder Development of a Serious Game to Explore the Water-Energy-Food-Land-Climate Nexus: The SIM4NEXUS Approach

Sušnik

Chew

Domingo³

et al. 2018

Water

View full text Add to dashboard Cite

Water, energy, food, land and climate form a tightly-connected nexus in which actions on one sector impact other sectors, creating feedbacks and unanticipated consequences. This is especially because at present, much scientific research and many policies are constrained to single discipline/sector silos that are often not interacting (e.g., water-related research/policy). However, experimenting with the interaction and determining how a change in one sector could impact another may require unreasonable time frames, be very difficult in practice and may be potentially dangerous, triggering any one of a number of unanticipated side-effects. Current modelling often neglects knowledge from practice. Therefore, a safe environment is required to test the potential cross-sectoral implications of policy decisions in one sector on other sectors. Serious games offer such an environment by creating realistic 'simulations', where long-term impacts of policies may be tested and rated. This paper describes how the ongoing (2016-2020) Horizon2020 project SIM4NEXUS will develop serious games investigating potential plausible cross-nexus implications and synergies due to policy interventions for 12 multi-scale case studies ranging from regional to global. What sets these games apart is that stakeholders and partners are involved in all aspects of the modelling definition and process, from case study conceptualisation, quantitative model development including the implementation and validation of each serious game. Learning from playing a serious game is justified by adopting a proof-of-concept for a specific regional case study in Sardinia (Italy). The value of multi-stakeholder involvement is demonstrated, and critical lessons learned for serious game development in general are presented.

show abstract

Discovering the laws of physics with a serious game in kindergarten

Cited by 19 publications

References 36 publications

The Predictive Value of Children's Understanding of Indeterminacy and Confounding for Later Mastery of the Control-of-Variables Strategy

The Predictive Value of Children's Understanding of Indeterminacy and Confounding for Later Mastery of the Control-of-Variables Strategy

Are Educational Games Engaging and Motivating Moroccan Students to Learn Physics?

Multi-Stakeholder Development of a Serious Game to Explore the Water-Energy-Food-Land-Climate Nexus: The SIM4NEXUS Approach

Contact Info

Product

Resources

About