Training, teaching and learning scientific practices at primary school with a Black Box game
DOI:
https://doi.org/10.1344/reire2021.14.232607Keywords:
Science education, Teacher training, Scientific practice, Educational game, Research-based teachingAbstract
INTRODUCTION. Learning how science and scientists work to validate knowledge is an essential component of scientific literacy. Because of its cognitive complexity, the lack of educational resources, and the insufficient teacher training on this issue, this skill is often inadequately taught. This study aims to innovate primary teachers’ training and professional development by introducing serious games (black boxes) that encourage this teaching and the primary students’ epistemic learning. METHOD. Three teachers and their students took part in a mixed-method process: playing the game as a pedagogical resource, as an educational intervention with students, and as an action-research on teaching practices with primary teachers. RESULTS. The results display the activities, products and teachers’ professional development in the lesson under study: the planning of the teaching sequences, the productions of students’ learning, teachers’ and students’ evaluation of the training, and their motivation and interest regarding the whole experience. The effectiveness of the game is borne out by the teachers’ positive assessment and the students’ engagement and motivation in doing the learning tasks. DISCUSSION. We discuss the achievements, limits and future implications in relation to the objectives of the experience, both for science education in general and for promoting the sustainability of training experiences with epistemic games in the school setting.References
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