Modeling Games in the K-12 Science Classroom

Digitalgamescanbeusedasaproductiveandengagingmediumtofosterscientificexpertiseandhave shownpromiseinsupportingtheco-developmentofscientificconceptsandrepresentationalpractices. This study focuses on the integration of a disciplinarily-integrated game, SURGE NextG, with complementarymodel-basedactivitiestosupportthedevelopmentofscientificmodelinginNewtonian mechanics.Twopedagogicalapproachesweredesigned.Studentsinbothapproachesmodeledthe motionofanobjectinsideandoutsidethegameenvironment.Oneapproachinvolvedthematerial integrationofvirtualgameplaythroughaphysicalmodelingactivityintheclassroom.Thesecond approachinvolvedacomplementarymodelingtoolusinganagent-basedcomputationalprogramming platform.Whilebothmodelingactivitiesdemonstratedaffordancestosupportproductivestudent learning,thisstudyhighlightsthesignificanceofdesigningmultiplecomplementaryrepresentations ofthesamephenomenonasacoreelementofgameplayandrelatedmodelingactivities. KeywoRdS Computational Modeling, Digital Games for Learning, Disciplinarily Integrated Games, Physics Education, Science Education, Scientific Modeling

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