Game Design-based Learning’s Impact on Gifted Fourth Graders’ Creative and Collaborative Self-Efficacy and Science Knowledge

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  In Poster Session: Research & Theory Poster Sessions

Short Description

This action research involved 46 gifted and talented (GT) fourth-grade students in a game design-based learning (GDBL). Students worked in teams and used the Scratch programming environment to create games centered around the science concepts of light and sound. Pre and postsurveys were used to measure student perceptions of their abilities in creativity and collaboration. A pre- and posttest on light and sound concepts was also used to measure growth in science knowledge.

Authors

• Presenter: Mary O'Grady-Jones, University of South Carolina / Fort Mill School District

• Presenter: Michael M Grant, University of South Carolina