Examining the Use of Board Games to Support Scientific Reasoning and Learning

• In Event: Poster Session 9
  In Poster Session: Research in Science Learning and Teaching Poster Session 2

Abstract

The current study investigates whether implicit exposure to physics principles in a strategic board game increases middle-schoolers’ explicit knowledge of these principles. Middle-school students were randomly assigned to play either Rock Me Archimedes, a board game that embodies balance-beam principles, or Otrio, a general board game. Pre-post assessments required students to judge whether balance beams with different weights at different locations would tilt to one side or the other or remain balanced. Students who played Rock Me Archimedes improved their understanding of physics principles related to balance, in particular the critical role of torque. This work demonstrates the science reasoning and learning that is possible when playing board games in classroom contexts.

Authors

• Lindsay Jerome, University of Minnesota - Twin Cities

• Drake Bauer, University of Minnesota - Twin Cities

• Jean-Baptiste Quillien, University of Minnesota - Twin Cities

• Keisha Varma, University of Minnesota

• Sashank Varma, University of Minnesota