Integrating Computational Practices and Game Design in Eighth-Grade Science: Student Outcomes With Respect to Systems

• In Event: 61.050 - Constructivist Learning Environments and Participants' Reasoning

Abstract

The project incorporated computational thinking practices in an 8th grade curriculum by combining student game design with a socio-ecological approach to teaching climate science. We conjectured that building on the common elements among CT practices, game design and essential climate concepts—particularly the focus on modeling and systems thinking —would contribute to a rich and engaging learning environment. Overall, students modeled systems of varying complexity in their games, including multiple interacting components and causal relationships, while some also incorporated feedbacks, as well as non-obvious components and distant drivers that constitute some of the causal mechanisms of climate change. Our mixed-methods research revealed that game design is a promising tool for integrating modeling and systems in science.

Authors

• Gillian M. Puttick, TERC

• Jackie Barnes, Northeastern University

• Michael Patrick Cassidy, TERC

• Eli Tucker-Raymond, TERC

• Casper Harteveld, Northeastern University

• Gillian Smith, Worcester Polytechnic Institute