Game-Based Learning Implementation in the Middle School Science Classroom: Teachers’ Professional Development Experiences

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Innovations in Science Education: From Classroom Practices to Teacher Identities (Table 25)

Abstract

Game-based learning (GBL) is an effective method for teaching complex scientific content. However, its successful implementation can be challenging for teachers without appropriate professional development (PD). The qualitative intrinsic case study uses the experiential learning (EL) model as its conceptual framework to examine middle school science teachers’ PD experiences, the context of GBL activities, and barriers to implementation in the middle school science classroom. It leverages a research-practice partnership between a midwestern university and an urban school district. It inquires, “How does the design of PD support middle school science teachers’ implementation of GBL? Data sources include pre/post-PD surveys, semi-structured interviews, observations, and artifacts/documents. The findings describe how the participants experienced, reflected on, conceptualized, and experimented with GBL implementation.

Authors

• Regina J. Giraldo-Garcia, Ball State University

• Jill Bradley-Levine, Ball State University

• Jessica W DuBois, Ball State University

• Ai-Chu Elisha Ding, University of Georgia

• Luis Eduardo Orozco, Ball State University

• Cathy J. Siebert, Ball State University