Middle Schoolers Learn About Game Design, Science, and Computational Thinking Practices: An Integrated Learning Approach

• In Event: Instructional Technology SIG Poster Session 1: Instructional Technology in K–12 Settings

Abstract

A three-year design-based research project created, implemented, and refined an integrated curriculum in three school districts serving a total of 18 eight-grade teachers and 1,980 students. We present three case studies from Year 2 of the study to show how pairs of students drew on principles of game design, scientific knowledge, and computational thinking practices to create a computer game about climate change. Data sources were video and audio screen capture while students created their game as well as interviews after completion. Inductive analysis approach and the constant comparison method were employed. Examples of how each pair of students make use of game design, climate science knowledge, and computational thinking practices are presented.

Authors

• Michael Patrick Cassidy, TERC

• Gillian M. Puttick, TERC

• Eli Tucker-Raymond, Boston University

• Casper Harteveld, Northeastern University

• Giovanni Troiano