Richard N. Van Eck, Mark Guy, Timothy Young, Austin Winger, Scott Brewster
{"title":"Project NEO: Assessing and Changing Preservice Teacher Science Knowledge with a Video Game","authors":"Richard N. Van Eck, Mark Guy, Timothy Young, Austin Winger, Scott Brewster","doi":"10.1109/ICALT.2014.102","DOIUrl":null,"url":null,"abstract":"The need for STEM majors for our future workforce is growing, yet fewer students are choosing to major in STEM areas, and many are under prepared, in part because elementary school preservice teachers (PSTs) are also under prepared. This NSF-supported project developed and tested the first of several planned modules of a video game based on the Next Generation Science Standards. Results suggest that PSTs who play the video game demonstrate improved science content knowledge. The study also found that PSTs had positive attitudes toward video games as instructional tools. Implications for PST education relating to games and science education are discussed.","PeriodicalId":268431,"journal":{"name":"2014 IEEE 14th International Conference on Advanced Learning Technologies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"2014 IEEE 14th International Conference on Advanced Learning Technologies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/ICALT.2014.102","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
Abstract
The need for STEM majors for our future workforce is growing, yet fewer students are choosing to major in STEM areas, and many are under prepared, in part because elementary school preservice teachers (PSTs) are also under prepared. This NSF-supported project developed and tested the first of several planned modules of a video game based on the Next Generation Science Standards. Results suggest that PSTs who play the video game demonstrate improved science content knowledge. The study also found that PSTs had positive attitudes toward video games as instructional tools. Implications for PST education relating to games and science education are discussed.
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