Science Teacher Training through Serious Educational Games
Leonard Annetta, George Mason University, United States ; James Minogue, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
STIMULATE (Science Training Immersive Modules for University Learning Around Teacher Education) targeted initial licensure secondary science teachers. According to NSF, “demand for science and technology literacy has never been higher, and the demand for domestic workforce capacity in engineering and computer fields is far exceeding supply” (NSF 04-608). Preparing scientifically literate and technological savvy teachers may be a critical first step in answering this urgent call. To address challenges faced by science teachers, we harnessed Serious Educational Games in learning contexts among initial licensure science teachers as a way of increasing their STEM literacy and pedagogical repertoires. Over two years, data was collected in science teaching methods courses in two universities. Results from the usability testing suggested minor gains in PCK post intervention
Annetta, L. & Minogue, J. (2011). Science Teacher Training through Serious Educational Games. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2025-2033). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).