You are here:

Promoting Inclusive Education, Civic Scientific Literacy, and Global Citizenship with Videogames


Cultural Studies of Science Education Volume 7, Number 4, ISSN 1871-1502


In this response to Yupanqui Munoz and Charbel El-Hani's paper, "The student with a thousand faces: From the ethics in videogames to becoming a citizen", we examine their critique of videogames in science education. Munoz and El-Hani present a critical analysis of videogames such as "Grand Theft Auto", "Street Fight", "Command and Conquer: Generals, Halo, and Fallout 3" using Neil Postman's (1993) conceptualization of technopoly along with Bill Green and Chris Bigum's (1993) notion of the cyborg curriculum. Our contention is that these games are not representative of current educational videogames about science, which hold the potential to enhance civic scientific literacy across a diverse range of students while promoting cross-cultural understandings of complex scientific concepts and phenomenon. We examine games that have undergone empirical investigation in general education science classrooms, such as "River City", "Quest Atlantis", "Whyville", "Resilient Planet", and "You Make Me Sick!," and discuss the ways these videogames can engage students and teachers in a constructivist dialogue that enhances science education. Our critique extends Munoz and El-Hani's discussion through an examination of the ways videogames can enhance science education by promoting inclusive education, civic scientific literacy, and global citizenship.


Marino, M.T. & Hayes, M.T. (2012). Promoting Inclusive Education, Civic Scientific Literacy, and Global Citizenship with Videogames. Cultural Studies of Science Education, 7(4), 945-954. Retrieved October 20, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.