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A Grounded Theory Describing the Knowledge Construction through Game Making Activity
PROCEEDINGS

, , Korea National University of Education, Korea (South)

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study is to understand the learner's knowledge construction through game making activity without a programming language from an analysis based on the Grounded Theory. The focus here is on developing a context -based, process-oriented description and on the explanation of the phenomenon rather than an objective, static description expressed strictly in terms of causality. Specific study subjects were classified into three subjects as follows. The characteristics of learner's experience in game making activity are the first subject and the core categories and relationship statement of the knowledge construction process is the second subject. The paradigm and model for knowledge construction through game making activity is the last subject.

Citation

Jung, J. & Park, H. (2008). A Grounded Theory Describing the Knowledge Construction through Game Making Activity. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1699-1706). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from .

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