Module 5: Digital Video Games in STEM Education

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Questions and Answers

What is a primary predictor of technological integration in teaching practice?

Pedagogical knowledge

Teacher self-efficacy (correct)

Student engagement

Curriculum content

What must teacher candidates (TCs) develop to successfully create digital video games (DVGs)?

Mathematical skills

Programming skills (correct)

Business acumen

Artistic skills

Which component is not explicitly stated as necessary for successful technology integration in STEM?

Liberal arts education (correct)

Technological integration strategies

Computational thinking and coding

Engineering and design thinking

What is suggested as a catalyst for exploring new educational tools in STEM?

DVG creation Signup and view all the answers

To boost TCs' self-efficacy regarding technology, what should be modeled across various disciplines?

Pedagogical practices Signup and view all the answers

Which group does not fall under the identified key stakeholders for STEM education discussions?

Social media influencers Signup and view all the answers

What curriculum change is necessary for effective technology integration in K-12 education?

Inclusion of technological integration Signup and view all the answers

Why is it important for teacher educators to examine their self-efficacy regarding technology?

To establish a vibrant pedagogical foundation Signup and view all the answers

Which aspect of learning does the practice arena in the game utilize?

Vygotsky’s zone of proximal development. Signup and view all the answers

What is the primary focus of the DVG creation in STEM education?

To enhance student engagement through digital games Signup and view all the answers

What realization did some girls express during the in-class work?

They thought only boys could program. Signup and view all the answers

What is the primary goal of utilizing Digital Video Games (DVGs) in STEM education according to the authors?

To enhance STEM literacy and content knowledge. Signup and view all the answers

Which framework is highlighted for effectively developing DVGs?

Engineering Design Process (EDP). Signup and view all the answers

Which skill is NOT mentioned as being enhanced through the development of DVGs?

Creative writing. Signup and view all the answers

What is NOT a goal of the initiatives discussed in the content about STEM education?

Integrating science and art Signup and view all the answers

What are teachers prepared to do through the creation of DVGs?

Model integrated STEM education best practices. Signup and view all the answers

What does computational thinking involve in the context of developing DVGs?

Resolving problems algorithmically and logically. Signup and view all the answers

Which of the following best describes the role of digital games in STEM education as indicated in the content?

They are tools that enhance engagement and learning. Signup and view all the answers

Which publication focuses on the state of STEM labor markets?

The state of STEM labor markets in Canada Signup and view all the answers

Which article addresses the insights gained from implementing a scientific literacy approach?

Twenty first century science by Millar, R. Signup and view all the answers

What does the NRC (2011) framework focus on?

Practices, crosscutting concepts, and core ideas in K-12 education Signup and view all the answers

Study Notes

Chapter 6: Digital Video Games (DVGs) in STEM Education

Education policy reform globally emphasizes 21st-century learning skills, including deeper integration of numeracy, scientific, and technological literacy in curricula.
There's a need for skilled labor and professionals in STEM fields, stressing a multidisciplinary approach to better prepare students for STEM occupations.
The number of individuals pursuing STEM careers is lagging behind demand.
STEM education should emphasize technological literacy, especially for students pursuing STEM careers (e.g., engineering, architecture, medicine, IT).

6.1 STEM Education

A major goal of STEM education is to improve proficiency in STEM, regardless of career aspirations, while fostering 21st-century skills.
These skills include critical thinking, problem-solving, creativity, collaboration, self-directed learning, scientific, environmental, and technological literacy.
STEM education reimagines traditional teaching methods by integrating the four STEM strands into a unified approach.
Educators face challenges integrating STEM disciplines due to content knowledge, pedagogical knowledge, and pedagogical content knowledge.
Effective STEM education is student-centered, promoting problem-solving and higher-order thinking.

6.1.2 Teacher Education

Preparing teachers to be technologically competent is challenging, requiring ample effort, time, and opportunities.
Teacher comfort with technology integration is not always due to a lack of technology, but also a lack of knowledge about how to effectively integrate it.
Internal factors (personal investment, attitude) and external factors (resources, training, support) influence teacher technology use.
Teacher preparation needs improvement, including ongoing professional development tailored to specific needs.
Teacher education programs have a responsibility to prepare teachers to effectively model and integrate technology.

6.1.3 Digital Literacies and DVGs

Games-based learning is a promising frontier for preparing students for STEM careers.
Digital video games (DVGs) can effectively integrate and reinforce STEM concepts, motivating learners.
DVGs have the potential for effectively integrating STEM concepts and principles, motivating learners.

6.1.4 Engineering Design Process (EDP) and DVG Design

Engineering is often challenging to implement in K–12 classrooms due to a lack of prior science knowledge and access to engineers.
The EDP process contrasts with the scientific process in that it focuses on problem solving rather than generating knowledge hypotheses.
Storyboarding is critical in DVG design, helping structure and organize content, preventing scope creep and aligning with the engineering methodology.
Digital games can help advance the learning of STEM concepts by applying the EDP.
DVGs can potentially incorporate seven of the eight science/engineering practices in K-12 education.

6.2 DVGs in Teacher Education

DVG development assignments situated within teacher education courses can connect video games to STEM education.
Technological competencies are crucial for modern teaching practices.
The training involved in designing the DVGs provides teachers with opportunities to engage in programming, mathematical knowledge, creativity, and logic.

6.2.2 DVG Criteria

Criteria for DVG design include focus on STEM education content and a pluriversal approach to career connections.
Mandatory elements include: rewards, leveling, and avatars to motivate and engage learners.
The development process should involve reflections on research, storyboard development, and feedback.
Implementing DVGs in the classroom involves providing opportunities for teachers to engage in the process of devising materials/tools tailored to specific curricula (e.g. Biology).

6.2.3 DVGs: Okazaki's Revenge

The DVG, Okazaki's Revenge, tackles the concept of prokaryotic DNA replication, using games to illustrate complex scientific concepts to students.
The game incorporates elements of game mechanics, interface elements, and educational logic to reinforce scientific concepts.
The game also features a learning element with a step-by-step approach for teaching elements of DNA replication.

6.3 TCs' Reflections on DVG Development

Teacher candidates' reflections reveal challenges (e.g., feeling overwhelmed by coding) and successes (enhanced digital literacy) in developing the DVGs.
The reflections further highlight the importance of teacher educators' content/pedagogical expertise and their efficacy to support students.

6.4 Reflecting on Implementation of DVGs in Practice

Implementing DVG design in the classroom has pedagogical benefits, including developing 21st-century skills and enhancing content knowledge of TCs.
Reflecting on their experience further underscores the importance of supportive, student-focused practices.
The DVG assignment can effectively engage students in challenging contexts and improve their understanding.

6.5 Conclusion

DVGs are a valuable tool for developing STEM skills and enhancing teacher skills, particularly around the development of digital literacy skills.
The chapter highlights the potential of DVGs in improving STEM content knowledge for students, including conceptual understanding.
Creating DVGs helps teachers expand their skills and potentially their capabilities.

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Description

This quiz explores the critical role of digital video games in enhancing STEM education. It addresses policy reforms aimed at integrating technological literacy and fostering 21st-century skills in students. Learn how video games can promote proficiency in science, technology, engineering, and mathematics.