Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation.

Area of Science:

• Science Education
• Learning Technologies

Background:

• Recent U.S. science education reforms emphasize argumentation.
• Existing research explores introducing argumentation, but few studies examine game-based approaches.

Purpose of the Study:

• Investigate the use of a computer game to introduce the Claim, Evidence, Reasoning (CER) framework for scientific argumentation.
• Examine how a game-based approach impacts student learning of argumentation.

Main Methods:

• A design-based study was conducted over two development iterations in a high school biology class.
• Data included teacher enactment of game activities and student argument scores.

Main Results:

• The teacher integrated the game for explicit argumentation instruction in both iterations, with differing implementation strategies.
• Student argument scores significantly increased from the first to the second iteration.

Conclusions:

• Computer games can effectively introduce scientific argumentation, particularly when combined with explicit instruction and student support materials.
• Classroom implementation analysis is crucial for understanding the effectiveness of game-based learning in science education.