Study Num:2
Utilizing Instructional Games To Improve Students’ Conceptualization of Science
Concepts: Comparing K Students Results With Grade 1 Students, Are There
Differences?
Utilizing Instructional Games To Improve Students’ Conceptualization of Science
Concepts: Comparing K Students Results With Grade 1 Students, Are There
Differences?
Summary:-
This study discusses findings of a game activity intervention conducted, reports on prior intervention results obtained a year ago, and also gives practitioners’ views and perspectives on the effectiveness of instructional games for pre k and k-5 students (for improve performance and motivational levels).
Essentially, this study addresses the following overarching
This study discusses findings of a game activity intervention conducted, reports on prior intervention results obtained a year ago, and also gives practitioners’ views and perspectives on the effectiveness of instructional games for pre k and k-5 students (for improve performance and motivational levels).
Essentially, this study addresses the following overarching
questions:
- how does the recent results for K students compare with the prior results obtained a year ago with grade 1 students?
- Are there similarities or significant differences between the two grade level results?
- And, what light does practitioners’ interviews and survey results shed on the differences seen?
The paper concludes with suggestions for future research that can fill in the gap in the field, and also gives some implications for practice and suggestions for cross curricular applications of instructional games.
Features:-
• Using the ideas of game activities could be extended to other topics in biology, general
science, or even mathematics.
• Game boards can consist of numbers rather than words for mathematics content delivery and students can be allowed to identify ‘even digits’ on the game board, or ‘odd numbers’ on the game board, if teachers wanted to explain and test the concept of ‘odd numbers’ nversus ‘even numbers’ with younger students.
• Basically, this activity could be a great educational tool for k – 2 students in any subject; it can also be used by science and mathematics practitioners who may need to explore creative ways to engage younger students and to retain their interest in classroom
lectures.
• Further, difficult concepts can be broken down or simplified for younger children through game activities (such as the game board activity explored in this study).
• Can facilitate engagement of younger students in their own learning; that is, it may help
to cultivate a constructivist teaching and learning environment in which students are
‘active learners’ as opposed to ‘passive recipients’ of knowledge (Freire, 2005; Klein &
Freitag, 1991; Sawyer, 2004).
• Can serve as both a practice and drill activity to reinforce lecture notes for older students, beyond the grade 5 level.
• Can be a motivational tool for students, especially slower learners (see Klein & Freitag,
1991).
• Can or should improve K-2 students’ achievement and overall science performance (refer to tables 3 & 4, figure 1 & interview data of teachers)
The impact of instructional games in student's achievements:-
- improving students' conceptual understanding and motivational levels to do academic work.
- some young students do have the mental capability to understand science concepts if made really simple for them
- how does the recent results for K students compare with the prior results obtained a year ago with grade 1 students?
- Are there similarities or significant differences between the two grade level results?
- And, what light does practitioners’ interviews and survey results shed on the differences seen?
The paper concludes with suggestions for future research that can fill in the gap in the field, and also gives some implications for practice and suggestions for cross curricular applications of instructional games.
Features:-
• Using the ideas of game activities could be extended to other topics in biology, general
science, or even mathematics.
• Game boards can consist of numbers rather than words for mathematics content delivery and students can be allowed to identify ‘even digits’ on the game board, or ‘odd numbers’ on the game board, if teachers wanted to explain and test the concept of ‘odd numbers’ nversus ‘even numbers’ with younger students.
• Basically, this activity could be a great educational tool for k – 2 students in any subject; it can also be used by science and mathematics practitioners who may need to explore creative ways to engage younger students and to retain their interest in classroom
lectures.
• Further, difficult concepts can be broken down or simplified for younger children through game activities (such as the game board activity explored in this study).
• Can facilitate engagement of younger students in their own learning; that is, it may help
to cultivate a constructivist teaching and learning environment in which students are
‘active learners’ as opposed to ‘passive recipients’ of knowledge (Freire, 2005; Klein &
Freitag, 1991; Sawyer, 2004).
• Can serve as both a practice and drill activity to reinforce lecture notes for older students, beyond the grade 5 level.
• Can be a motivational tool for students, especially slower learners (see Klein & Freitag,
1991).
• Can or should improve K-2 students’ achievement and overall science performance (refer to tables 3 & 4, figure 1 & interview data of teachers)
The impact of instructional games in student's achievements:-
- improving students' conceptual understanding and motivational levels to do academic work.
- some young students do have the mental capability to understand science concepts if made really simple for them
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