情景认知游戏对马来西亚高中化学学生高阶思维技能的影响

Kho Pui Wun, Jamalludin Harun
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引用次数: 5

摘要

本文描述了在化学学习中运用游戏教学法培养学生高阶思维能力的努力。本研究试图在社会合作学习环境中运用情景认知游戏(SE游戏)来提高马来西亚高中化学学生的hot。SE游戏是一种知识游戏,以现实世界场景中与批判性思维相关的专业实践为中心。根据SE游戏的框架,结合SKIVE元素和Ruth Clark的基于场景的模型,给出了SE游戏的简要设计。与此同时,社会协作学习环境有助于提高学生的知识获取能力和HOTs。共有23名化学专业的学生参加了为期6周的研究。他们被要求在社会协作学习环境中玩SE游戏和解决四个学习任务。用于识别学生HOTs成绩的工具是社会合作讨论脚本、测试前和测试后。社会协作讨论脚本用于评估受访者的提示和回答,这代表了他们的思维水平。他们在较低层次的回应(记忆和理解)中贡献了61.4%的讨论陈述,在协作过程中构建了38.6%的HOTs陈述。前测和后测结果显示,应用水平提高21.7%,分析水平提高78.3%,评价水平提高43.5%,创造水平提高65.2%。综上所述,本研究为教育领域的学习方法提供了新的贡献,即社会合作学习环境中的SE游戏对化学热行为有显著的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effect of Scenario-Epistemic Game on Higher Order Thinking Skills among High School Chemistry Students in Malaysia
This paper described the effort to raise students’ higher order thinking skills (HOTs) in chemistry learning by using game-based learning. The study attempted to use scenarioepistemic game (SE game) in socio-collaborative learning environment to improve HOTs among high school chemistry students in Malaysia. The SE game was a knowledge game that centred on professional practices relevant to critical thinking in a real world scenario. Furthermore, the paper provided a brief design of SE game according to its framework which was a combination of SKIVE elements and Ruth Clark’s scenariobased model. Meanwhile, socio-collaborative learning environment was used to engender greater knowledge acquisition and HOTs. There were 23 chemistry students who participated in this study for a period of six-weeks. They were required to play the SE game and solve four learning tasks in socio-collaborative learning environment. The instruments used to identify students’ HOTs achievement were socio-collaborative discussion scripts, pre-test and post-test. The socio-collaborative discussion scripts were used to evaluate respondents’ prompts and responses, which represented their thinking level. They contributed 61.4% of their discussion statements in the lower level of responses (Remember and Understand) and constructed 38.6% of HOTs statements during collaboration process. Furthermore, the findings in pre-test and post-test showed that there was 21.7% improvement in Apply level, 78.3% improvement in Analysis level, 43.5% improvement in Evaluate level and 65.2% in Create level. All in all, this study provided as a new contribution to learning approach in education domain where the SE game in socio-collaborative learning environment had a significant impact on HOTs in chemistry.
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