游戏化和物理化学中学

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
F. Pérez
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引用次数: 9

摘要

研究计划是在2014-2015学年与中学教育四年级的学生一起提出的,他们选择了物理和化学作为选修科目。这个项目是基于使用各种基于游戏的策略应用到物理和化学的主题。我们之所以选择这个主题,是因为游戏在教学上对学生的吸引力和他们动机的发展有好处。学生们以个人、结对和团队的形式参加。使用过的游戏有“化学式跑路”、“化学式冠军”、“物理化学之轮”、“海底宝藏”和“挑战问题”。学生们还开发了一个以波浪为主题的游戏,几个团队使用Scratch完成了这个游戏。最后,这门学科的学习成绩有所提高。根据学生们的评价结果,这次体验是成功的。他们重点介绍了化学式冠军、沉没宝藏和基于波浪的游戏开发。结论是,游戏化并不局限于使用电子游戏,它可以通过少量技术,个人,社交和智力技能进行游戏化,所采用的方法可以外推到其他科目和课程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Gamificación y la Física–Química de Secundaria
Research proposal was made during the 2014–2015 school year with 4th year’s students of Secondary Education who have chosen as optional the subject of Physics and Chemistry. This project is based on the use of various gamebased strategies applied to the subject of Physics and Chemistry. We have chosen this theme by the pedagogical benefits that games have on the attraction of students and the development of their motivation. Students have participated individually, in pairs and in teams. Games used have been “chemical formulas on the run”, “chemical formulas championship”, “wheel of Physics and Chemistry”, “the sunken treasure” and “challenge problems”. The students have also developed a game based on the theme of waves and several teams did using Scratch. Finally there has been an increase in the academic performance of the subject. This experience was a success according to the results of the evaluation by the students. They have highlighted chemical formulas championship, the sunken treasure and the development of the game based on waves. As conclusions are that gamifying is not limited to only use video games, it can be gamify with little technology, personal, social and intellectual skills are developed and the method employed can be extrapolated to other subjects and courses.
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来源期刊
Education in the Knowledge Society
Education in the Knowledge Society EDUCATION & EDUCATIONAL RESEARCH-
自引率
10.30%
发文量
27
审稿时长
4 weeks
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