Abstract
This chapter describes a history of design thinking and how design can play into the Next Generation Science Standards from a practical perspective. We discuss participatory learning and design in disruptive classrooms. Technology-engineering is not simply an applied science since often technologists and engineers develop innovations in which the underlying science is not understood (e.g. the keystone in arches was used before forces as vectors were understood), technological design is uniquely different from inquiry, the design-production cycle entails much more than just the science of the idea, and technological/engineering literacy involves fundamental literacy and understanding technological/engineering principles. We conclude with a practical example and model of Serious Educational Game design that has evolved and modified over 10 years.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Annetta, L. A. (2008). Serious educational games: From theory to practice. Amsterdam: Sense.
Annetta, L. A., Cook, M. P., & Schultz, M. (2007). Video games and universal design: A vehicle for problem-based learning. Journal of Instructional Science and Technology, 10(1). http://www.usq.edu.au/electpub/e-jist/docs/vol10_no1/papers/current_practice/annetta_cook_schultz.htm
Annetta, L. A., Lamb, R., Vallett, D., & Cheng, R. (2014, March 30). Changes in high school science student affect through serious educational game design and development. Paper presented at the annual meeting of the National Association for the Research in Science Teaching (NARST). Pittsburgh, PA.
Atman, C., Kilgore, D., & McKenna, A. (2008). Characterizing design learning: A mixed-methods study of engineering designers’ use of language. Journal of Engineering Education, 97, 309–326.
Bers, M. U., & Portsmore, M. (2005). Teaching partnership: Early childhood and engineering students teaching math and science through robotics. Journal of Science and Technology, 14, 59–73.
Cunningham, C. M., Lachapelle, C., & Lindgren-Streicher, A. (2005). Assessing elementary school students’ conceptions of engineering and technology. In Proceedings of the ASEE annual conference.
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the children and technology project. Computers in Human Behavior, 28, 370–376.
Kahn, J., & Bers, M. (2005). An examination of early elementary students’ approach to engineering. Presented at the proceedings of the 2005 American Society for Engineering Annual Conference and Exposition.
Larson, E. (2003). Devil in the white city. New York: Vintage Books.
Lead States, N. G. S. S. (2013). Next generation science standards: For states, by states. Washington, DC: Achieve.
Mazzeo, C., Rab, S. Y., & Alssid, J. L. (2003). Building bridges to college and careers: Contextualized basic skills programs at community colleges. Brooklyn: Workforce Strategy Center.
McLoughlin, C., & Lee, M. (2007, December 5). Social software and participatory learning: Pedagogical choices with technology affordances in the web 2.0 era. Presented at the ICT: Providing choices for learners and learning, Singapore.
NRC. (1996). National science education standards. Washington, DC: National Academy Press.
NRC. (2007). Taking science to school: Learning and teaching science in grades k-8. Washington, DC: National Academies Press.
NRC. (2012). In J. Pellegrino & M. Hilton (Eds.), Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, DC: National Academies Press.
Perin, D. (2011). Facilitating student learning through contextualization (No. 29). New York: Community College Research Center, Columbia University.
Piaget, J. (1951). Play, dreams, and imitation in childhood. (G. Gattegno and F. M. Hodgson, transl.) New York: Norton.
Psotka, J. (2013). Educational games and virtual reality as disruptive technologies. Educational Technology & Society, 16, 69–80.
Rivet, A., & Krajcik, J. (2008). Contextualizing instruction: Leveraging students’ prior knowledge and experiences to foster understanding in middle school science. Journal of Research in Science Teaching, 45, 79–100.
Singer, J., Marx, R. W., Krajcik, J. S., & Clay-Chambers, J. (2000). Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist, 35, 165–178.
Stinner, A. (1989). The teaching of physics and the contexts of inquiry: From Aristotle to Einstein. Science Education, 73, 591–605.
Stinner, A. (2006). The large context problem. Interchange, 37, 19–30.
Sullivan, F. R. (2008). Robotics and science literacy: Thinking skills, science process skills and systems understanding. Journal of Research in Science Teaching, 45, 373–394.
Vallett, D., & Annetta, L. A. (2014). Re-visioning k-12 education: Learning through failure–not social promotion. Psychology of Popular Media Culture, 3(3), 174–188.
Vygotsky, L. S. (1963). Learning and mental development at school age (J. Simon, Trans.). In B. Simon & J. Simon (Eds.), Educational psychology in the U.S.S.R (pp. 21–34). London: Routledge & Kegan Paul.
Vygotsky, L. S. (1978). Interaction between learning and development (M. Lopez-Morillas, Trans.). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 79–91). Cambridge, MA: Harvard University Press.
Wagner, T. (2012). Creating innovators: The making of young people who will change the world. New York: Simon & Schuster.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Nelson, D., Annetta, L.A. (2016). Creating Disruptive Innovators: Serious Educational Game Design on the Technology and Engineering Spectrum. In: Annetta, L., Minogue, J. (eds) Connecting Science and Engineering Education Practices in Meaningful Ways. Contemporary Trends and Issues in Science Education, vol 44. Springer, Cham. https://doi.org/10.1007/978-3-319-16399-4_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-16399-4_1
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-16398-7
Online ISBN: 978-3-319-16399-4
eBook Packages: EducationEducation (R0)