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Full-Text Articles in Education
How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan
How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan
Teacher Education and Leadership Faculty Publications
Current research shows that digital games can significantly enhance children’s learning. The purpose of this study was to examine how design features in 12 digital math games influenced children’s learning. The participants in this study were 193 children in Grades 2 through 6 (ages 8-12). During clinical interviews, children in the study completed pre-tests, interacted with digital math games, responded to questions about the digital math games, and completed post-tests. We recorded the interactions using two video perspectives that recorded children’s gameplay and responses to interviewers. We employed mixed methods to analyze the data and identify salient patterns in children’s …
Reassessing Possible Naturalized Ideology Regarding Science, Education, And Religion., Todd Campbell
Reassessing Possible Naturalized Ideology Regarding Science, Education, And Religion., Todd Campbell
Teacher Education and Leadership Faculty Publications
This manuscript asks questions about what may be the naturalized, or taken for granted, ideologies in science education regarding religion. There have been times in history when religion has taken a dogmatic role in limiting the practices of science (e.g. the Roman Catholic Church and Galileo). This manuscript reflects on the dogmatic ideals through reaching beyond the capacities of an empirical way of knowing. A Science, Technology, and Society (STS) approach to science teaching is considered as a possible mechanism for honoring both science and religion as valid yet different ways of knowing and better addressing students’ integration of science …