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Using Educational Computer Games for Science Teaching: Experiences and Perspectives of Elementary Science Teachers in Taiwan

Using Educational Computer Games for Science Teaching: Experiences and Perspectives of Elementary Science Teachers in Taiwan

Ying-Tien Wu
Copyright: © 2013 |Volume: 3 |Issue: 4 |Pages: 13
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781466635937|DOI: 10.4018/ijopcd.2013100102
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MLA

Wu, Ying-Tien. "Using Educational Computer Games for Science Teaching: Experiences and Perspectives of Elementary Science Teachers in Taiwan." IJOPCD vol.3, no.4 2013: pp.16-28. https://doi.org/10.4018/ijopcd.2013100102

APA

Wu, Y. (2013). Using Educational Computer Games for Science Teaching: Experiences and Perspectives of Elementary Science Teachers in Taiwan. International Journal of Online Pedagogy and Course Design (IJOPCD), 3(4), 16-28. https://doi.org/10.4018/ijopcd.2013100102

Chicago

Wu, Ying-Tien. "Using Educational Computer Games for Science Teaching: Experiences and Perspectives of Elementary Science Teachers in Taiwan," International Journal of Online Pedagogy and Course Design (IJOPCD) 3, no.4: 16-28. https://doi.org/10.4018/ijopcd.2013100102

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Abstract

This study explored 21 elementary science teachers’ experiences of and attitudes toward playing computer games, and their positions regarding using computer games in science teaching. Also, these teachers’ perspectives, willingness, and relevant professional abilities of integrating educational computer games (ECGs) into their instruction were investigated. There were three stages of data collection in this study: tape-recorded pre-interviews, experiencing an ECG for science learning, and tape-recorded follow-up interviews. This study revealed that less than forty percent of the teachers had ever used computer games in their teaching. After experiencing the ECG in this study, most teachers recognized the educational essence of ECGs, and all of them were willing to integrate ECGs in their science classes. However, most of the teachers expressed poor understanding of ECGs and digital game-based learning, and recognized the significant role of specific pedagogical content knowledge and the need for computer skills.

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