, Volume 16, Issue 1, pp 1-3
Date: 22 Mar 2007

Games and Immersive Participatory Simulations for Science Education: An Emerging Type of Curricula

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The manuscripts that comprise this special issue are focused on understanding how games and immersive participatory simulations, with their focus on doing science (not receiving science), are becoming an emerging type of curricula for supporting science education. The environments discussed here build on theoretical frameworks positing that “knowing” is a contextual and participatory act, and that the context in which one learns any particular content shapes the resultant understandings of that content (Barab et al., 1999). Central to this perspective is that, rather than simply telling students about science facts or even socio-scientific issues, knowledge and skills in science should be situated as an inquiry process and that new technologies and design methodologies can facilitate this process. The various articles that comprise this special issue are inquiry-based, leverage multiple media, and integrate game-design principles and scenarios to establish rich inquiry-based contexts f ...