Abstract
Typical textbooks in chemistry present the field as a fait accompli represented by a body of “proven” facts. In the teaching and learning of chemistry, students have little, if any, agency to engage in scientific inquiry and to construct their personal understanding of the field. An emphasis on predetermined “knowledge” and the execution of laboratory experiments designed mainly to confirm predetermined “findings” can lead students to a grave misunderstanding of the nature of science. In this chapter, we argue that the learning of chemistry must be engaged in performatively if it is to be authentic. Using the multiplayer chemistry game “Legends of Alkhimia” as a context, we articulate the epistemological and pedagogical bases for the design of a game-based learning curriculum to help students imbibe the thinking, values, and dispositions of professional chemists. Drawing on Bourdieu’s construct of habitus, we seek to foster students’ capacity for practical reason as they become themselves via engagement in the scientific and inquiry-oriented practice of doing chemistry, rather than just learning about it. We explain how our design-for-learning seeks to develop epistemic reflexivity and professional identity, in relation to professional chemists, through performance, play, and dialog.
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Acknowledgments
The work reported in this chapter was supported by a generous grant from the National Research Foundation, Singapore, under grant number NRF2007-IDM005-MOE-006-CYS. We acknowledge with deep gratitude the contribution of all members of the “Legends of Alkhimia” game design and development team: Rahul Nath, Wee Yik Shan, Ong Cher Yee, Ho Won Kit, Simon Yang, Andy Lim, Henry Kang, and Ittirat Vayachut.
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Chee, Y.S., Tan, K.C.D., Tan, E.M., Jan, M. (2012). Learning Chemistry Performatively: Epistemological and Pedagogical Bases of Design-for-Learning with Computer and Video Games. In: Tan, K., Kim, M. (eds) Issues and Challenges in Science Education Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3980-2_16
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