Abstract
Interacting with schoolteachers , school administrators , and education policy makers in the course of my research on game-based learning , I am often struck by how the idea of using games to support student learning is conflated with that of using games to teach facts, concepts, and other forms of “knowledge in pieces” (diSessa in Constructivism in the computer age pp. 49–70, 1988) .
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Notes
- 1.
In Chap. 5, I illustrate how games can be very effectively used in learning chemistry.
- 2.
- 3.
I take up the issues of meaning and meaning making in detail in Chap. 3.
- 4.
In Chap. 3, I shall explain why Bloom’s taxonomy is deeply problematic for learning, as opposed to instruction.
- 5.
In this discussion, I have not addressed parents, another critical stakeholder in the ecology of schooling, because this group has been less well researched. Suffice to say that parents want to see their children do well, and this usually translates quite directly into meaning that they want to see their children excel in the conventional game of “business-as-usual” schooling.
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Chee, Y.S. (2016). Introduction. In: Games-To-Teach or Games-To-Learn. Gaming Media and Social Effects. Springer, Singapore. https://doi.org/10.1007/978-981-287-518-1_1
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