Case study of a TeaM challenge game—e-PBL revisited
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Traces of use of higher order thinking skills—according to Bloom’s taxonomy.
Pedagogic pre-assumptions (designer’s side): requirements for design and supposed impact of students and teachers.
Assignment within teacher training (training side): as the task of setting up such game is performed within Informatics teacher training at ELTE University and games were launched into public education.
Pedagogic realities (facilitator’s side): how the teachers at a specific participant school viewed their role, the game, its impact and pedagogic value, its role in fulfilling the National Curriculum and its benefit for students.
Indirect impact (staff’s side): how the game has affected the whole staff at school and what impact it had of the attitude of teachers.
Results (evaluator’s side): how the game was evaluated in several ways and what new methods it has introduced into public education.
KeywordsProblem Based Learning (PBL) Cross-thematic curriculum framework Primary school Lower secondary school Teacher training
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