Gamification of SSI’s as a Science Pedagogy: Toward a Critical Rationality in Teaching Science

Abstract

The aim of our study is to propose a gamification strategy for teaching SSI’s as a means for enhancing science literacy with a capacity for critical rationality. The theoretical framework that informs our teaching and research around SSI’s draws from a model of teaching objectives from techno-scientism to activist science education. We also draw upon gamification theory that influenced our thinking. In our study methods, we adopted an historical and reflective narrative methodology with elements of self-study to document and analyze the experience of engaging with preservice teachers, and developing the gamification framework over time. The study commences with Alberto’s experience as a science educator in a preservice teacher program where his prior gaming experiences grounded his interest in the gamification of SSIs in science teaching. At the same time, James was a preservice teacher in Alberto’s course, and it was from Alberto’s teaching that James’s interest in the gamification of SSIs emerged. This chapter models a practice-based approach to preservice teacher education that explicitly engages preservice teachers in critical rationality with respect to SSI’s by immersing them in a gamification strategy. Our narrative methodology enables us to explain what worked and what did not work along our journey. By synthesizing this experience with the literature we present a detailed analysis to advance understanding in this field.