Διερεύνηση των αντιλήψεων των μελλοντικών εκπαιδευτικών προσχολικής εκπαίδευσης σχετικά με τη χρήση της παιχνιδοποίησης στη διδασκαλία των Φυσικών Επιστημών
Δημοσιευμένα:
Mar 23, 2022
Λέξεις-κλειδιά:
Παιχνιδοποίηση Φυσικές Επιστήμες Μελλοντικοί Εκπαιδευτικοί Αντιλήψεις
Περίληψη
Η διδασκαλία των Φυσικών Επιστημών (Φ.Ε) θεωρείται ένα από τα πιο ουσιώδη κομμάτια της σύγχρονης εκπαίδευσης, έχοντας ως κεντρικό στόχο να προάγει ένα ενεργό και επιστημονικό τρόπο σκέψης Μπορεί η εφαρμογή της παιχνιδοποίησης στην εκπαίδευση να είναι αρκετά πρόσφατη, όμως η χρήση παιχνιδιών προς όφελος της εκπαίδευσης δεν είναι κάτι καινούργιο. Η χρήση της παιχνιδοποίησης στη διδασκαλία των Φ.Ε έχει αρχίσει να υιοθετείται όλο και περισσότερο στην εκπαίδευση καθώς φαίνεται να ενισχύει τα μαθησιακά αποτελέσματα. Όμως, το μεγαλύτερο μέρος της έρευνας σχετικά με την παιχνιδοποίηση δεν φαίνεται να λαμβάνει υπόψη ένα πολύ σημαντικό παράγοντα της μαθησιακής διδασκαλίας: τον ίδιο τον/την εκπαιδευτικό. Η παρούσα έρευνα διερευνά αντιλήψεις των μελλοντικών εκπαιδευτικών προσχολικής εκπαίδευσης στη χρήση εφαρμογών παιχνιδοποίησης στις Φ.Ε. Σύμφωνα με τα αποτελέσματα της έρευνας οι μελλοντικοί εκπαιδευτικοί έχουν θετική άποψη σχετικά με τη χρήση της εφαρμογών παιχνιδοποίησης στις Φ.Ε. αναγνωρίζοντας την δυνατότητα που προσφέρουν να δημιουργούν διασκεδαστικά και δημιουργικά μαθησιακά περιβάλλοντα που βοηθούν στην κατανόηση επιστημονικών διαδικασιών, εννοιών και στην ανάπτυξη σχετιζόμενων δεξιοτήτων. Παρόλα αυτά, οι εκπαιδευτικοί ανέφεραν και ορισμένους προβληματισμούς σχετικά με τις κοινωνικές επαφές, τη δυνατότητα έκφρασης και ανάπτυξης ικανοτήτων ομιλίας των παιδιών.
Λεπτομέρειες άρθρου
- Πώς να δημιουργήσετε Αναφορές
-
- Ενότητα
- Μέρος πρώτο / Section 1
Οι συγγραφείς των άρθρων που δημοσιεύονται στο περιοδικό διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο περιοδικό διατίθενται με άδεια Creative Commons 4.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο).
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Alabbasi, D. (2018). Exploring Teachers' Perspectives towards Using Gamification Techniques in Online Learning. Turkish Online Journal of Educational Technology-TOJET, 17(2), 34-45.
Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4), 132-136.
Ampartzaki, M., Kalogiannakis, M., & Papadakis, S. (2021). Deepening Our Knowledge about Sustainability Education in the Early Years: Lessons from a Water Project. Education Sciences, 11(6), 251.
Arnold, B. J. (2014). Gamification in education. Proceedings of the American Society of Business and Behavioral Sciences, 21(1), 32-39.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.
Çakır, R., & Oktay, S. (2013). Teachers’ use of technology as becoming information society. The Journal of the Industrial Arts Education Faculty of Gazi University, 30, 35-54.
Dede, C. (2010). Comparing frameworks for 21st century skills. 21st century skills: Rethinking how students learn, 20(2010), 51-76.
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 1-24.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
Doyle, E., & Buckley, P. (2014). Research ethics in teaching and learning. Innovations in Education and Teaching International, 51(2), 153-163.
Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93.
Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.). (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Waynesville, NC: Association for the Advancement of Computing in Education.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Fitó-Bertran, À., Hernández-Lara, A. B., & Serradell-López, E. (2014). Comparing student competences in a face-to-face and online business game. Computers in Human Behavior, 30, 452-459.
Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29.
Hamari, J., & Koivisto, J. (2013). Social motivations to use gamification: an empirical study of gamifying exercise. In Proceedings of the ECIS 2013: 21st European Conference on Information Systems, Utrecht, The Netherlands, 5–8 June
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 152-161.
Hashim, H. (2018). Application of technology in the digital era education. International Journal of Research in Counseling and Education, 2(1), 1-5.
Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447-454.
Ijaz, K., Bogdanovych, A., & Trescak, T. (2017). Virtual worlds vs books and videos in history education. Interactive Learning Environments, 25(7), 904-929.
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269.
Jonassen, D. H. (2002). Learning to Solve Problems with Technology: With Portfolio Planner, Making Professional... Portfolios Work for You and Linking Technology and. Prentice Hall.
Jong, M. S. Y., & Shang, J. (2015). Impeding phenomena emerging from students' constructivist online game-based learning process: Implications for the importance of teacher facilitation. Journal of Educational Technology & Society, 18(2), 262-283.
Kalogiannakis, M., Papadakis, S., & Zourmpakis, A.-I. (2021). Gamification in Science Education. A Systematic Review of the Literature. Education Sciences, 11(1), 22.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Karakose, T, Yirci, R., & Papadakis, S. (2021). Exploring the Interrelationship between COVID-19 Phobia, Work–Family Conflict, Family–Work Conflict, and Life Satisfaction among School Administrators for Advancing Sustainable Management. Sustainability. 13(15), 8654.
Ketelhut, D. J., & Schifter, C. C. (2011). Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption. Computers & Education, 56(2), 539-546.
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of educational research, 86(3), 681-718.
Mårell-Olsson, E. (2021). Using gamification as an online teaching strategy to develop students’ 21st century skills. IxD&A: Interaction Design and Architecture (s), (47), 69-93.
Markopoulos, A. P., Fragkou, A., Kasidiaris, P. D., & Davim, J. P. (2015). Gamification in engineering education and professional training. International Journal of Mechanical Engineering Education, 43(2), 118-131.
Martí-Parreño, J., Galbis-Córdova, A., & Currás-Pérez, R. (2021). Teachers’ beliefs about gamification and competencies development: A concept mapping approach. Innovations in Education and Teaching International, 58(1), 84-94.
Martí-Parreño, J., Seguí-Mas, D., & Seguí-Mas, E. (2016). Teachers’ attitude towards and actual use of gamification. Procedia-Social and Behavioral Sciences, 228, 682-688.
McDaniel, R., Lindgren, R., & Friskics, J. (2012, October). Using badges for shaping interactions in online learning environments. In 2012 IEEE international professional communication conference (pp. 1-4). IEEE.
Mee, M., Wong, R., Shahdan, T. S. T., Ismail, M. R., Ghani, K. A., Pek, L. S., & Rao, Y. S. (2020). Role of Gamification in Classroom Teaching: Pre-Service Teachers' View. International Journal of Evaluation and Research in Education, 9(3), 684-690.
Nadiawati, N. (2018). Gamification of Duolingo in Rising Childrens' second language learning motivation (Doctoral dissertation, UIN Sunan Ampel Surabaya).
Papadakis, S., & Kalogiannakis, M. (2019). Evaluating the effectiveness of a game-based learning approach in modifying students' behavioural outcomes and competence, in an introductory programming course. A case study in Greece. International Journal of Teaching and Case Studies, 10(3), 235-250.
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849-1871.
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2021). Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten. Advances in Mobile Learning Educational Research, 1(1), 5-18.
Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles. Education Sciences, 11(5), 204.
Papadakis, St., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., Kalogiannakis, M., & Vassilakis, K. (2021). Factors That Hinder in-Service Teachers from Incorporating Educational Robotics into Their Daily or Future Teaching Practice. In B. Csapó and J. Uhomoibhi (Eds). Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021), Vol 2, 55-63, Online Streaming, April, 23-25, 2021.
Pedreira, O., García, F., Brisaboa, N., & Piattini, M. (2015). Gamification in software engineering–A systematic mapping. Information and software technology, 57, 157-168.
Pektas, M., & Kepceoglu, I. (2019). What Do Prospective Teachers Think about Educational Gamification?. Science education international, 30(1), 65-74.
Petousi, V., & Sifaki, E. (2020). Contextualizing harm in the framework of research misconduct. Findings from discourse analysis of scientific publications, International Journal of Sustainable Development, 23(3/4), 149-174.
Pickens, J. (2005). Attitudes and perceptions. Organizational behavior in health care, 4(7), 43-76.
Qiong, O. U. (2017). A brief introduction to perception. Studies in Literature and Language, 15(4), 18-28.
Sánchez-Martín, J., Cañada-Cañada, F., & Dávila-Acedo, M. A. (2017). Just a game? Gamifying a general science class at university: Collaborative and competitive work implications. Thinking Skills and Creativity, 26, 51-59.
Sin, O. K., & Said, M. N. H. M. (2020). Accessing Effect of Gamification for Primary Pupils’ English Learning Performance. Innovative Teaching and Learning Journal, 4(2).71-88.
Statti, A., & Torres, K. M. (2020). Digital literacy: The need for technology integration and its impact on learning and engagement in community school environments. Peabody Journal of Education, 95(1), 90-100.
Strmecki, D., Bernik, A., & Radosevic, D. (2015). Gamification in E-Learning: Introducing Gamified Design Elements into E-Learning Systems. J. Comput. Sci., 11(12), 1108-1117.
Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424.
Teo, T., Fan, X., & Du, J. (2015). Technology acceptance among pre-service teachers: Does gender matter? Australasian Journal of Educational Technology, 31(3), 235-251.
Urh, M., Vukovic, G., & Jereb, E. (2015). The model for introduction of gamification into e-learning in higher education. Procedia-Social and Behavioral Sciences, 197, 388-397.
Varol, F. (2013). Elementary School Teachers and Teaching with Technology. Turkish Online Journal of Educational Technology-TOJET, 12(3), 85-90.
Vidakis, N., Barianos, A.-K., Trampas, A.-M., Papadakis, St., Kalogiannakis, M., & Vassilakis, K. (2019). Generating Education in-Game Data: The Case of an Ancient Theatre Serious Game. In B. McLaren, R. Reilly, S. Zvacek, & J. Uhomoibhi (Eds), Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), Vol 1, (pp. 36-43), Heraklion, Crete, Greece, 2-4 May, 2019.
Vidakis, N., Barianos, A.K., Trampas, A.M., Papadakis, S., Kalogiannakis, M., & Vassilakis, K. (2020) in-Game Raw Data Collection and Visualization in the Context of the “ThimelEdu” Educational Game. In H. C Lane, S. Zvacek, J. Uhomoibhi (Eds), Computer Supported Education. CSEDU 2019. Communications in Computer and Information Science, vol 1220, (pp. 629-646), Cham: Springer.
Yüksel, M., & Durmaz, A. (2016). The Effect of Perceived Socially Motivated Gamification on Purchase Intention: Does It Really Work?. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(3), 15-25.
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326.
Zourmpakis, A.-I., Papadakis, St., & Kalogiannakis, M. (2021). Education of Preschool and Elementary Teachers on the Use of Adaptive Gamification in Science Education, International Journal of Technology Enhanced Learning (IJTEL) Forthcoming article https://www.inderscience.com/info/ingeneral/forthcoming.php?jcode=ijtel
Βίννη, Α., Ζαχαρής, Γ., & Καλογιαννάκης, Κ. (2021). Διερεύνηση των
Στάσεων των Εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης απέναντι στη Διδασκαλία των Φυσικών Επιστημών. Θέματα Επιστημών και Τεχνολογίας στην Εκπαίδευση, 14(1), 1-17.
