GAME-BASED LEARNING ACTIVITIES IN TEACHING GRADE 7 SCIENCE
Keywords:Game-based Learning, Game-based learning activities, Motivation, Application, Feedback, Reinforcement
Game – based learning is a process of inquiry that requires asking questions, observing, data exploration and data manipulation. It requires learning to apply and generalize scientific knowledge. Creating such learning environment requires engaging learners in different games. Active engagement in learning activities develops conceptual understanding and motivates students to seek further information.
The study described the game – based learning activities in teaching science as assessed by science teachers relative to motivation, application, feedback and reinforcement. It also analyzed significant differences in the teachers’ assessments on the game – based activities according to profile variables. The extent by which the learning competencies were achieved and the constraints met using game – based learning activities were determined.
The descriptive method was used with the questionnaire as the main instrument to gather important data complimented by interview. Respondents were 35 science teachers in and the statistical tools used were weighted mean, frequency, t-test and F-test were the statistical tools used in this study.
The findings revealed that majority of secondary science teachers in Oblate Schools were female, single, early adult with bachelor’s degree. The science teachers strongly agreed that game – based learning activities utilized in application component. There is a significant difference between the descriptions of game – based learning activities when grouped according to age. The learning competencies in Biology and Physics are achieved to a moderate extent but slightly achieved in Earth Science and Biology. Insufficient materials and individual differences of the students were constraints met by science teachers.
Killen, R., (2007). Teaching Strategies for Outcome – Based Education.
Silberman, B.C., (2000). Taking stock: Where we’ve been, where we are, Where we’re going. Journal of Women and Minorities in Science and Engineering, Vol. 8 No. 3&4, pp. 255-284.
Steele, J.E., (2007). Sociological perspectives on identity formation: the culture activities that Science teachers used. Journal of Adolescence, Vol. 19, pp. 417-428.
Higgins, I. et.al., (2005). Guide to Simulations, Computer Games and Pedagogy in e – learning. Rex Book Store.
Wexter, J.V.et.al., (2008). Grade 10 students perceptions of and attitudes towards science teaching and school science. Journal of Research in Science Teaching, 30, 175-186.
Gee, M., (2003). Games – Makers to Empire. New York: Scholastic Press.
Lazares, W. (2006). DOST Science and Technology Leads Philippines, Communication Resources and Production Division, Manila.
Jonassen, J. (2008). The Process of Education, Cambridge, Mass: Harvard.
Kooper, A., (2002). The approach of Game Activities. East Wood, Cartoon Books. Publishing.
Thomberg, A. 2009. Educational psychology: Active learning edition. Ed. Ke-New Jersey: Pearson Education, Inc. Naple, Italy.
Mift , D. D.M., (2003). Communicating in school science: groups, tasks, and problem solving 5-16, London, The Falmer Press.
Jandonero, N.J., (2004). “The Appropriateness of Teaching Science and Students Achievement: A Basis for Intervention Enhancement,” Master’s Thesis, Lyceum of the Philippines – Laguna, Laguna.
De Guzman, M. (2000). “The relevance of video games consoles to the higher and further education learning experience”, Master’s Thesis College of Immaculate Conception, Cabanatuan City.
Lardizabal, F. (2002). Principles and Method of Teaching. Mandaluyong City: National Bookstore.
Tatlonghari, M. L. (2008). “Validation of the Learning Activity Package in Science IV.” Master’s Thesis, , Eulogio “Amang” Rodriguez Institute of Science and Technology, Nagtahan, Sampaloc Manila.
Brunice, J., (2002). Programming and Media Technique, Manila: National Bookstore.
Carin, A., (2001). Teaching Science as Inquiry, Prentice-Hall Inc. Upper Saddle River New Jersey Columbus, Ohio.
Kegan, H. M., (2002). Globalization and Its Impact on Education. Manila:Lorimar Publishing, Inc.
Deboer, G., (2000). Scientific Literacy: Another look at its historical and Contemporary Meanings and its relationship to Science Education Reform, New York. DOI: https://doi.org/10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
Abulude, F. O., (2009). “Students’ Attitude towards Chemistry in Some Secondary School in Akure South. Local Govt.” Master’s Thesis, Ondo State University.
Reid, J. et.al., (2003). Teaching Thinking Skills: Theory and Practice, New York: Freeman.
Gere, A., (2005). Best Practices and Strategies for Success, Portsmouth, NH: Heinemann.
Contiguerra, Sharon (2005). “ The Perceived Benefits Derived from the Use of Computers in Teaching the Public Secondary Schools of San Pascual District, Division of Batangas”, Master’s Thesis, Batangas State University, Batangas City, Philippines
How to Cite
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.