Playing Modeling Games in the Science Classroom: The Case for Disciplinary Integration

TL;DR

This paper advocates for integrating modeling games into science classrooms by emphasizing materiality and iterative symbolic design to enhance student learning and teacher agency.

Contribution

It extends disciplinary integration theory beyond virtual games, highlighting materiality and iterative design as key to science education practices.

Findings

Materiality in classrooms enhances engagement.

Iterative symbolic inscriptions support deeper understanding.

Approach improves teacher agency and student learning.

Abstract

We extend the theory of disciplinary integration of games for science education beyond the virtual world of games, and identify two key themes of a practice-based theoretical commitment to science learning: (1) materiality in the classroom and (2) iterative design of multiple, complementary symbolic inscriptions (e.g., graphs and agent-based programs). We also identify the affordances of our proposed approach for facilitating student learning and teacher agency.