Publication Cover
Science Activities
Projects and Curriculum Ideas in STEM Classrooms
Volume 61, 2024 - Issue 2
206
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

A gamified-integrated STEM activity about global climate change

ORCID Icon & ORCID Icon

References

  • Annetta, L. A., W. M. Frazier, E. Folta, S. Holmes, R. Lamb, and M. T. Cheng. 2013. Science teacher efficacy and extrinsic factors toward professional development using video games in a design-based research model: The next generation of STEM learning. Journal of Science Education and Technology 22 (1):47–61. doi: 10.1007/s10956-012-9375-y.
  • Capraro, R. M., and S. W. Slough. 2013. Why PBL? Why STEM? Why now? An introduction to STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. In STEM Project-Based Learning, eds. R. M. Capraro, M. M. Capraro, and J. R. Morgan, 1–5. Rotterdam: SensePublishers.
  • Hestness, E., J. R. McGinnis, and W. Breslyn. 2016. Examining the relationship between middle school students’ sociocultural participation and their ideas about climate change. Environmental Education Research 25 (6):912–24. doi: 10.1080/13504622.2016.1266303.
  • Hung, C. C. 2022. Climate change education: Knowing, doing and being. Boca Raton, FL: Taylor & Francis.
  • Johnson, L., and A. Lamb. 2007. Project, problem, and inquiry-based learning. Journal (Online). Accessed May 19, 2023. http://eduscapes.com/tap/topic43.html.
  • Karsgaard, C., and D. Davidson. 2023. Must we wait for youth to speak out before we listen? International youth perspectives and climate change education. Educational Review 75 (1):74–92. Vol. doi: 10.1080/00131911.2021.1905611.
  • Kolenatý, M., R. Kroufek, and J. Činčera. 2022. What triggers climate action: The impact of a climate change education program on students’ climate literacy and their willingness to act. Sustainability 14 (16):10365. doi: 10.3390/su141610365.
  • Marks, E., E. Atkins, J. K. Garrett, J. F. Abrams, D. Shackleton, L. Hennessy, E. E. Mayall, J. Bennett, and I. Leach. 2022. Stories of hope created together: A pilot, school-based workshop for sharing eco emotions and creating an actively hopeful vision of the future. Frontiers in Psychology 13:1076322. doi: 10.3389/fpsyg.2022.1076322.
  • National Research Council. 2011. Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: NAP.
  • National Research Council. 2013. Next generation science standards: For states, by states. Washington, DC: NAP.
  • Novia, N., A. Permanasari, and R. Riandi. 2021. Research on educational games in STEM area 2010 2020: A bibliometric analysis of literature. Journal of Physics: Conference Series 1806 (1):012209.
  • Ojala, M. 2012. Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research 18 (5):625–42. doi: 10.1080/13504622.2011.637157.
  • Oliveira, W., J. Hamari, L. Shi, A. M. Toda, L. Rodrigues, P. T. Palomino, and S. Isotani. 2023. Tailored gamification in education: A literature review and future agenda. Education and Information Technologies 28 (1):373–406. doi: 10.1007/s10639-022-11122-4.
  • Organization for Economic Co-Operation and Development. 2020. Curriculum (re)design. A series of thematic reports from the OECD education 2030 project. Paris: OECD.
  • Özdem, Y., B. Dal, N. Öztürk, D. Sönmez, and U. Alper. 2014. What is that thing called climate change? An investigation into the understanding of climate change by seventh grade students. International Research in Geographical and Environmental Education 23 (4):294–313. Voldoi: 10.1080/10382046.2014.946323.
  • Özkan, Z., and Y. Samur. 2017. Oyunlaştırma Yönteminin Öğrencilerin Motivasyonları Üzerine Etkisi. Ege Eğitim Dergisi 18 (2):857–86. doi: 10.12984/egeefd.314801.
  • Plutzer, E., and A. L. Hannah. 2018. Teaching climate change in middle schools and high schools: Investigating STEM education’s deficit model. Climatic Change 149 (3–4):305–17. doi: 10.1007/s10584-018-2253-8.
  • Rajanen, D., and M. Rajanen. 2019. Climate change gamification: A literature review. GamiFIN :253–64. http://ceur-ws.org/Vol-2359/paper22.pdf
  • Rousell, D., and A. Cutter-Mackenzie-Knowles. 2019. The parental milieu: Biosocial connections with nonhuman animals, technologies, and the earth. The Journal of Environmental Education 50 (2):84–96. Voldoi: 10.1080/00958964.2018.1509833.
  • Svihla, V., and M. C. Linn. 2012. A design-based approach to fostering understanding of global climate change. International Journal of Science Education 34 (5):651–76. doi: 10.1080/09500693.2011.597453.
  • Toriz, E. 2019. Learning based on flipped classroom with just-in-time teaching, Unity3D, gamification and educational spaces. International Journal on Interactive Design and Manufacturing 13 (3):1159–73. doi: 10.1007/s12008-019-00560-z.
  • Vu, P., and S. Feinstein. 2017. An exploratory multiple case study about using game based learning in STEM classrooms. International Journal of Research in Education and Science 3 (2):582. doi: 10.21890/ijres.328087.
  • Zaki, N. A. A., N. Z. M. Zain, N. A. Z. M. Noor, and H. Hashim. 2020. Developing a conceptual model of learning analytics in serious games for STEM education. Jurnal Pendidikan IPA Indonesia 9 (3):330–9. doi: 10.15294/jpii.v9i3.24466.
  • Zhonggen, Y. 2019. A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology 2019:1–8. doi: 10.1155/2019/4797032.
  • Zulyusri, Z., I. Elfira, L. Lufri, and T. A. Santosa. 2023. Literature study: Utilization of the PjBL model in science education to improve creativity and critical thinking skills. Jurnal Penelitian Pendidikan IPA 9 (1):133–43. doi: 10.29303/jppipa.v9i1.2555.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.