The Future of Education

Game-based teaching strategies have been increasingly used in chemistry education in recent years. In order to improve students' conceptual understanding of chemistry and develop 21st century skills, chemistry courses must be taught with innovative and effective learning strategies [1]. However, pre-service teachers are generally not sufficiently aware of the pedagogical value of effectively using digital games in chemistry courses and have very little experience in this regard [2,3]. In order to eliminate this deficiency and to support 21st century skills, a digital game consisting of problem-based scenarios including concepts in “Separation of Mixtures” topic related to daily life was developed. As part of this pilot study we specifically focused on how pre-service teachers made and reflected on  their decisions while playing the game. The research was in the descriptive survey model. The participants were 36 pre-service elementary teachers. The data were gathered with “STEM-TOWN” digital game, which recorded and stored participants’ actions while playing the game. The participants were evaluated and scored based on the correct sample chosen to separate mixtures, the appropriateness of the analysis method selected and scientifically valid but contextually irrelevant analysis. The data were analyzed descriptively and the analysis revealed that the participants had difficulties in making choices that were appropriate for the context, although they could make scientifically valid choices. Also, some participants had inadequate choices in choosing the correct analysis method even if they chose the correct sample. Consequently, it is thought that digital games can be used as effective tools in students' decision-making and critical thinking processes, since they influence positively on students' decision-making strategies[4]. In the light of the data obtained from the pilot study, the necessary improvements and arrangements will be made and the data will be evaluated with qualitative and quantitative data at the end of the main study.

Keywords: chemistry education, decision-making, digital game, pre-service teachers

 [1] Chen, K. F., Hwang, G. J., & Chen, M. R. A. (2024). Knowledge check-based concept mapping in digital games: impacts on students’ learning performance and behaviors. Educational technology research and development, 72(4), 2297-2324.

[2] Schrader, P. G., Zheng, D., & Young, M. (2006). Teachers’ perceptions of video games: MMOGs and the future of pre-service teacher education. Innovate: Journal of Online Education, 2(3), 1–10.

[3] Viberg, O., Grönlund, Å., & Andersson, A. (2023). Integrating digital technology in mathematics education: A Swedish case study. Interactive Learning Environments, 31(1), 232-243.