New Perspectives in Science Education

Critical thinking and informed decision-making are essential competencies for pre-service teachers, particularly when addressing complex socio-scientific issues such as renewable energy [1]. Despite their recognised importance, teacher education programs often inadequately develop these skills, leaving future educators underprepared to guide students in real-world scenarios [2]. This study examines the integration of gamification and game-based learning, specifically the Game of the Goose, as an innovative strategy to enhance argumentation, critical thinking, and ethical decision-making among pre-service teachers [3]. A mixed-methods design will be employed, collecting data through pre-test and post-test instruments, learning diaries, structured observations, and semi-structured interviews [3]. Gamified activities simulate renewable energy dilemmas, fostering active engagement, collaboration, and reflection on scientific, social, and sustainability issues [4]. By linking theoretical knowledge with practical decision-making, the intervention encourages participants to analyse multiple perspectives, evaluate evidence, and justify decisions based on scientific and ethical criteria [2]. The study aims to assess the effectiveness of gamified learning in developing higher-order cognitive and social skills and to provide evidence-based recommendations for teacher training programs [3]. Findings are expected to inform curriculum design, pedagogical strategies, and policy recommendations for pre-service teacher education, equipping future educators to cultivate critical, ethical, and responsible decision-making in their students [1]