Abstract
This study examined the use of everyday language employed during game play to discover if this form of classroom discourse helped adolescents learn content area vocabulary and concepts. Data were collected in a grade 7 science class where the students played 5 instructional games during a six-week unit studying Mountain Building that targeted 26 vocabulary words. Data collected included audio recordings, written documents, interviews, formal and informal assessments, and field notes. Results indicated that the participants’ use of scientific language in both written and oral discourse during games was appropriate and comparable to other measures. Further, it was discovered that during games participants used everyday language to build understandings that exceeded token use of the academic vocabulary and concepts through collaborative talk. This study suggests that games provide a non-threatening forum for discussion and the exchange of ideas and implementing games as an alternate instructional strategy allows students to utilize their diverse ways of knowing and speaking.
Highlights
IntroductionFrom the first moment I entered Ms Woods‘ (all names pseudonyms) 7th grade science class I sensed a level of energy and excitement not encountered in the other classrooms visited
From the first moment I entered Ms Woods‘ 7th grade science class I sensed a level of energy and excitement not encountered in the other classrooms visited
Literacy Learning in Science Education Current trends in science education call for students to be literate in scientific matters with the expectation that they will be able to knowledgably engage in conversations pertaining to science and public issues (Hurd, 1998; Miller, Pardo, & Niwa, 1997; National Science Board, 2002)
Summary
From the first moment I entered Ms Woods‘ (all names pseudonyms) 7th grade science class I sensed a level of energy and excitement not encountered in the other classrooms visited. Ms Woods reported that the underlying strategy for using games as an instructional tool was to provide a new or novel approach to a traditional learning activity that employed gaming skills already familiar to her students Her short-term goal was to provide opportunities for her students to build and share their understandings about science content through an informal, collaborative activity. The authoritative language of science often bores students and the strict use of academic terms creates a barrier that keeps students from seeing any purpose or connection between formal science and their everyday lives To avoid this disconnect Hodson suggests that educators, ―pay much closer attention to the transitions from everyday understanding to scientific ways of understanding and from everyday ways of communicating to scientific ways of talking and arguing‖ It appears that consensus in group discussions often prevails and new theories are slowly assimilated through careful expert guidance
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
