Abstract
Many studies have been conducted to discover ways to increase the motivation of students in science classes. The research project discussed here, examines attempt to increase the motivation of elementary school students in basic science by the means of designing a science game. To realize this goal, the maze and mirror game was designed and a workshop was held based on the game in the Shimada elementary school which teaches the concepts of light and reflection during joyful group play. The game was initially designed for this research consisted of a maze pattern, mirrors and bases, a buzzer and a laser. The results were evaluated by three types of questionnaires and showed improvement in all aspects. The questionnaires revealed that they could develop their knowledge of light and reflection, 91% of students liked the game very much and 81% favored having these kinds of games in their science classes. The main achievement of this game in motivating students in studying science can be categorized into four main areas: Creating thinking and independent learning, playful learning atmosphere, a chance to learn in group activities, and a feeling of accomplishment.
Highlights
Many efforts have been made to introduce science teaching methods that can motivate students to learn science
The Maze and Mirror Game was initially designed for this research in 2012 with the purpose of motivating elementary school students in science, physics
The game in the Shimada elementary school in Japan was studied and the results revealed that students could develop their knowledge of light and reflection and they were impressed by the game as a new atmosphere in which to learn while they are playing
Summary
Many efforts have been made to introduce science teaching methods that can motivate students to learn science. Boulder performed research on “High-Tech Tools for Teaching Physics” (Finkelstein, Adams, Keller, Perkins, & Wieman, 2006) They introduced a new suite of computer simulations and demonstrated that “simulations are more productive for developing student conceptual understanding than reading resources, or chalk-talk lectures.” [ibid] Another attempt of this group was directed towards promoting children’s understanding and interest in science through informal science education. They presented results from the University of Colorado’s Partnership for Informal Science Education in the Community (PISEC) in which university participants work in afterschool programs on inquiry-based activities with primary school children from populations typically underrepresented in science. Some attempt was directed toward a discipline-based method to develop physics instruction by Redish (1994)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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 callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
