Abstract
AbstractStudents must be inspired, engaged, and have deep understanding of STEM content and their applications if they are to consider future studies and/or jobs in STEM fields. One avenue for enhancing STEM literacy, STEM concepts, skills and applications – while at the same time supporting the development of twenty-first century skills – is through the implementation of digital video games (DVGs) in STEM education. The authors report on the process of researching and creating DVGs in a STEM-focused methods course in teacher education, and systematically demonstrate the potential of DVGs to address each of the STEM disciplines in a cohesive and comprehensive manner. Three main themes emerged from the creation of DVGs, namely i) STEM pedagogy, ii) technology, and iii) change. Teacher education, professional development, and curriculum are implicated for improving teacher self-efficacy and beliefs in the goals of technology, and for targeting technological innovation and implementation in STEM education.
Published Version
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