Science Hunters: teaching science concepts in schools using Minecraft.

Type of Medium:
Online
Publication Date:
2019
Keywords:
Medieneinsatz ; Informelles Lernen ; Computerspiel ; Interaktives Lernen ; Engagement
In:
Action research and innovation in science education, Bd. 2 (2019) H. 2, S. 13-21, 2626-9902
Language:
English
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autor Hobbs, Laura Verfasser
Stevens, Carly Verfasser
Hartley, Jackie Verfasser
Ashby, Mark Verfasser
Jackson, Benjamin Verfasser
Bowden, Lauren Verfasser
Bibby, Jordan Verfasser
Bentley, Sophie Verfasser
autor_bkz Hobbs, Laura@A@ [Verfasser]
Stevens, Carly@A@ [Verfasser]
Hartley, Jackie@A@ [Verfasser]
Ashby, Mark@A@ [Verfasser]
Jackson, Benjamin@A@ [Verfasser]
Bowden, Lauren@A@ [Verfasser]
Bibby, Jordan@A@ [Verfasser]
Bentley, Sophie@A@ [Verfasser]
book_url https://www.arisejournal.com/index.php/arise/article/view/23@A@kostenfrei
https://www.arisejournal.com/index.php/arise/article/view/23/13@A@kostenfrei
https://uwe-repository.worktribe.com/output/2976984/science-hunters-teaching-science-concepts-in-schools-using-minecraft@A@kostenfrei
book_url_plain https://www.arisejournal.com/index.php/arise/article/view/23
https://www.arisejournal.com/index.php/arise/article/view/23/13
https://uwe-repository.worktribe.com/output/2976984/science-hunters-teaching-science-concepts-in-schools-using-minecraft
datenlieferant fis_bildung
dates_of_publication Bd. 2 (2019) H. 2, S. 13-21
editor Hobbs, Laura Verfasser
Stevens, Carly Verfasser
Hartley, Jackie Verfasser
Ashby, Mark Verfasser
Jackson, Benjamin Verfasser
Bowden, Lauren Verfasser
Bibby, Jordan Verfasser
Bentley, Sophie Verfasser
host_item_entry Action research and innovation in science education, Bd. 2 (2019) H. 2, S. 13-21, 2626-9902
identnr 3341651
issn 2626-9902
language eng
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materialart online
person Hobbs, Laura
Stevens, Carly
Hartley, Jackie
Ashby, Mark
Jackson, Benjamin
Bowden, Lauren
Bibby, Jordan
Bentley, Sophie
publikationsjahr_anzeige 2019
publikationsjahr_facette 2019
publikationsjahr_intervall 7984:2015-2019
publikationsjahr_sort 2019
reference Bd. 2 (2019) H. 2, S. 13-21 2:2〈13-21 Action research and innovation in science education
schlagwort Medieneinsatz
Informelles Lernen
Computerspiel
Interaktives Lernen
Engagement
search_space more
shingle_author_1 Hobbs, Laura
Stevens, Carly
Hartley, Jackie
Ashby, Mark
Jackson, Benjamin
Bowden, Lauren
Bibby, Jordan
Bentley, Sophie
shingle_author_2 Hobbs, Laura
Stevens, Carly
Hartley, Jackie
Ashby, Mark
Jackson, Benjamin
Bowden, Lauren
Bibby, Jordan
Bentley, Sophie
shingle_author_3 Hobbs, Laura
Stevens, Carly
Hartley, Jackie
Ashby, Mark
Jackson, Benjamin
Bowden, Lauren
Bibby, Jordan
Bentley, Sophie
shingle_author_4 Hobbs, Laura
Stevens, Carly
Hartley, Jackie
Ashby, Mark
Jackson, Benjamin
Bowden, Lauren
Bibby, Jordan
Bentley, Sophie
shingle_catch_all_1 Science Hunters is an outreach project based at Lancaster University, UK. It uses the computer game Minecraft, alongside interactive discussion and hands-on demonstrations, to engage children with scientific research topics and science learning. As part of ongoing evaluation, the efficacy of this approach as an educational intervention was tested via pre- and post-activity questionnaires for two session topics, with 492 children participating through schools in 2017 and 2018. Statistically significant mprovement in subject knowledge was seen in post-intervention scores for both topics. There was some variation in both absolute and improvement score results between boys and girls, and primary and secondary school students. Participation leads to improved subject knowledge and understanding, regardless of prior existing knowledge.
Medieneinsatz
Informelles Lernen
Computerspiel
Interaktives Lernen
Engagement
2626-9902
Science Hunters: teaching science concepts in schools using Minecraft.
Hobbs, Laura
Stevens, Carly
Hartley, Jackie
Ashby, Mark
Jackson, Benjamin
Bowden, Lauren
Bibby, Jordan
Bentley, Sophie
shingle_catch_all_2 Science Hunters is an outreach project based at Lancaster University, UK. It uses the computer game Minecraft, alongside interactive discussion and hands-on demonstrations, to engage children with scientific research topics and science learning. As part of ongoing evaluation, the efficacy of this approach as an educational intervention was tested via pre- and post-activity questionnaires for two session topics, with 492 children participating through schools in 2017 and 2018. Statistically significant mprovement in subject knowledge was seen in post-intervention scores for both topics. There was some variation in both absolute and improvement score results between boys and girls, and primary and secondary school students. Participation leads to improved subject knowledge and understanding, regardless of prior existing knowledge.
Medieneinsatz
Informelles Lernen
Computerspiel
Interaktives Lernen
Engagement
2626-9902
Science Hunters: teaching science concepts in schools using Minecraft.
Hobbs, Laura
Stevens, Carly
Hartley, Jackie
Ashby, Mark
Jackson, Benjamin
Bowden, Lauren
Bibby, Jordan
Bentley, Sophie
shingle_catch_all_3 Science Hunters is an outreach project based at Lancaster University, UK. It uses the computer game Minecraft, alongside interactive discussion and hands-on demonstrations, to engage children with scientific research topics and science learning. As part of ongoing evaluation, the efficacy of this approach as an educational intervention was tested via pre- and post-activity questionnaires for two session topics, with 492 children participating through schools in 2017 and 2018. Statistically significant mprovement in subject knowledge was seen in post-intervention scores for both topics. There was some variation in both absolute and improvement score results between boys and girls, and primary and secondary school students. Participation leads to improved subject knowledge and understanding, regardless of prior existing knowledge.
Medieneinsatz
Informelles Lernen
Computerspiel
Interaktives Lernen
Engagement
2626-9902
Science Hunters: teaching science concepts in schools using Minecraft.
Hobbs, Laura
Stevens, Carly
Hartley, Jackie
Ashby, Mark
Jackson, Benjamin
Bowden, Lauren
Bibby, Jordan
Bentley, Sophie
shingle_catch_all_4 Science Hunters is an outreach project based at Lancaster University, UK. It uses the computer game Minecraft, alongside interactive discussion and hands-on demonstrations, to engage children with scientific research topics and science learning. As part of ongoing evaluation, the efficacy of this approach as an educational intervention was tested via pre- and post-activity questionnaires for two session topics, with 492 children participating through schools in 2017 and 2018. Statistically significant mprovement in subject knowledge was seen in post-intervention scores for both topics. There was some variation in both absolute and improvement score results between boys and girls, and primary and secondary school students. Participation leads to improved subject knowledge and understanding, regardless of prior existing knowledge.
Medieneinsatz
Informelles Lernen
Computerspiel
Interaktives Lernen
Engagement
2626-9902
Science Hunters: teaching science concepts in schools using Minecraft.
Hobbs, Laura
Stevens, Carly
Hartley, Jackie
Ashby, Mark
Jackson, Benjamin
Bowden, Lauren
Bibby, Jordan
Bentley, Sophie
shingle_title_1 Science Hunters: teaching science concepts in schools using Minecraft.
shingle_title_2 Science Hunters: teaching science concepts in schools using Minecraft.
shingle_title_3 Science Hunters: teaching science concepts in schools using Minecraft.
shingle_title_4 Science Hunters: teaching science concepts in schools using Minecraft.
timestamp 2025-05-31T23:32:38.594Z
titel Science Hunters: teaching science concepts in schools using Minecraft.
titel_suche Science Hunters: teaching science concepts in schools using Minecraft.
toc Science Hunters is an outreach project based at Lancaster University, UK. It uses the computer game Minecraft, alongside interactive discussion and hands-on demonstrations, to engage children with scientific research topics and science learning. As part of ongoing evaluation, the efficacy of this approach as an educational intervention was tested via pre- and post-activity questionnaires for two session topics, with 492 children participating through schools in 2017 and 2018. Statistically significant mprovement in subject knowledge was seen in post-intervention scores for both topics. There was some variation in both absolute and improvement score results between boys and girls, and primary and secondary school students. Participation leads to improved subject knowledge and understanding, regardless of prior existing knowledge.
uid fis_bildung_3341651