Science teachers’ experiences of inquiry-based learning through a serious game: a phenomenographic perspective

• Published in: Smart learning environments Vol. 8; no. 1; pp. 1 - 25
• Main Authors: Lameras, Petros, Arnab, Sylvester, de Freitas, Sara, Petridis, Panagiotis, Dunwell, Ian
• Format: Journal Article
• Language: English
• Published: Singapore Springer Singapore 12.05.2021; Springer; Springer Nature B.V; SpringerOpen
• Subjects: Active Learning; Computer & video games; Computers and Education; Education; Educational Needs; Educational software; Games; Inquiry; Inquiry method; Inquiry-based learning; Learning; Learning Modalities; Mechanics; Mechanics (physics); Phenomenography; Science Teachers; Scientific Research; Secondary Education; Secondary School Teachers; Serious games; Teacher Attitudes; Teachers; Teaching Experience; Teaching Methods; Serious games; Inquiry-based learning; Science teachers; Phenomenography

This study employed a phenomenographic approach to investigate science teachers’ conceptions of inquiry-based learning through a serious game. Simaula is a prototype game designed and used as a virtual practicum for eliciting understandings on how in-game inquiry was appeared to, or experienced by,...