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Using Reason Racer to Support Argumentation in Middle School Science Instruction

Using Reason Racer to Support Argumentation in Middle School Science Instruction

Marilyn Ault, Jana Craig-Hare, James D. Ellis, Janis Bulgren, Isa Kretschmer, Bruce B. Frey
Copyright: © 2016 |Pages: 33
ISBN13: 9781466696167|ISBN10: 1466696168|EISBN13: 9781466696174
DOI: 10.4018/978-1-4666-9616-7.ch018
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MLA

Ault, Marilyn, et al. "Using Reason Racer to Support Argumentation in Middle School Science Instruction." Improving K-12 STEM Education Outcomes through Technological Integration, edited by Michael J. Urban and David A. Falvo, IGI Global, 2016, pp. 399-431. https://doi.org/10.4018/978-1-4666-9616-7.ch018

APA

Ault, M., Craig-Hare, J., Ellis, J. D., Bulgren, J., Kretschmer, I., & Frey, B. B. (2016). Using Reason Racer to Support Argumentation in Middle School Science Instruction. In M. Urban & D. Falvo (Eds.), Improving K-12 STEM Education Outcomes through Technological Integration (pp. 399-431). IGI Global. https://doi.org/10.4018/978-1-4666-9616-7.ch018

Chicago

Ault, Marilyn, et al. "Using Reason Racer to Support Argumentation in Middle School Science Instruction." In Improving K-12 STEM Education Outcomes through Technological Integration, edited by Michael J. Urban and David A. Falvo, 399-431. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9616-7.ch018

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Abstract

With secondary students reporting that they are not attracted to science, technology, engineering, or mathematics (STEM) disciplines, educators are turning to games as one strategy to engage students. The goal of integrating games into science learning is to create an excitement difficult to achieve with typical instruction. This chapter reviews games in education, particularly in STEM. Recognizing that teachers often lack the time to integrate role-playing games, the use of casual games is suggested. Casual games are easy to learn and simple to play, and incorporate game features designed to compel students to repeated play. The Reason Racer game addresses the difficult skill of scientific argumentation in a casual, competitive game. Evaluated with more than 700 students, those who played the game at least 10 times during science instruction over 6-weeks improved in every aspect of argumentation, and reported an increase in confidence and motivation to engage in science, compared to those who did not play the game. Readers are walked through the game and the resources in the Teacher Portal.

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