We explored how computer games developed as part of an innovative set of climate change education materials helped students learn and gain interest in global climate change (GCC) science by making it personally relevant and understandable. This research was conducted in a public school district in the southeastern United States. The curriculum, Climate Change Narrative Game Education (CHANGE), used a local, place-based approach using scientific data gathered from the Gulf of Mexico coast and incorporated (a) computer games, (b) a scientifically web-based science fiction novel about future Gulf coast residents, and (c) hands-on laboratory activities. This paper focuses on how the computer games affected students’ learning, validity of their beliefs about GCC, and understanding of the effects of GCC on the region’s sea level and storms. The data collected included students’ exam scores, and surveys about student perceptions of climate change science and perceptions of the materials. On exam questions related to GCC science, students who participated in the CHANGE curriculum scored significantly higher than their peers who did not. Also, their beliefs about GCC increased in validity. The nature and design of the computer games had a strong impact on students’ understanding of sea level rise and storms.
Annetta, L. A., Cook, M., & Schultz, M. (2007). Video Games: A Vehicle for Problem-Based Learning. e-Journal of Instructional Science and Technology, 10(1).
Bentley, M. L., Ebert, E. S., & Ebert, C. (2007) Teaching Constructivist Science: Nurturing Natural Investigations in the Standards-Based Classroom. Thousand Oaks, CA: Corwin Press.
Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York, NY: McKay.
Boller, S., & Kapp, K. (2017). Play to Learn: Everything You Need to Know About Designing Effective Learning Games. Alexandria, VA: Association for Talent Development.
Bunten, R., & Dawson, V. (2014). Teaching climate change science in senior secondary school: Issues, barriers and opportunities. Teaching science, 60(1), 10-18.
Cartier, J., Rudolph, J., & Stewart, J. (2001). The nature and structure of scientific models. National Center for Improving Student Learning and Achievement in Mathematics and Science.
Chen, Y., Pan, P., Sung, Y., & Chang, K. (2013). Correcting Misconceptions on Electronics: Effects of a simulation-based learning environment backed by a conceptual change model, Journal of Educational Technology & Society, 16(2), 212-227.
Cordero, E. C. (2002). Is the ozone hole over your classroom?. Australian Science Teachers Journal, 48(1), 34-39.
Dawson, V., & Carson, K. (2013). Australian secondary school students’ understanding of climate change. Teaching Science, 59(3), 9-14.
Ekborg, M., & Areskoug, M. (2006). How student teachers’ understanding of the greenhouse effect develops during a teacher education programme. NorDiNa, 5, 17–29.
Grbich, C. (2013). Qualitative data analysis: An introduction. Thousand Oaks, CA: SAGE.
Hilgard, E. R. (1980). The trilogy of mind: Cognition, affection, and conation. Journal of the History of the Behavioral Sciences, 16(2), 107-117. https://doi.org/10.1002/1520-6...<107::AID-JHBS2300160202>3.0.CO;2-Y.
Li, M. C., & Tsai, C. C. (2013). Game-based learning in science education: a review of relevant research, Journal of Science Education and Technology, 22(6), 877-898. https://doi.org/10.1002/1520-6...<107::AID-JHBS2300160202>3.0.CO;2-Y.
Liu, S., Roehrig, G., Bhattacharya, D., & Varma, K. (2015). In-service teachers’ attitudes, knowledge and classroom teaching of global climate change. Science Educator, 24(1), 12.
Leiserowitz, A., Maibach, E., Roser-Renouf, C., & Smith, N. (2011). Global warming’s six Americas, May 2011. Yale University and George Mason University. New Haven, CT: Yale.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: SAGE.
NGSS Lead States. (2013). Next Generation Science Standards: For States, by States. Washington, DC: The National Academies Press.
Pruneau, D., Liboiron, L., Vrain, E., Gravel, H., Bourque, W., & Langis, J. (2001). People’s idea about climate change: A source of inspiration for the creation of educational programs. Canadian Journal of Environmental Education, 6, 121–138.
Smith, G. G. & Besalti, M. (2018). Learning Climate Change Science with Computer Games in a Science Fiction Novel, Proceedings of ED-MEDIA 2018: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Amsterdam, Netherlands.
Smith, G.G., Lou Y., Feldman, A., Wang, P. (2015, July). Science fiction novels with games for learning climate change science, Proceedings of the annual meeting of EduLearn, Barcelona, Spain.
Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological processes, 5291, 157.