Astronomy education in secondary school: An evaluation of conceptual and affective learning experiences with game-based learning
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Date
2021-07-14Embargo Date
2026-01-05
Author
Ferreira de Souza Cardinot, Adriana
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Abstract
The study of our universe has been inspiring humankind for thousands of years. The effective teaching of astronomy has been one of the longstanding pillars of worldwide civilization, but new technologies afford new opportunities to innovate and be more effective in the teaching of astronomy. Despite that, only in the past years has been the inclusion of astronomy content, albeit limited, in Irish science curricula. In response to the urgent need for research on astronomy teaching and learning in formal education in the Irish context, this doctoral research aims to explore the use of Game-Based Learning (GBL) as a pedagogical methodology to support multidimensional astronomy learning. This study examines non-digital games to focus solely on GBL effects without the additional enticement of technology. In Ireland, this is the first research to investigate gamified teaching sequence to support astronomy instruction.
This research was guided by a Design-Based Research (DBR) methodology to investigate the use of GBL as a teaching strategy at the secondary level. The educational games were conceptualised and then implemented iteratively in natural settings to test their validity and generate new theories and frameworks for conceptualising learning, instruction, and design process. In sum, five board games were developed with 26 teachers and enacted with secondary students (N=724) distributed across Ireland over a period of four years.
The results were interpreted through a multi-ontological framework to provide in-depth detail on the learning process when using non-digital games aligned with the Irish science curriculum, compromising three DBR cycles. Design cycle 1 present the pilot phase in which an astronomy board game was explored in a naturalistic environment. Design cycle 2 presents the refined enactment to investigate conceptual change through the lens of affective learning. Design cycle 3 focused on conceptual change within the cognitive domain employing the resources framework to analyse students' reasoning. Thus, this doctoral study presents a multidimensional investigation of the conceptual change process to support games in formal astronomy education.