Alternative Reality Game (ARG) as an evaluative strategy in chemistry education

Chemistry teaching has been undergoing attempts at re-engineering. In this sense, several strategies are emerging or being adapted to make it more effective for student learning, by strengthening critical thinking, communication and collaboration skills, in addition to technological literacy. This a...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Maria das Graças Cleophas [verfasserIn] Eduardo Luiz Dias Cavalcanti [verfasserIn] Francislê Neri de Souza [verfasserIn] Marcelo Brito Carneiro Leão [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Spanisch ; Portugiesisch

Erschienen:	2020

Schlagwörter:	jogo de realidade alternativa (arg) avalição de aprendizagem modelo avaliativo ensino de química.

Übergeordnetes Werk:	In: Investigações em Ensino de Ciências - Universidade Federal do Rio Grande do Sul, 2008, 25(2020), 2, Seite 198-220
Übergeordnetes Werk:	volume:25 ; year:2020 ; number:2 ; pages:198-220

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.22600/1518-8795.ienci2020v25n2p198

Katalog-ID:	DOAJ022867635

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spelling	10.22600/1518-8795.ienci2020v25n2p198 doi (DE-627)DOAJ022867635 (DE-599)DOAJ83e7555cfa1549f199d05bb2a73d41d5 DE-627 ger DE-627 rakwb eng spa por L7-991 Q1-390 Maria das Graças Cleophas verfasserin aut Alternative Reality Game (ARG) as an evaluative strategy in chemistry education 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Chemistry teaching has been undergoing attempts at re-engineering. In this sense, several strategies are emerging or being adapted to make it more effective for student learning, by strengthening critical thinking, communication and collaboration skills, in addition to technological literacy. This article points to changes and innovations, as we discuss the use of an Alternative Reality Game (ARG) as an evaluative strategy in the teaching of chemistry. This type of game consists of an interactive narrative set in the real world. The research presented is of a qualitative nature and was carried out with 35 students (n = 35) from an initial training course in science teaching. The data were systematically analyzed and categorized. The results show that the ARG positively influenced collaboration between peers and increased the students' ability to solve challenges by covering different levels of representation of chemical knowledge. The study shows evidence that ARG can be used as a learning assessment strategy of a formative, diagnostic and self-assessment nature. Finally, we present an evaluative model using the ARG that can be applied at different levels of learning in chemistry. jogo de realidade alternativa (arg) avalição de aprendizagem modelo avaliativo ensino de química. Education (General) Science (General) Eduardo Luiz Dias Cavalcanti verfasserin aut Francislê Neri de Souza verfasserin aut Marcelo Brito Carneiro Leão verfasserin aut In Investigações em Ensino de Ciências Universidade Federal do Rio Grande do Sul, 2008 25(2020), 2, Seite 198-220 (DE-627)571608698 (DE-600)2435466-1 15188795 nnns volume:25 year:2020 number:2 pages:198-220 https://doi.org/10.22600/1518-8795.ienci2020v25n2p198 kostenfrei https://doaj.org/article/83e7555cfa1549f199d05bb2a73d41d5 kostenfrei https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1702 kostenfrei https://doaj.org/toc/1518-8795 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 25 2020 2 198-220
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allfieldsGer	10.22600/1518-8795.ienci2020v25n2p198 doi (DE-627)DOAJ022867635 (DE-599)DOAJ83e7555cfa1549f199d05bb2a73d41d5 DE-627 ger DE-627 rakwb eng spa por L7-991 Q1-390 Maria das Graças Cleophas verfasserin aut Alternative Reality Game (ARG) as an evaluative strategy in chemistry education 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Chemistry teaching has been undergoing attempts at re-engineering. In this sense, several strategies are emerging or being adapted to make it more effective for student learning, by strengthening critical thinking, communication and collaboration skills, in addition to technological literacy. This article points to changes and innovations, as we discuss the use of an Alternative Reality Game (ARG) as an evaluative strategy in the teaching of chemistry. This type of game consists of an interactive narrative set in the real world. The research presented is of a qualitative nature and was carried out with 35 students (n = 35) from an initial training course in science teaching. The data were systematically analyzed and categorized. The results show that the ARG positively influenced collaboration between peers and increased the students' ability to solve challenges by covering different levels of representation of chemical knowledge. The study shows evidence that ARG can be used as a learning assessment strategy of a formative, diagnostic and self-assessment nature. Finally, we present an evaluative model using the ARG that can be applied at different levels of learning in chemistry. jogo de realidade alternativa (arg) avalição de aprendizagem modelo avaliativo ensino de química. Education (General) Science (General) Eduardo Luiz Dias Cavalcanti verfasserin aut Francislê Neri de Souza verfasserin aut Marcelo Brito Carneiro Leão verfasserin aut In Investigações em Ensino de Ciências Universidade Federal do Rio Grande do Sul, 2008 25(2020), 2, Seite 198-220 (DE-627)571608698 (DE-600)2435466-1 15188795 nnns volume:25 year:2020 number:2 pages:198-220 https://doi.org/10.22600/1518-8795.ienci2020v25n2p198 kostenfrei https://doaj.org/article/83e7555cfa1549f199d05bb2a73d41d5 kostenfrei https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1702 kostenfrei https://doaj.org/toc/1518-8795 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 25 2020 2 198-220
allfieldsSound	10.22600/1518-8795.ienci2020v25n2p198 doi (DE-627)DOAJ022867635 (DE-599)DOAJ83e7555cfa1549f199d05bb2a73d41d5 DE-627 ger DE-627 rakwb eng spa por L7-991 Q1-390 Maria das Graças Cleophas verfasserin aut Alternative Reality Game (ARG) as an evaluative strategy in chemistry education 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Chemistry teaching has been undergoing attempts at re-engineering. In this sense, several strategies are emerging or being adapted to make it more effective for student learning, by strengthening critical thinking, communication and collaboration skills, in addition to technological literacy. This article points to changes and innovations, as we discuss the use of an Alternative Reality Game (ARG) as an evaluative strategy in the teaching of chemistry. This type of game consists of an interactive narrative set in the real world. The research presented is of a qualitative nature and was carried out with 35 students (n = 35) from an initial training course in science teaching. The data were systematically analyzed and categorized. The results show that the ARG positively influenced collaboration between peers and increased the students' ability to solve challenges by covering different levels of representation of chemical knowledge. The study shows evidence that ARG can be used as a learning assessment strategy of a formative, diagnostic and self-assessment nature. Finally, we present an evaluative model using the ARG that can be applied at different levels of learning in chemistry. jogo de realidade alternativa (arg) avalição de aprendizagem modelo avaliativo ensino de química. Education (General) Science (General) Eduardo Luiz Dias Cavalcanti verfasserin aut Francislê Neri de Souza verfasserin aut Marcelo Brito Carneiro Leão verfasserin aut In Investigações em Ensino de Ciências Universidade Federal do Rio Grande do Sul, 2008 25(2020), 2, Seite 198-220 (DE-627)571608698 (DE-600)2435466-1 15188795 nnns volume:25 year:2020 number:2 pages:198-220 https://doi.org/10.22600/1518-8795.ienci2020v25n2p198 kostenfrei https://doaj.org/article/83e7555cfa1549f199d05bb2a73d41d5 kostenfrei https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1702 kostenfrei https://doaj.org/toc/1518-8795 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 25 2020 2 198-220
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author	Maria das Graças Cleophas
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title	Alternative Reality Game (ARG) as an evaluative strategy in chemistry education
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title_sort	alternative reality game (arg) as an evaluative strategy in chemistry education
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title_auth	Alternative Reality Game (ARG) as an evaluative strategy in chemistry education
abstract	Chemistry teaching has been undergoing attempts at re-engineering. In this sense, several strategies are emerging or being adapted to make it more effective for student learning, by strengthening critical thinking, communication and collaboration skills, in addition to technological literacy. This article points to changes and innovations, as we discuss the use of an Alternative Reality Game (ARG) as an evaluative strategy in the teaching of chemistry. This type of game consists of an interactive narrative set in the real world. The research presented is of a qualitative nature and was carried out with 35 students (n = 35) from an initial training course in science teaching. The data were systematically analyzed and categorized. The results show that the ARG positively influenced collaboration between peers and increased the students' ability to solve challenges by covering different levels of representation of chemical knowledge. The study shows evidence that ARG can be used as a learning assessment strategy of a formative, diagnostic and self-assessment nature. Finally, we present an evaluative model using the ARG that can be applied at different levels of learning in chemistry.
abstractGer	Chemistry teaching has been undergoing attempts at re-engineering. In this sense, several strategies are emerging or being adapted to make it more effective for student learning, by strengthening critical thinking, communication and collaboration skills, in addition to technological literacy. This article points to changes and innovations, as we discuss the use of an Alternative Reality Game (ARG) as an evaluative strategy in the teaching of chemistry. This type of game consists of an interactive narrative set in the real world. The research presented is of a qualitative nature and was carried out with 35 students (n = 35) from an initial training course in science teaching. The data were systematically analyzed and categorized. The results show that the ARG positively influenced collaboration between peers and increased the students' ability to solve challenges by covering different levels of representation of chemical knowledge. The study shows evidence that ARG can be used as a learning assessment strategy of a formative, diagnostic and self-assessment nature. Finally, we present an evaluative model using the ARG that can be applied at different levels of learning in chemistry.
abstract_unstemmed	Chemistry teaching has been undergoing attempts at re-engineering. In this sense, several strategies are emerging or being adapted to make it more effective for student learning, by strengthening critical thinking, communication and collaboration skills, in addition to technological literacy. This article points to changes and innovations, as we discuss the use of an Alternative Reality Game (ARG) as an evaluative strategy in the teaching of chemistry. This type of game consists of an interactive narrative set in the real world. The research presented is of a qualitative nature and was carried out with 35 students (n = 35) from an initial training course in science teaching. The data were systematically analyzed and categorized. The results show that the ARG positively influenced collaboration between peers and increased the students' ability to solve challenges by covering different levels of representation of chemical knowledge. The study shows evidence that ARG can be used as a learning assessment strategy of a formative, diagnostic and self-assessment nature. Finally, we present an evaluative model using the ARG that can be applied at different levels of learning in chemistry.
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title_short	Alternative Reality Game (ARG) as an evaluative strategy in chemistry education
url	https://doi.org/10.22600/1518-8795.ienci2020v25n2p198 https://doaj.org/article/83e7555cfa1549f199d05bb2a73d41d5 https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/1702 https://doaj.org/toc/1518-8795
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Alternative Reality Game (ARG) as an evaluative strategy in chemistry education

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