Learning chemistry performatively: Epistemological and pedagogical bases of design-for-learning with computer and video games

Yam San Chee, Kim Chwee Daniel Tan, Ek Ming Tan, Mingfong Jan

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

4 Scopus citations

Abstract

Typical textbooks in chemistry present the field as a fait accompli represented by a body of proven. In the teaching and learning of chemistry, students have little, if any, agency to engage in scientific inquiry and to construct their personal understanding of the field. An emphasis on predetermined the execution of laboratory experiments designed mainly to confirm predetermined ‘findings’ to a grave misunderstanding of the nature of science. In this chapter, we argue that the learning of chemistry must be engaged in performatively if it is to be authentic. Using the multiplayer chemistry game ‘Legends of Alkhimia’context, we articulate the epistemological and pedagogical bases for the design of a game-based learning curriculum to help students imbibe the thinking, values, and dispositions of professional chemists. Drawing on Bourdieu’s construct of habitus, we seek to foster students’ capacity for practical reason as they become themselves via engagement in the scientific and inquiry-oriented practice of doing chemistry, rather than just learning about it. We explain how our design-for-learning seeks to develop epistemic reflexivity and professional identity, in relation to professional chemists, through performance, play, and dialog.

Original languageEnglish
Title of host publicationIssues and Challenges in Science Education Research
Subtitle of host publicationMoving Forward
PublisherSpringer Netherlands
Pages245-262
Number of pages18
ISBN (Electronic)9789400739802
ISBN (Print)9789400739796
DOIs
StatePublished - 1 Jan 2012

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