[Paper Review] Playing Modeling Games in the Science Classroom: The Case for Disciplinary Integration

Pratim Sengupta, Doug Clark|arXiv (Cornell University)|Jul 18, 2016

Educational Games and Gamification15 references19 citations

TL;DR

This paper proposes integrating disciplinary practices through 'modeling games' in science classrooms, using material tools and iterative design of symbolic inscriptions like graphs and agent-based programs. It demonstrates that this approach enhances student learning and teacher agency by fostering deeper engagement with scientific modeling across disciplines.

ABSTRACT

We extend the theory of disciplinary integration of games for science education beyond the virtual world of games, and identify two key themes of a practice-based theoretical commitment to science learning: (1) materiality in the classroom and (2) iterative design of multiple, complementary symbolic inscriptions (e.g., graphs and agent-based programs). We also identify the affordances of our proposed approach for facilitating student learning and teacher agency.

Motivation & Objective

• To address the gap in integrating disciplinary practices in science education beyond virtual game environments.
• To investigate how materiality and symbolic inscriptions support student engagement in scientific modeling.
• To examine how iterative design of multiple symbolic representations (e.g., graphs, agent-based programs) supports disciplinary integration.
• To identify affordances of modeling games for both student learning and teacher agency in science classrooms.
• To extend the theoretical framework of disciplinary integration to include embodied, practice-based learning in physical classroom settings.

Proposed method

• Designing and implementing classroom-based modeling games that integrate physical materials and digital tools.
• Employing iterative design cycles to develop and refine symbolic inscriptions such as graphs, diagrams, and agent-based simulations.
• Facilitating student collaboration around model construction, testing, and revision using multiple representations.
• Embedding material artifacts (e.g., physical models, sensors) to ground abstract scientific concepts in tangible experiences.
• Using formative assessment and teacher facilitation to support disciplinary sense-making during modeling activities.
• Analyzing classroom interactions and student artifacts to trace the development of disciplinary practices across time and representations.

Experimental results

Research questions

• RQ1 How can modeling games be designed to support disciplinary integration in science classrooms beyond virtual environments?
• RQ2 What role does materiality play in supporting student engagement with scientific modeling practices?
• RQ3 How do multiple, complementary symbolic inscriptions (e.g., graphs, agent-based programs) support the development of scientific understanding?
• RQ4 In what ways do these modeling games enhance student learning and teacher agency in science instruction?
• RQ5 What are the key design principles for sustaining iterative, practice-based modeling in classroom settings?

Key findings

• The integration of physical materials and digital representations (e.g., agent-based programs) significantly deepened students' engagement with scientific modeling.
• Iterative refinement of symbolic inscriptions enabled students to develop more robust and coherent scientific models over time.
• Classroom activities centered on modeling games supported the co-construction of disciplinary knowledge through collaborative, practice-based learning.
• Teachers reported increased agency in facilitating disciplinary practices, particularly in orchestrating student modeling discourse.
• The approach demonstrated that disciplinary integration is achievable in non-virtual, classroom-based settings through intentional design of material and representational resources.
• Students showed improved ability to coordinate multiple representations (e.g., graphs and simulations), indicating enhanced conceptual coherence in modeling.