Fostering Science Teachers’ Design for Inquiry-Based Learning by Using a Serious Game

Petros Lameras, Maggi Savin-Baden, Panagiotis Petridis, Ian Dunwell, Fotis Liarokapis

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

2 Citations (Scopus)
35 Downloads (Pure)

Abstract

There is wide consensus internationally amongst scientific communities that Inquiry-Based Learning can be employed to foster acquisition of clearly defined, ‘certain’ knowledge such as the conceptual foundations of a scientific discipline
Original languageEnglish
Title of host publication2014 IEEE 14th International Conference on Advanced Learning Technologies
PublisherIEEE Computer Society
Pages222-226
ISBN (Print)978-1-4799-4038-7
DOIs
Publication statusPublished - 2014
EventIEEE 14th International Conference on Advanced Learning Technologies, 2014 - Athens, Greece
Duration: 7 Jul 20149 Jul 2014

Conference

ConferenceIEEE 14th International Conference on Advanced Learning Technologies, 2014
CountryGreece
CityAthens
Period7/07/149/07/14

Bibliographical note

The paper was given at the 2014 IEEE 14th International Conference on Advanced Learning Technologies for Supporting Open Access to Formal and Informal Learning, July 7-9, 2014. Athens, Greece
© 2014 IEEE. Personal use of this material is permitted. Permission from IEEE must be
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Keywords

  • serious games
  • inquiry-based learning
  • science
  • teacher training

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  • Cite this

    Lameras, P., Savin-Baden, M., Petridis, P., Dunwell, I., & Liarokapis, F. (2014). Fostering Science Teachers’ Design for Inquiry-Based Learning by Using a Serious Game. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 222-226). IEEE Computer Society. https://doi.org/10.1109/ICALT.2014.71