Safe science classrooms: Teacher training through serious educational games

  • Authors:

  • Leonard Annetta;Richard Lamb;James Minogue;Elizabeth Folta;Shawn Holmes;David Vallett;Rebecca Cheng

  • Affiliations:

  • George Mason University, 4400 University Dr., Fairfax, VA 22032, United States;Washington State University, Cleveland Hall, Room 327, P.O. Box 642132, Pullman, WA 99164, United States;North Carolina State University, 317E Poe Hall, Raleigh, NC 27695, United States;State University of New York College of Environmental Science and Forestry, 356 Illick Hall, 1 Forestry Dr., Syracuse, NY 13210, United States;6891 Woodward Dr Brentwood Bay, BC, Canada V8M 1A9;University of Nevada Las Vegas, Department of Teaching and Learning, United States;George Mason University, 4400 University Dr., Fairfax, VA 22032, United States

  • Venue:
  • Information Sciences: an International Journal
  • Year:
  • 2014

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Abstract

STIMULATE (Science Training Immersive Modules for University Learning Around Teacher Education) is a Serious Educational Game (SEG) designed to advance science teacher preparation and development, by creating a laboratory safety module that immerse teachers in scenarios previously taught using only hypothetical case studies. This study employed a two-phase design based methodology. The first phase was a cognitive task analysis of a convenience sample (n=10) of preservice and in-service science teachers in which they described their key issues and concerns regarding chemical laboratory safety planning, response, management plan, and assessment. Phase 2 examined the usability and effectiveness of STIMULATE's initial build on 31 preservice teachers. The t-test for equality of means demonstrates that there is a statistically significant difference between pretest and posttest scores, t(30)=14.79, p