Using Playable Fictions and Board Game Design to Teach Climate Change in a Middle School Science Classroom
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| Title: | Using Playable Fictions and Board Game Design to Teach Climate Change in a Middle School Science Classroom |
|---|---|
| Language: | English |
| Authors: | Kaylee Laub, Earl Aguilera |
| Source: | American Journal of Play. 2025 17(3):347-374. |
| Availability: | The Strong. One Manhattan Square, Rochester, NY 14607. Tel: 585-263-2700; e-mail: info@thestrong.org; Web site: https://www.museumofplay.org/journalofplay/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 |
| Descriptors: | Middle School Students, Grade 8, Climate, Science Education, Secondary School Science, Design, Learning Activities, State Standards, Controversial Issues (Course Content), Game Based Learning, Educational Games, Scientific Literacy, Workshops, Program Effectiveness |
| ISSN: | 1938-0399 1938-0402 |
| Abstract: | The authors argue that playable fictions and analog game design can be an effective way to engage students in discussions about climate change and related scientific areas of exploration. They offer the example of a middle school climate science education unit grounded in the design, analysis, and play of board games and card games based on a study of middle school students in a workshop they conducted. They aim to help guide and inspire educators interested in the complex thinking involved in structured play. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487312 |
| Database: | ERIC |
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