All in he Game

Transcription

All in he Game

11/21/11
Document View - ProQuest
D
:M
...
I ' All in he Game
Cind Leigh. Childhood Ed ca ion. O
:W
2003/2004. V . 80, I
. 2;
. 59
Abstract (Summar )
L
.S
'
,
-
/
,
Full Te t (4227
.
)
Cop right Association for Childhood Education International Winter 2003/2004
M
'
,T
"H
(
P
H
C
S
' H
S
C
, "A
A
"
7)
(
." M
6),
" (A
' S
.T
M
.I
(
8),
.I'
.A
.T
-
,
,
,I
,B
.T
, 2002),
I
."
I
H
,
"
Q
,I
.
,
.I
,
,
Q
,
I
H
P
.I
.I
,
.M
"
T
Q
7-
-
"
Q
(
,
).
E
(1998)
.S
,I
"C
"
,
.
F
(I
"T
(C
T
I
A
,
C
, I ., 1988); "C
U
" (T U
, I ., 2002);
V
G
: "C
B
L
" (M
C ., 1975 );
'
, "C
- - .I
,
T ,D
" (P
,H
"R
E
B
,H
, 1998); "R
R
"
, 1999), "S " (S E
, I ., 1991);
H " (B
A , 1996)
"C
C
"
" (D
S
T
, 1997),
.
P
-
T
." I
U
M
"B
/M
T
T
,
'
,I
.A
B
/M
.T
-
-
,
,
'
proquest.umi.com.lib.pepperdine.edu/pqdweb?index=20&sid=2&srchmode
.T
1/8
11/21/11
m
den , and ho ld gi e hem an addi ional c
in mind, I e o o k.
ic l m "package" o
e in hei cla
oom . Wi h hi
ho gh
I began b e ie ing ane he o k of Con ance Kamii, ho e e ea ch e amined he con
c ion of ma hema ical
kno ledge b o ng child en a he pla ed game
i h a ocial con e . I had an idea of ome of he benefi o be
gained f om g o p game a ool fo eaching (Kamii & DeV ie , 1980), b became pa ic la l in ig ed b Kama'
e ea ch on child en' le el of cogni i e ac i i a he choo e and pla game ha in e e hem (Kamii &
DeCla k, 1985). Kamii empha i ed elf-ini ia ion and a onom a m ch a ocial in e ac ion in conj nc ion i h he
pla ing of game (pp. 39-51). A child en make choice abo
ha o pla , hen o pla i , and hom o a k o pla
i h hem, he a e appl ing he highe le el of hinking. Kamii al o cla ified Piage ' defini ion of ma hema ical
ho gh a " eflec i e ab ac ion," b a g ing ha i i f om he child' o n coo dina ion of ac ion ha he o he
di ill he le of logico-ma hema ical kno ledge, a he han f om he p ope ie of objec o an mi ion of
ocial kno ledge b o he (pp. 9-10). In fac , Kamii a g ed ha game-pla ho ld con i e he ma h c ic l m in
kinde ga en and 1 g ade.
A
in hi
link
enjo
e of mo e ecen e ea ch on game and game heo p od ced ome enco aging info ma ion. E ic Jen en,
book B ain-Ba ed Lea ning (1996), empha i ed he al e of ole-pla ing and game ho
in p o iding ph ical
o academic lea ning. Beca e ch ac i i ie engage he emo ion , keep e le el lo , and keep lea ning
able, he a g ed ha he mee he goal of b ain-ba ed lea ning (pp. 152-153).
Ano he ed ca o ho ha foc ed he e ea ch on he b ain i Pa icia Wolfe. She con ended ha "game can
p o ide an ac i e, mo i a ing a fo
den o e ie
ha he ' e lea ned, b hei effec i ene i enhanced if he
den pa icipa e in he de ign o con
c ion of he game" (Wolfe, 2001, p. 187). (A defini e pl , I ho gh , fo
m idea of ha ing m
den de ign a game!) Wolfe a g e fo he e of game o e ie p e io l in od ced
kill , no ing ha
ch ehea al i impo an in lea ning, b can be bo ing and mono ono
i ho he mo i a ional
componen inhe en in game .
S e e S ga and Kim Ko o o ki S ga , in hei book P ima
p o ide he follo ing al e fo eache :
* The help o celeb a e an
Game (2002),
gge
ha hei collec ion of game
opic and make lea ning pla f l and f n
* The incl de fa o i e fo ma ha engage child en (cla ic
ch a bingo and ic- ac- oe, po
i h p op , TV ho game , and fa o i e child en' game ) hen adap ed o ne con en
* The can be c
* The can be
* The keep
omi ed o
ed hen
den
i an le el o an
o ing
game , game
opic
den
ac i el in ol ed
* The enco age ocial in e ac ion and "bonding"
* The can be
ed b
eache
ih
den
a man le el d ing hei ca ee
* The can be incl ded in eaching plan
* The b ild on he na
al endenc of he child o lea n h o gh pla . (pp.
ii- i )
Mo game
i h an ed ca ional al e eem o ha e he e ad an age . Game in he S ga ' collec ion a e
de igned o eflec diffe en
le of lea ning ( i al, a di o , kine he ic; in e nal and e e nal), and a e g o ped
acco dingl . Al o incl ded a e game de igned o einfo ce lea ning, p o ide immedia e feedback, imp o e e - aking
kill , in od ce ne o diffic l ma e ial, complemen eading a ignmen , imp o e eam o k, each fai pla , and
eplace d ill o k.
U ing Game in Ed ca ion
An In e ne ea ch on "Game and Gaming" (Sp ing, 2003) led me o he di co e of an online co e b Cecil
G eek, A ocia e P ofe o of C iminolog and C iminal J ice a Flo ida S a e Uni e i , in hich one eek'
le on con i ed of im la ion and game . G eek cla ifie oda ' comp e game in o h ee majo ca ego ie :
hoo -'em p , m e and p
le game , and
em im la ion . "Wi hin a game en i onmen ," he con end , "a
2/8
11/21/11
number of learning objectives canbe created using a variety of learning techniques" (www.fsu.edu
/ crimdo/courses/week14html). Although Greek's research focuses very much on computer-based gaming, it is
possible to combine components of the three types of games he mentions into board games and other noncomputer-based formats.
[Pho ograph]
Child playing the game "Associations."
Dan Yaman, President of LearningWare, Inc., a company that develops game-show simulations for adults involved in
learning situations, argues that "playing games reinforces learning." In his White Paper "Why Games Work"
(http://learningware.com/whatsnew/ gameswork.html), he contends that when students are having fun they can learn
more, stress is lowered, and teamwork can be reinforced.
One of the most interesting links I found through a "Google" search on "computers and education" was the 2001
Northwestern University Commencement Address made by Don Norman, then a professor at Northwestern
University. Norman emphasized in his address that education in today's classrooms is much too solitary, and
ignores "the powerful social impact of groups, social discussion, and cooperation" (www.jnd.org/
dn.mss/Northwestern Commencement.html). He touted the advantages of informal learning that "takes place out of
school," describing an experience he had in the London Science Museum while playing a quiz game. In the center of
a huge spinning game-board was a circular table-like screen on which a computer projector, suspended overhead,
flashed questions. According to Norman's description, participants selected and submitted answers to their
questions by spinning the game-board and pressing an appropriate button. Because each player could see the
responses of other players, the process stimulated much discussion and dialogue. In an essay posted on his Web
site, Norman wrote:
We learn not by having our heads filled with the great thoughts and ideas of others, but by constructing them within
our own conceptual structures. But this construction works best when the scenario is rigged so as to lead us to the
ideas, to force us to confront them and understand them. This is what the successful game designer does. This is
what the successful educator must do. (www.jnd.org/dn.mss/ ComputerGames.html)
Game boards illustrated by kindergarten children.
Constructing Games in the Classroom
Many years ago, before I taught at the college level and before I learned about the theories of constructivism, I taught
my 3rd-graders and 6th-graders to construct games. We always began by playing a variety of commercial board
games and analyzing what made them "Very fun," "A little bit fun," or "Not much fun." As we formalized our ideas
about games and how they worked best, we explored ways in which we could take the things we had to learn during
the year, as mandated by various curriculum overseers, and put them into a game format, so that we could practice
them in a fun way. My ancillary objective at this time was to generate much-needed, curriculum-related materials to
engage children in learning while I worked with small groups of students who needed extra help. In the rural schools
where I taught, finding good interactive materials was challenging, and I never could have created on my own the
many imaginative games that my students developed. Furthermore, the students seemed more excited to play the
games they created themselves than they were to play the teacher-made games I introduced.
After browsing through the literature, I was convinced that constructing games for others to play could offer many of
the same advantages that playing games can offer. Students would be forced to think at higher levels and would be
exposed to the value of games in education. Satisfied that the newer research and study of gaming focused mostly
on use of technology to create games, and knowing that my students didn't have the skills to attempt that, I decided
to begin in the same way with my college students that I had with 3rd- and 6th-graders. I hosted a "Games Fair"
during one of our class sessions, bringing in some of the same games I had played with my nephews, and adding a
few that had been beyond their scope (some might be considered "antiques"). Among the games we played were:
"Twixt" (1962); "Acquire" (1962); "Breakthru" (1965); "Scrabble Sentence Cube Game" (1971); "Roll-a-Role" (1975);
"Reunion" (1979); "The Art Game" (1981); "Dinosaurs and Things" (1986); "Peter Funk's Winning Words" (1986);
"Kids on Stage" (1988); "Future Stories" (1992); "Top Dog" (1995); "Blurt: The Webster's Game of Word Racing"
(1995); "Skip-Bo" (1995); "Wishbone Card Game" (1997); "Rummikub" (1997); "Brain-O-Matic" (1998); "Quiddler"
(1998); "Photo Trek Exploration Game" (1999); "W3 Who* What *Where" (1999); "Scrabble" (2001); and "Bionicle
Adventure Game" (2001). I also brought versions of such classics as chess, backgammon, mancala, and checkers.
One favorite, which garnered many kudos from the students, was "Cranium" (1998), the muchadvertised adult game
3/8
11/21/11
( he chi d' e i i "C a i
Cad " [2002]) i
i g
i g iha a e
a e-a d e i i g a e
Af e
f )
e
a ed he e
a . S de
* Cha e ge a
e f he
hi
hei
a ga e , e b ai
ed a i
gge ed ha ga e a e f
a
e' abi i
i e i e ige ce -d a i g,
e .
f cha ac e i ic ha
he he i
e:
ade he ga e f
de i g,
i i g,
(
e
ee
* C ea g a
*Ee e
*R e
f cha ce
ha a e ea
* Fee i g
f
*U e f
f
cce
a eg a
*Pa e
e a
i g diffe e
* Ga e a
edge
e gh
ha fi i
he b
a d a e ea
* A a ac i e, i agi a i e de ig a d c
*M
i- e
ee e
( he i c
i
a i
f
a
f
ae
ea a ce
d, f
e a
e)
* A ici a i
*H
.
I he a ed
de
he
e f hi i g ha e e
i
f
i g i a di
ai
:
i
* A a gica hi
c
* Vi
a hi
i g (C ffee i
i g (Y
* C ea i e hi
* E hica hi
* Pa e
eei
i g (I
ee i g a d c
* C i ica hi
i g (Te
* Ded c i e ea
* Di e ge
hi
* E ab a i e hi
*A a
ica hi
* Fig ai ea
e f hi i g i
ed i he ga e
e had a ed, a d add
d be ada ab e
he ga e f
a . T ge he , e ca e
i h he
d e,
______.)
e ch, b i d,
de , e c.)
e f e c a d f e ibi i : "Na e i
i g (If
* A ib e ide ifica i
a
a iced ea i
da ,d
i g (I
* Me a h ica hi
he
ed b
hi
i ai
ha f
a
ei
(H
(C
i g (The a
e ce
e i
i g (Na e fi e a
i g (Wha ha
d
i a ga bage ca
e, a
e
ha
e e he f
aea
h ee c
,
f a i e ice
hi
ed-
igh b b")
be?)
i e a ________?)
, a ca fi h, a c
, a d ________)
a i e?)
)
e i
ha
igh ha e cha ged he
G di c
gi
ac i
e, a d a e e ha
he a h
i g (Wha hi g be
eab
i g e ie : a c
h ee . . . a e f
e ed
a
af e he e c
e
a ch)
f "G di c
a d he Th ee Bea ")
i h he h ee bea ?)
i ?)
i g (Which f he e d a i g a e a i e?)
* I d c i e ea
i g (Wh d
* Li g i ic hi
i g (Na e i
hi
d
he U i ed S a e i
ha i c de "b
he b i
f a ?)
")
4/8
11/21/11
*S
(W
*N
I
?)
(T
A
5).
,I
'
:
Y
(K-12)
.T
,
,
.I
...
"
.I
,
.
"
T
,
(
,
,
,
,
.),
.
[Pho ograph]
G
I
,
R
C
"T
L
G
."
:
G
1...C
.
2...C
,
.
3...C
.
123
__ __ __ T
,
.
__ __ __T
,
,
,
,
.
__ __ __ O
.
,
__ __ __ T
,
,
.
__ __ __ T
.
__ __ __ T
.
,
17-18
:G
15-16
:C
12-14
:G
10-11
:Y
8-9
B
!T
!
!I
,
!Y
-
,
,
:T
.
.
/
.
.I
8: I
.
'
W
.S
.
,
G
F .P
,I
.T
.G
,
;
;
,
K-12
,
.S
,
.
5/8
11/21/11
G
,
.A
,
"
"
.O
-
,
,
2
,
'
-
.T
"
,
":
.T
.
O
5 .O
,
"
, "S
N
,
"
,"
,
.T
(
100'
)
,
.S
,
'
.T
"
.T
,
"
I
C
A
,I
,
,
-
11, 5, 38,
,
,
.A
3
8,
,
83.
C
G
.I
,
I
.I
-
,
K
(1980,1985),
I
'
.O
,
K-12
I
.O
"
"
,
,
"
"
,
P
S
K
K
,
M
,
,
H
"
E
S
,
S-
,
"T
L
G
,
.K
."
:
G
K
H
-
"
"
,
L
"
.T
.K
M
"
'
E
T
"
.T
.M
.
-
5-
.T
M
T P
,A
: (D
5
K
R
)
S
.Y
.Y
3
"K,"
.F
"
A
S
.E
3
"K"
"K." I
." Y
"K
'
:I
,
"
.I'
!
.
C
N
,
,
-
,
,
"
/
.T
"...
,
[Sideba ]
T
,
.
H
' H
S
.I
6/8
11/21/11
how they know what to do next, and they look at me as though I were an alien and reply, "Aunt Cindy, we just know. It's easy.
Try it."
[Reference]
References
BOOKS
Jensen, E. (1996). Brain-based learning. Del Mar, CA: Turning Point Publishing.
Kamii, C. K., with DeClark, G. (1985). Young children reinvent arithmetic: Implications of Fidget's theory. New York: Teachers
College Press.
Kamii, C., with DeVries, R. (1980). Group games in early education: Implications of Piaget's theory. Washington, DC:
National Association for the Education of Young Children.
Sugar, S., & Sugar, K. K. (2002). Primary games: Experiential learning activities for teaching children K-8. San Francisco:
Jossey-Bass.
Wolfe, P. (2001). Brain matters. Alexandria, VA: Association for Supervision and Curriculum Development.
INTERNET SOURCES
Greek, C. E. (Fall, 1997). "Overview, Week 14: Simulations of Games."
Course materials for CCJ 6920 Special Topics: Using New Media in Criminal justice Research and Education. Retrieved
January 22, 2003, from the Florida State University, Criminology and Criminal Justice Web site:
www.fsu.edu/ crimdo/courses/ week14.html
Norman, D. (2002). Learning from the success of computer games. Retrieved February 27, 2003, from Don Norman & the
Nielsen Norman Group Web site: www.jnd.org/dn.mss/ ComputerGames.html
Norman, D. (2002). The future of education: Lessons learned from video games and museum exhibits. Retrieved February
27, 2003, from Don Norman & the Nielsen Norman Group Web site: www.jnd.org/ dn.mss/North
westernCommencement.html
Yaman, D. (1997). Why games work, A white paper. Retrieved January 22, 2003, from the LearningWare Inc. Web site: http://
lea rningware.com/whatsnew/gameswork.html
GAMES
Acquire. (1962). St. Paul, MN: Minnesota Mining and Manufacturing.
Art Game, The. (1981). New York: Bancroft Darrow.
Bionicle Adventure Game. (2001). Livingston, NJ: Rose Art Inclusives.
Blurt: The Webster's Game of Word Racing. (1995). Beloit, WI: Patch Products.
Brain-O-Matic. (1998). Berkeley, CA: DaMert Company.
Breakthru. (1965). St. Paul, MN: Minn. Mining and Manufacturing.
Chung Toi (Deluxe Edition). (1997). Tivoli, NY: Design Science Toys.
Chutes and Ladders. (1999). Pawtucket, RI: Milton Bradley, Hasbro.
Clue. (1998). Pawtucket, RI: Parker Brothers, Hasbro.
Cranium. (1998). Seattle, WA: Cranium, Inc.
Cranium Cadoo. (2002). Seattle, WA: Cranium, Inc.
Dinosaurs and Things. (1986). Ann Arbor, MI: Aristoplay.
Future Stories. (1992). Golden Valley, MN: FINDI Limited Partnership, LifeStories.
Harry Potter and the Sorcerer's Stone. (2002). Austin, TX: Aspyr Media.
Kids on Stage. (1988). San Francisco: University Games.
Peter Funk's Winning Words. (1986). New York: The Games Gang, and Peter Funk, Inc.
Photo Trek Exploration Game. (1999). San Francisco: University Games, Discovery Channel.
Quiddler. (1998). Fountain Hills, AZ: Set Enterprises.
Reunion. (1979). Anaheim, CA: The Ungame Company.
Riddle Race. (1988). InnerChild.
Roll-a-Role. (1975). Anaheim, CA: The Ungame Company.
Rummikub. (1997). New York: Pressman Toy Corp., Hertzano.
Rush Hour. (1996). Alexandria, VA: Binary Arts.
Scrabble. (2001). Pawtucket, RI: Hasbro, Parker Bros.
Scrabble Sentence Cube Game. (1971). Bay Shore, NY: Selchow and Righter.
Set. (1991). Fountain Hills, AZ: Set Enterprises.
Skip-Bo. (1995). Syosset, NY: International Games, Mattel.
Top Dog. (1995). Ann Arbor, MI: Aristoplay.
Twixt. (1962). St. Paul, MN: Minnesota Mining and Manufacturing.
Ungame, The. (1975). Anaheim, CA: The Ungame Co.
Wishbone Card Game. (1997). Burlingame, CA: University Games.
W3 Who* What *Where. (1999). Cincinnati, OH: The United CE States Playing Card Company.
[A hor Affilia ion]
7/8
11/21/11
Cindy Leigh
Cindy Leigh is Associate Professor, School of Education, The University of Mississippi, University, Mississippi.
References
References (41)
Cited by (1)
Inde ing (document details)
Subjects:
Games, Education, Learning
Author(s):
Cindy Leigh
Author Affiliation:
Cindy Leigh
Cindy Leigh is Associate Professor, School of Education, The University of Mississippi, University,
Mississippi.
Document t pes:
Commentary
Publication title:
Childhood Education. Olney: Winter 2003/2004. Vol. 80, Iss. 2; pg. 59
Source t pe:
Periodical
ISSN:
00094056
ProQuest document ID: 521700511
Te t Word Count
4227
Document URL:
https://lib.pepperdine.edu/login?url=http://proquest.umi.com.lib.pepperdine.edu /pqdweb?
did=521700511&sid=2&Fmt=3&clientId=1686&RQT=309&VNam e=PQD
Copyright
2011 ProQuest LLC. All rights reserved.
8/8

All in he Game

Transcription

Similar documents

full CV

U 2013-06-09 G_Tammaro Nuove tecnologia per la formazione

Partecipare ad una Vita Alternativa dentro un Ambiente Sintetico

City of Altdorf

CARNIVAL DIRECTORY

PEMBUATAN GAME “MISTER PUZZLE

Brochure - VG Perspective

Asilo nido

eBook Situs Pendidikan

Corporate Profile (PDF )

Rulebook - Indie Game Ignite