Fostering science teachers' design for inquiry-based learning by using a serious game


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. Alternatively, it can be used to engage students with uncertainty, multiple perspectives and contestation through exploration of scientific problems. In order to enact inquiry-based learning effectively, science teachers need to be aware of how to design inquiry-based learning activities and the most effective ways of facilitating inquiry-based learning in the classroom. This paper, presents Sim AULA, a serious game for helping science teachers to create engaging activities for involving students in inquiry-based quests. The paper proposes a cyclical model comprising seven inquiry steps or phases and translates these steps into practical inquiry-based activities performed in the serious game. Sim AULA's overarching architecture is presented in the context of the in-game inquiry-based learning activities, which will be implemented and evaluated in a number of schools across Europe.

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Divisions: College of Business and Social Sciences > Aston Business School > Operations & Information Management
College of Business and Social Sciences > Aston Business School
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Event Title: 14th IEEE International Conference on Advanced Learning Technologies, ICALT 2014
Event Type: Other
Event Dates: 2014-07-07 - 2014-07-09
Uncontrolled Keywords: inquiry-based learning,science,serious games,teacher training,Computer Networks and Communications,Education
ISBN: 9781479940387
Last Modified: 03 Jun 2024 08:01
Date Deposited: 09 Nov 2018 15:54
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Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
https://ieeexpl ... ocument/6901443 (Publisher URL)
PURE Output Type: Conference contribution
Published Date: 2014-09-17
Authors: Lameras, Petros
Savin-Baden, Maggi
Petridis, Panagiotis (ORCID Profile 0000-0003-3593-8261)
Dunwell, Ian
Liarokapis, Fotis



Version: Accepted Version

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