Playful Transition

2018 ◽  
pp. 369-396
Author(s):  
Anne Elizabeth Snyder ◽  
Victoria Van Voorhis
Keyword(s):  
Middle School ◽  
Serious Games ◽  
Middle School Student ◽  
School Education ◽  
Middle School Education ◽  
Age Group ◽  
School Day ◽  
The Rich

What is the role of play in middle school education? Typically, play is not integrated into the middle school day to the same degree as in elementary school, yet researchers have found that children in this age group are perfectly primed to learn from the rich experiences offered through play. Serious games, which blend content and skill instruction with entertaining play, provide an ideal mechanism for addressing the unique needs of the middle school student. This chapter provides game designers, instructors, and other stakeholders with an overview of the typical middle school student, as well as the role of serious games in middle school education. Drawing from a case study of an actual game under development, the authors present specific design principles in order to guide stakeholders in the design and use of serious and learning games in the middle school classroom.

Playful Transition

2016 ◽  
pp. 195-221
Author(s):  
Anne Elizabeth Snyder ◽  
Victoria Van Voorhis
Keyword(s):  
Middle School ◽  
Serious Games ◽  
Middle School Student ◽  
School Education ◽  
Middle School Education ◽  
Age Group ◽  
School Day ◽  
The Rich

What is the role of play in middle school education? Typically, play is not integrated into the middle school day to the same degree as in elementary school, yet researchers have found that children in this age group are perfectly primed to learn from the rich experiences offered through play. Serious games, which blend content and skill instruction with entertaining play, provide an ideal mechanism for addressing the unique needs of the middle school student. This chapter provides game designers, instructors, and other stakeholders with an overview of the typical middle school student, as well as the role of serious games in middle school education. Drawing from a case study of an actual game under development, the authors present specific design principles in order to guide stakeholders in the design and use of serious and learning games in the middle school classroom.

scholarly journals Analysis and Improvement Strategies of the Phenomenon that What Biology Teachers Teach is not What They Learned in Rural Middle Schools

2020 ◽  
Author(s):  
Richmond Sam Quarm ◽  
Richmond Sam-Quarm ◽  
Mohamed Osman Elamin Busharads ◽  
Juan Peng ◽  
Xuezhong Sun ◽  
...  
Keyword(s):  
Middle School ◽  
Middle Schools ◽  
School Leaders ◽  
Rapid Development ◽  
School Education ◽  
Middle School Education ◽  
Biology Teachers ◽  
Long Time ◽  
Rural Middle School ◽  
The Government

Rural education is a short board of China’s education. It is of great significance to strengthen the construction of the teacher team in rural middle schools for Rural Revitalization in the new era. The problem of structural shortage of teachers, reflected by the phenomenon of “what biology teachers teach is not what they learned” in rural middle schools, is a key issue that has been existing for a long time in the development of rural middle school education in our country. It is also a key problem that must be paid attention to and urgently solved in the face of the new situation, new tasks and new requirements. In response to this phenomenon that caused by the decline of students and the loss of biological teachers in rural middle schools, the government needs to play a supporting role and the school leaders of rural middle schools should innovate their systems and concepts. What’s more, biological teachers should reflect on their hearts and have the educational feelings of being willing to develop the countryside. Only when the government, middle school leaders and biology teachers have formed an educational synergy, can we better solve that harmful phenomenon and promote the healthy and rapid development of rural middle school education.

scholarly journals ASPECTS REGARDING THE PROMOTION OF MOVEMENT GAMES THROUGH THE STRUCTURAL COMPONENTS OF THE MIDDLE SCHOOL PHYSICAL EDUCATION LESSON

GYMNASIUM ◽  
2017 ◽  
Vol XVII (1) ◽  
Author(s):  
Tatiana Dobrescu
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Structural Component ◽  
School Education ◽  
Middle School Education ◽  
Physical Education Teachers ◽  
Full Potential ◽  
Structural Components ◽  
Physical Education Lesson

The aim of this paper was to highlight the promotion degree of movement games in middle school education, by looking at its use in the structural component of the physical education lesson. In order to capture various aspects regarding the use of movement games in the physical education lesson, 40 observation charts were made for the lessons conducted at two Bacau schools. Following the results recorded during the studied physical education lessons, and based on the observation charts, it can be said that the use of movement games did not record impressive values, and their formative value has not been exploited at its full potential. That is why one can say that the physical education teachers should make more use of their imagination and creativity in using these means during their lesson.

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