Astronomy and Space-Themed Mobile Games

2022 ◽  
pp. 646-669
Author(s):  
Georgios Eleftherios Bampasidis ◽  
Apostolia Galani ◽  
Constantine Skordoulis
Keyword(s):  
Science Education ◽  
Education Research ◽  
Learning Strategies ◽  
Information Literacy ◽  
Domain Knowledge ◽  
Literacy Skills ◽  
Science Content ◽  
Game Based Learning ◽  
Mobile Games ◽  
Learning Barriers

This chapter aims to contribute to the discussion of incorporating mobile games with astronomy and space themes in order to support science learning. One concern is when these games include erroneous science content. In this case, they may build or enhance misconceptions or misunderstandings, which eventually create learning barriers. The authors try to determine the learning strategies or pedagogies which can be used to incorporate such games in science education. Research on which characteristics these games should have is also presented. Game-based learning is in alignment with acquiring and developing 21st century literacy skills. One of these skills, information literacy, is related to domain knowledge learning.

scholarly journals A Model For Promoting Active Learning And Information Literacy Skills In Large And Small Classes

2004 ◽  
Vol 1 (6) ◽  
Author(s):  
Rhea J. Simmons ◽  
Marianne B. Eimer
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Adolescent Development ◽  
Information Literacy ◽  
Assessment Tool ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Cooperative Groups ◽  
Library Instruction ◽  
Development Course

Collaboration between Education and Library Instruction faculty resulted in technology being integrated into the Adolescent Development course curriculum taught at SUNY Fredonia’s School of Education, fulfilling information literacy competency requirements.  Our paper presents a model for the practical application of implementing information literacy components required for each SUNY campus.  Our goal for an Adolescent Development course was to instruct students in the most efficient methods of library research while incorporating active learning strategies within large and small lecture classes.  Collaboration between two different disciplines yielded the formulation of student exercises on subject-specific research within ERIC and PsycINFO databases.  A Research Integration Project required students to compare resources, identify, and evaluate studies.  By utilizing peer-assisted teaching strategies, this method fostered active learning through cooperative groups and promoted critical thinking skills. Workshop effectiveness and the Library Instruction assessment tool are discussed.

scholarly journals Developing information literacy skills in elementary students using the web-based Inquiry Strategies for the Information Society of the Twenty-First (ISIS-21) Century

2020 ◽  
Vol 14 (2) ◽  
pp. 96
Author(s):  
Anne C. Wade ◽  
Larysa Lysenko ◽  
Philip C. Abrami
Keyword(s):  
Elementary Students ◽  
Learning Strategies ◽  
Information Literacy ◽  
Information Society ◽  
Literacy Skills ◽  
Two Phase ◽  
Web Based ◽  
Information Literacy Skills ◽  
The Impact ◽  
The Web

This study was undertaken to learn about the impact of using the web-based Inquiry Strategies for the Information Society of the Twenty-First Century (ISIS-21), software developed by the authors, to improve the information literacy (IL) skills of late elementary students (10-12 years). Using a series of multi-media and learning strategies design principles, ISIS-21 was designed to be used in late elementary classrooms given the gap in children’s IL skills and the increasing importance for individuals to be critical consumers of information, particularly when using Internet-based environments. An exploratory, two-phase field trial was conducted in English schools in a central province of Canada. In both phases the research design was a one-group, pretest-posttest where data were collected from 150 students at the baseline and after the use of ISIS-21 for completion of an inquiry project. Teacher self-reports were also collected. The results were encouraging as we were able to establish the feasibility and importance of using ISIS-21 in classrooms to promote the development of IL skills in late elementary students.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

A Customizable Information Quality Activity in Business and Management Courses: Recommendations for Research

2021 ◽  
pp. 237929812199705
Author(s):  
Joseph G. Gerard ◽  
Reena E. Lederman ◽  
Jack P. Greeley
Keyword(s):  
Education Research ◽  
Information Literacy ◽  
Information Quality ◽  
Management Education ◽  
Successful Implementation ◽  
Literacy Theory ◽  
New Research ◽  
Business And Management ◽  
Future Management

As business and management instructors, we increasingly struggle with student inattention to information accuracy and quality in our courses, especially when student-based research is required and misinformation is more prevalent. Without the time to teach information literacy (IL) skills, we created a series of information sourcing (IS) prompts that were small and flexible enough to be deployed anywhere we might need IL reinforcement. We describe this “IS plug-in,” share challenges surrounding its creation and successful implementation across multiple courses, and explain its grounding in information literacy theory. We then provide insights and recommendations for future management education research that arose from experiences with the unique IS plug-in approach and in-depth application of new research in IL. We provide recommendations for expanding the IL Framework’s use and measurement, and improving our understanding of authority and information versus belief.

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