Gamification of Middle School Mathematics and Science

Gamification, defined as the process of game-thinking and game mechanics to engage users and solve problems, is a fairly new and rapidly growing field. Literature suggests that gamification can contribute to develop higher order cognitive abilities such as problem solving and critical thinking skills. Using gamification in non-game situations enhances students' understanding and contributes on conceptual learning, especially in mathematics and science. This chapter introduces the concept of gamification in terms of its pedagogical underpinnings, integration of gamification into educational environments (with a focus on mathematics and science), a sample application of gamification in science content, and the future trends about possible directions of uses of gamification.

Critical Analysis of Complex Systems Science and Mechanics

For many highly complex, ecological, physical and societal structures, the conventional hypotheses that underpin many theoretical and analytical frameworks are false. Complex systems research elucidates why and when such preconceptions are incorrect, as well as alternate paradigms for comprehending complex series characteristics. Complexity characteristics, the tradeoff between effectiveness and adaptation, the need of matching the complexities of networks to that of their surroundings, multiresolution assessment, and evolution are among the fundamental concepts of Complex Systems (CS) research introduced in this study. Instead of simulating particular dynamics, we concentrate on the general characteristics of systems. We didactically explain a theoretical and analytic strategy for comprehending and engaging with the complicated processes of our environment rather than giving a complete overview. This article requires just a middle school mathematics and science foundation in order to make it approachable to researchers from all disciplines, decision-makers from business, government, and charity, and anybody engaged in networks and civilization.

Adaptação Portuguesa da Escala Fontes de Autoeficácia na Escrita

Escrever é indispensável para comunicar na escola e no quotidiano, contudo é uma tarefa complexa que requer muita motivação. Assim, é essencial desenvolver as competências e a autoeficácia dos alunos. Este estudo teve como objetivos adaptar a Sources of Middle School Mathematics Self-Efficacy Scale (Usher & Pajares, 2009) para o domínio da escrita e para Português, explorar a relação entre fontes de autoeficácia, autoeficácia e competências de escrita, e testar diferenças de género nestes indicadores. Os 155 alunos (52.2% do sexo feminino) que participaram neste estudo responderam às escalas Fontes de Autoeficácia na Escrita e Escala de Autoeficácia na Escrita, e escreveram um texto argumentativo. A escala adaptada pode ser utilizada nos domínios propostos. As fontes de autoeficácia e a autoeficácia explicam a competência na escrita. As raparigas tiveram valores superiores aos dos rapazes nas fontes de autoeficácia e competência na escrita. Finalizamos, destacando o papel dos professores como modelos, persuasores e promotores da autoeficácia na escrita.