Book contents
- Frontmatter
- Contents
- Preface
- List of Contributors
- ASSESSMENT, EQUITY, AND OPPORTUNITY TO LEARN
- 1 Introduction
- 2 Assessment Through the Lens of “Opportunity to Learn”
- 3 A Sociological Perspective on Opportunity to Learn and Assessment
- 4 A Sociocultural Perspective on Opportunity to Learn
- 5 Individualizing Assessment and Opportunity to Learn
- 6 Cultural Modeling as Opportunity to Learn
- 7 Opportunities to Learn in Practice and Identity
- 8 Game-Like Learning
- 9 Sociocultural Implications for Assessment I
- 10 Issues of Structure and Issues of Scale in Assessment from a Situative/Sociocultural Perspective
- 11 Sociocultural Implications for Assessment II
- 12 Assessment, Equity, and Opportunity to Learn
- Index
- References
8 - Game-Like Learning
An Example of Situated Learning and Implications for Opportunity to Learn
Published online by Cambridge University Press: 05 June 2012
Book contents
- Frontmatter
- Contents
- Preface
- List of Contributors
- ASSESSMENT, EQUITY, AND OPPORTUNITY TO LEARN
- 1 Introduction
- 2 Assessment Through the Lens of “Opportunity to Learn”
- 3 A Sociological Perspective on Opportunity to Learn and Assessment
- 4 A Sociocultural Perspective on Opportunity to Learn
- 5 Individualizing Assessment and Opportunity to Learn
- 6 Cultural Modeling as Opportunity to Learn
- 7 Opportunities to Learn in Practice and Identity
- 8 Game-Like Learning
- 9 Sociocultural Implications for Assessment I
- 10 Issues of Structure and Issues of Scale in Assessment from a Situative/Sociocultural Perspective
- 11 Sociocultural Implications for Assessment II
- 12 Assessment, Equity, and Opportunity to Learn
- Index
- References
Summary
KNOWLEDGE: AS NOUN AND VERB
The theory of learning in many schools today is based on what I would call the “content fetish” (Gee 2004). The content fetish is the view that any academic area (whether physics, sociology, or history) is composed of a set of facts or a body of information and that the way learning should work is through teaching and testing such facts and information.
However, for some current learning theorists, “know” is a verb before it is a noun, “knowledge” (Barsalou 1999a, 1999b; Bereiter and Scardamalia 1993; Clark 1997; Glenberg 1997; Glenberg and Robertson 1999; Lave and Wenger 1991; Rogoff 1990). Any actual domain of knowledge, academic or not, is first and foremost a set of activities (special ways of acting and interacting so as to produce and use knowledge) and experiences (special ways of seeing, valuing, and being in the world). Physicists do physics. They talk physics. And when they are being physicists, they see and value the world in a different way than do non-physicists. The same applies for good anthropologists, linguists, urban planners, army officers, doctors, artists, literary critics, historians, and so on (diSessa 2000; Lave 1996; Ochs, Gonzales, and Jacoby 1996; Shaffer 2004).
Yet if much decontextualized, overt information and skill-and-drill on facts does not work as a theory of learning, neither does “anything goes,” “just turn learners loose in rich environments,” “no need for teachers” (Kirschner, Sweller, and Clark 2006).
- Type
- Chapter
- Information
- Assessment, Equity, and Opportunity to Learn , pp. 200 - 221Publisher: Cambridge University PressPrint publication year: 2008
References
, S. Zuiker, S. Warren, D. Hickey, A. Ingram-Goble, E. J. Kwon, I. Kouper, and S. C. Herring. In press. Embodied curriculum: Relating formalisms to contexts. Science Education.Google Scholar
, M. Thomas, T. Dodge, R. Carteaux, and H. Tuzun. 2005. Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development 5. 1: 86–108.CrossRefGoogle Scholar
1999a. Language comprehension: Archival memory or preparation for situated action. Discourse Processes 28: 61–80.CrossRefGoogle Scholar
Beckett, K. L. and D. W. Shaffer. 2004. Augmented by reality: The pedagogical praxis of urban planning as a pathway to ecological thinking. Ms., University of Wisconsin-Madison. http://www.academiccolab.org/initiatives/gapps.html.
and . 1993. Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.Google Scholar
, ., and . 1989. Situated cognition and the culture of learning. Educational Researcher 18: 32–42.CrossRefGoogle Scholar
, , and . 1981. Categorization and representation of physics problems by experts and novices. Cognitive Science 13: 145–82.CrossRefGoogle Scholar
1989. Microcognition: Philosophy, Cognitive Science, and Parallel Distributed Processing. Cambridge: MIT Press.Google Scholar
1993. Associative Engines: Connectionism, Concepts, and Representational Change. Cambridge: Cambridge University Press.Google Scholar
1997. Being There: Putting Brain, Body, and World Together Again. Cambridge: MIT Press.Google Scholar
Environmental System Research Institute. 2003. ArcMap. [Computer Software]. Redlands, Calif.: ESRI.
Games-to-Teach Team. 2003. Design principles of next-generation digital gaming for education. Educational Technology 43: 17–33.
1991. The Unschooled Mind: How Children Think and How Schools Should Teach. New York: Basic Books.Google Scholar
1992. The Social Mind: Language, Ideology, and Social Practice. New York: Bergin and Garvey.Google Scholar
Gee, J. P. 2001. Progressivism, critique, and socially situated minds. In The fate of Progressive Language Policies and Practices, edited by and , 31–58. Urbana, Ill.: NCTE.Google Scholar
2003a. What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave/Macmillan.Google Scholar
2003b. Opportunity to learn: A language-based perspective on assessment. Assessment in Education 10: 25–44.Google Scholar
2004. Situated Language and Learning: A Critique of Traditional Schooling. London: Routledge.Google Scholar
2005. Why Video Games Are Good for Your Soul: Pleasure and Learning. Melbourne: Common Ground.Google Scholar
2006. Oral discourse in a world of literacy. Research in the Teaching of English 41: 153–64.Google Scholar
and . 1999. Indexical understanding of instructions. Discourse Processes 28: 1–26.CrossRefGoogle Scholar
Jenkins, H., K. Squire, and P. Tan. 2003. You can't bring that game to school: Designing Supercharged! Design research, edited by , 244–52. Cambridge: MIT Press.Google Scholar
, , and . 2006. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41: 75–86.CrossRefGoogle Scholar
1996. Teaching, as learning, in practice. Mind, Culture, and Activity 3: 149–64.CrossRefGoogle Scholar
and . 1991. Situated Learning: Legitimate Peripheral participation. New York: Cambridge University Press.CrossRefGoogle Scholar
Lehrer, R. and L. Schauble. 2005. Developing modeling and argument in elementary grades. In Understanding mathematics and science matters, edited by , , and , 29–53. Mahwah, N.J.: Lawrence Erlbaum Associates.Google Scholar
Lehrer, R. 2003. Developing understanding of measurement. In A Research Companion to Principles and Standards for School Mathematics, edited by , , and , 179–92. Reston, Va: National Council of Teachers of Mathematics.Google Scholar
, , and . 2002. Report on the Educational Use of Games: An Exploration by TEEM of the Contribution Which Games Can Make to the Education Process. Cambridge: TEEM.Google Scholar
Martin, J. R. 1990. Literacy in science: Learning to handle text as technology. In Literacy for a Changing World, edited by , 79–117. Melbourne: Australian Council for Educational Research.Google Scholar
Ochs, E., P. Gonzales, and S. Jacoby. 1996. When I come down I'm in the domain state. In Interaction and Grammar, edited by , , and , 328–69. Cambridge: Cambridge University Press.CrossRef
1990. Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.Google Scholar
2004. Pedagogical praxis: The professions as models for post-industrial education. Teachers College Record 10: 1401–21.CrossRefGoogle Scholar
Shaffer, D. W., K. Squire, R. Halverson, and N. P. Gee. 2004. Video games and the future of learning. Madison: University of Wisconsin-Madison. http://www.academiccolab.org/initiatives/gapps.html.
2003. Video games in education. International Journal of Intelligent Games and Simulation 2. http://www.scit.wlv.ac.uk/∼cm1822/ijkurt.pdf.Google Scholar
2005. Changing the Game: What Happens When Video Games Enter the Classroom?Innovate 1. http://www.innovateonline.info/index.php?view=articleandid=82.Google Scholar
2006. From content to context: Videogames as designed experience. Educational Researcher 35. 8: 19–29.CrossRefGoogle Scholar
Squire, K., M. Barnett, J. M. Grant, and T. Higginbotham. 2004. Electromagnetism Supercharged! Learning physics with digital simulation games. In Proceedings of the Sixth International Conference of the Learning Sciences, edited by et al., 513–20. Mahwah, N.J.: Lawrence Erlbaum.Google Scholar
2004. Learning in massively multiplayer online games. In Proceedings of the Sixth International Conference of the Learning Sciences, edited by , et al., 521–8. Mawah, N.J.: Erlbaum.Google Scholar
2006. Massively multiplayer online videogaming as participation in a discourse. Mind, Culture, and Activity 13: 38–52.CrossRefGoogle Scholar
- 27
- Cited by