Using Students' Naïve Theories to Design Games for Middle-Grades Science

Full Description: 

Presented at the American Educational Research Association Annual Meeting, this paper reports on one phase of a long-term research and development project that is creating video game modules for middle-school science classrooms. The games are intended to help teachers address common scientific misconceptions by providing students with opportunities to interact with visualizations of otherwise abstract or inaccessible concepts or phenomena that are the source of those misconceptions. The visualizations serve as metaphors for natural phenomena, and linking activities help teachers build connections between the visualizations and the targeted concepts. The findings the authors present are derived from formative research conducted to inform the development of a game and associated classroom materials that address genetics and heredity. 


Marion Goldstein, Marian Pasquale, and Katherine McMillan Culp

Publication Date: 



11 pp.
opening page