Recent posts for Land Science

It’s Not just STEM–Epistemic Games and the Humanities?

The Problem

In the process of developing an epistemic frame, games like Nephrotex and Land Science teach reading, writing and vocabulary- skills that are very important for the educational development of any student. It becomes difficult to teach students about STEM subjects when literacy is a problem.

Education Week  sited a study by the National Assessment of Educational Progress in 2011 that found,

“only one in three U.S. students is able to read and understand grade-level material.”

 

Epistemic Games can help

The results of Land Science research have demonstrated an increase of vocabulary and literacy from pregame levels. In a presentation at the VLOS Research Meeting at Utrecht University, David Williamson Shaffer (link) highlights a student’s growth of scientific thinking.

At the beginning of the game the student would say things like:

“Uh, I mean, they could look for a new landfill, like a new place to build a landfill…”

By the end of the game the student demonstrated thinking consistent with the epistemic frame:

“They should have not closed down the recycling plant. They could have cut other stuff, or they could have raised taxes to increase revenue…They should keep a recycling plant because they should be helping to reduce the amount of waste which is…their goal…They could export the trash…, but then that would cost a lot more money…and they’re making budget cuts.”

In addition to the scientific thinking demonstrated in these quotes there is also evidence of vocabulary growth. As Shaffer says in his book How Computer Games Help Children Learn an epistemic game works because it

‘requires that players care about what they are doing. They have to care enough to persist in doing it in the face of obstacles significant enough that overcoming them leads to real learning.’ (p. 126)

For more posts about video games and reading:

Both…And - David Williamson Shaffer
Literacy Skill - Elizabeth Bagley

Could apprenticeships replace a college education? Epistemic Games are a low risk alternative.

Students and employers are looking at apprenticeships rather than college degrees to perfect vocational skills. According to an article published by GOOD, these apprenticeships differ from the classic internship, as they combine a classroom education with the master of a skill set.

Apprenticeships are tempting for all parties involved. Employers are looking for employees who have experience and know how to think appropriately. Students are looking to try on vocational hats, and apprenticeships are paid.

Although apprenticeships are slow to trend in the United States, the United Kingdom is seeing an increased demand. The BBC did a study in the UK that found two thirds of graduating high school students are considering apprenticeships rather than college to continue their education.

Apprenticeships have their own downsides. The average apprenticeship requires a four year commitment at a young age. Students take a risk when they commit to a position that they may or may not enjoy.

While apprenticeships are fulfilling a need for the practical application of their learning, Epistemic Games are a low-risk alternative.

Internships and apprenticeships provide on the job learning to complement the classroom education, but Epistemic Games immerse students into a professional learning environment within the confines and protection of a traditional classroom. Epistemic Games give students the opportunity to try on vocational hats in a low risk, learning environment.

Epistemic Learning Does Work: Real World Examples

This video created by Translogic, describes an after school program called Minddrive . Minddrive is a not for profit organization that reaches out to at-risk students in the Kansas city area.

This video highlights Minddrive’s Lola project, an electric car that students help design, build, and market. Similar to games like Nephrotex , mentors guide students through the engineering design process and model ways of thinking like professional engineers.

The students who participate in this program are having fun while they are learning, and changing their career goals. One young man explained,

“It has changed me a lot. Before Minddrive I was hooked on becoming a professional athlete, basketball to be specific. But since then…it’s really been about my future and what I want to get my degree in, in college.”

Another young woman enjoys the sense of accomplishment.

“Hey I’ve built a car. What have you done?”

Epistemic Games has seen similar results regarding the diversity of women in STEM education. Nephrotex and Land Science present an exciting platform and opportunity for researching other underrepresented or at-risk students in STEM fields.

Physics and Poetry

Professions that depend on STEM skills are the second-fastest professional group in the United States according to New York Times blogger Motoko Rich, who references a Georgetown University study. Occupational fields like manufacturing, utilities, transportation and mining, and even sales and management are demanding that workers have a STEM background. In an increasingly technical global marketplace, it’s become a necessity to be able to communicate with engineers and computer scientists in collaborative projects or to sell a product.

So even if young people don’t plan on majoring only in science, technology, engineering, or mathematics, it’s beneficial for them to have some understanding of the STEM world and ways of thinking. Students can complete a double major in STEM and another field, participate in STEM extra-curricular activities and competitions, or play epistemic games like Nephrotex and Land Science that simulate professional workplaces.

Rich sums it up best, “physics and poetry, anyone?”

Students Feel High School Insufficiently Prepared Them for STEM Majors

Today, Microsoft released a survey indicating that only 20% of students in STEM fields felt that their high school courses sufficiently prepared them for college-level work, despite the fact that 55% of them decided to pursue STEM fields when they were still in high school. The majority of students and parents of K-12 students agreed that the U.S. does a “poor job” of teaching STEM courses compared to other countries.

We continue to stress that expecting students to simply memorize and recite formulas and concepts is poor teaching. Students need to be taught the ways in which professionals in STEM fields use those formulas and concepts as problem solving tools. Students who play epistemic games are better prepared for the work that lies ahead. In epistemic games such as Nephrotex and Land Science, mentors who play the role of professionals encourage students to reflect on their actions in the game and make connections between values, skills, and knowledge in their STEM domain.