Using DGBL to engage science students : Minecraft

This paper discusses the potential benefits of Digital Game-Based Learning for promoting student engagement, problem-solving, collaboration and learning of science concepts. It analyses the theoretical underpinnings that support the use of digital games in education, and examines the specific characteristics of digital games which embody positive learning principles that can be used for educational purposes. The digital game Minecraft is used as a case to demonstrate that there are many advantages to using digital games to teach science concepts in school and university contexts.Education, Faculty ofCurriculum and Pedagogy (EDCP), Department ofUnreviewedGraduat

Why Women are Avoiding Computer Science in North American Universities : Literature Review and Analysis

This literature review investigates the underrepresentation of women within CS, specifically focusing on the perceived gap between male and female enrolment in university CS courses within North America. The paper examines the recruitment of young women in the North American K-12 educational system, explores the influences that affect women’s choices in enrolling in CS, and looks at evidence of successful recruitment efforts in high schools. Possible solutions to this problem are discussed, as well as potential benefits of the study to the province of British Columbia.Education, Faculty ofCurriculum and Pedagogy (EDCP), Department ofUnreviewedGraduat

Investigating the effect of question-driven pedagogy on the development of physics teacher candidates’ pedagogical content knowledge

This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates’ design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study