Question

NEED HELP!!!

1. There are five advantages of using games in science learning stated in the literature. Games can be used as tools; make connections between virtual worlds and the real world; promote collaborative problem solving; provide affective and safe environments; and encourage younger students for science learning.

2. In order to make instruction more effective, learners should be required to find additional portrayals of the information which have been presented by the instructor. Learners are expected to then demonstrate their portrayals to one another. Learning from demonstrations is enhanced when learners actively engage in interaction with one another rather than passively observing the demonstration.





References:

Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional-Design theories and models: Building a common knowledge base. (pp. 41-56). New York: Routledge.

3. A decade later, researchers interested in studying learning in naturalistic settings (inspired by Brown's approach) began a concerted effort to define the standards and argue the legitimacy of this type of research through design. For example, the Design-Based Research Collective defined design-based research (DBR) as "an emerging paradigm for the study of learning in context, through the systematic design and study of instructional strategies and tools" (DBRC, 2003, p. 5).



References:
DBRC (Design-Based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.

4. Attributes of rigorous research can be shared across subjects of study. For example, Collins and Porras (2002) highlight the importance of having a control group when comparing companies in any effort to identify what specific company characteristics are able to distinguish the successful from the ordinary.





References:
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits of visionary companies. New York, NY: Harper Paperbacks.

5. If providing peer feedback is a skill to be learned then perhaps it is advisable to give learners opportunities to practice giving feedback knowing they are not vulnerable to social repercussions. In this way, anonymity can act "as a scaffold to generating critical feedback" (Howard, Barrett, & Frick, 2010, p. 104).

References:
Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers' comments in asynchronous computer-mediated communication. Journal of Educational Computing Research, 43(1), 89-112.

6. The study of learning derives from essentially two sources. The first concerns the nature of knowledge and how we come to know things. The second source concerns the nature and representation of mental life.



References:
Driscoll, M. P. (2000). Psychology of learning for instruction (2nd Ed.). Needham Heights, MA: Allyn & Bacon.

7. Liu et al. (2009) identified two major methods for measuring fidelity. The first is a mathematical (objective) method that requires counting "the number of identical elements shared between the real world and the simulation; the greater the number of shared identical elements, the higher the simulation fidelity" (p. 62). The second method involves a performance matrix that compares a human's performance in the simulation with that person's real-world performance, producing an indirect measure of fidelity.
References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D., & Vincenzi, D. A. (2009). Simulation fidelity. In D. A. Vincenzi, J. A. Wise, M. Mouloua & P. A. Hancock (Eds.), Humanfactors in simulation and training (pp. 61-73). Boca Raton, FL: CRC Press.

8. In this study, Frick (1990) clarified the distinction between statistical linear models and Analysis of Patterns in Time (APT). Compared to the linear models approach (which includes particular mathematical models), APT is a straightforward way to create temporal maps and analyze them for recurring patterns of events. Moreover, in APT probabilities of temporal patterns are estimated by relative frequency and duration of those events.



References:
Frick, T. (1990). Analysis of Patterns in Time (APT): A Method of Recording and Quantifying Temporal Relations in Education. American Educational Research Journal, 27(1), 180-204.



Word for word, paraphrasing, or this is not plagiarism?

Answer 1

The effectiveness of using games in education depends on several factors, including their alignment with learning goals and outcomes. Models are also effective tools in science education, especially where direct experimentation is not possible. Regardless of the delivery method, student responsibility and active engagement are key to successful learning experiences.

Step-by-step explanation:

The question at hand addresses the effectiveness of using games in enhancing cognitive skills and their transference to real-world applications within an educational context. Games certainly offer benefits such as engagement and practical simulations that can contribute to science learning, but they are just one method among many for imparting knowledge. The effectiveness of games relative to other educational strategies requires careful consideration of the learning goals, the design and implementation of the games, and the critical evaluation of the outcomes. The aim is to foster critical thinking and analytical abilities, underpinning a deeper comprehension of scientific concepts.

Models serve as crucial tools in scientific education, simplifying complex real-world systems to facilitate learning. They are instrumental in situations where experimentation is impractical or impossible, and they can be particularly effective when combined with other instructional strategies to provide a well-rounded science education.

Finally, it is essential to cultivate a responsible approach to learning, whether in virtual learning or face-to-face formats. Both demand student attentiveness and participation to be successful, despite the inherent differences in their structures and delivery methods. Engaging with the material directly, whether it be through gaming, models, or other instructional tools, benefits the learning process and outcomes.