Spore: Spawning Evolutionary Misconceptions?
Journal of Science Education and Technology Volume 19, Number 5, ISSN 1059-0145
The use of computer simulations as educational tools may afford the means to develop understanding of evolution as a natural, emergent, and decentralized process. However, special consideration of developmental constraints on learning may be necessary when using these technologies. Specifically, the essentialist (biological forms possess an immutable essence), teleological (assignment of purpose to living things and/or parts of living things that may not be purposeful), and intentionality (assumption that events are caused by an intelligent agent) biases may be reinforced through the use of computer simulations, rather than addressed with instruction. We examine the video game Spore for its depiction of evolutionary content and its potential to reinforce these cognitive biases. In particular, we discuss three pedagogical strategies to mitigate weaknesses of Spore and other computer simulations: directly targeting misconceptions through refutational approaches, targeting specific principles of scientific inquiry, and directly addressing issues related to models as cognitive tools.
Bean, T.E., Sinatra, G.M. & Schrader, P.G. (2010). Spore: Spawning Evolutionary Misconceptions?. Journal of Science Education and Technology, 19(5), 409-414.
Cited ByView References & Citations Map
David Herrero, Hector del Castillo, Natalia Monjelat, Ana Garca-Varela, Mirian Checa & Patricia Gomez, Department of Educational Sciences, University of Alcal
Journal of New Approaches in Educational Research (NAER Journal) Vol. 3, No. 1 (Jan 15, 2014) pp. 26–33
Peter Schrader & Hasan Deniz, University of Nevada, Las Vegas, United States; Joshua Keilty, Alexander Dawson School, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2618–2625
Peter G. Schrader, University of Nevada, Las Vegas, United States; Leanna M. Archambault, Arizona State University, United States; Conrad Oh-Young, University of Nevada, Las Vegas, United States
Journal of Technology and Teacher Education Vol. 19, No. 3 (October 2011) pp. 261–286
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.