Using Social Impact Games (SIGS) to Support Constructivist Learning: Creating a Foundation for Effective Use in the Secondary Social Studies Education
American Secondary Education Volume 41, Number 2, ISSN 0003-1003
This paper examines how Social Impact Games (SIGs) can provide important instructional support in secondary social studies classrooms. When used within the framework of the constructivist teaching philosophy and teaching methods, as recommended by the NCSS (2010), SIGs have the potential to hone critical thinking, collaboration, and problem solving skills that enhance knowledge retention as well as foster dispositional skills, including empathy, that encourage 21st century global awareness for active democratic citizenship. The interactive aspect of SIGs gives the learner the opportunity to "virtually" participate as a member of new cultures or previously unknown subcultures, thereby immersing learners in culturally situated reflection, inquiry, problem solving, and decision-making. SIGs can serve to introduce or reinforce historical facts and current events; initiate classroom discussions about complex social and political principles, values, and concepts; create timelines; motivate interest and further research; and exemplify other key social studies content-related concepts.
Ray, B., Faure, C. & Kelle, F. (2013). Using Social Impact Games (SIGS) to Support Constructivist Learning: Creating a Foundation for Effective Use in the Secondary Social Studies Education. American Secondary Education, 41(2), 60-70.
Cited ByView References & Citations Map
Mark J. Hofer, The College of William & Mary, United States; Kathy Swan, University of Kentucky, United States
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 1 (March 2014) pp. 25–30
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