论文标题
乔·怀尔德（Jo Wilder）和国会大厦案：威斯康星州四年级教室中历史探究游戏的使用分类法
Jo Wilder and the Capitol Case: A taxonomy of uses for a historical inquiry game in 4th grade Classrooms in Wisconsin
论文作者
论文摘要
在本文中，我们研究了威斯康星州的三到5年级教育者的各种方式，利用了Jo Wilder和Capitol Case，这是一款历史探究游戏，作为其课堂教学的一部分。参与研究的15名教育者都是威斯康星州的所有小学教师，他们参加了“做历史奖学金”计划，这是作者提供的专业发展机会，旨在增进他们对历史探究教学和基于游戏的学习的理解。作为该计划的一部分，教育工作者在自己的课堂背景下计划并实施了游戏，并将其结果报告给作者和其他教育工作者。通过他们的报告，调查和半结构化访谈，我们发现教育工作者的动机是有五个不同的教学目的，这影响了游戏如何融入他们的课程中。在本文中，我们命名并描述了这五个目的。我们认为这些发现是对教育工作者如何看待游戏以及教育视频游戏和对应的专业发展活动的有用见解。
In this paper, we study the various ways 3rd-5th grade educators in Wisconsin utilized Jo Wilder and the Capitol Case, a historical inquiry game, as part of their classroom instruction. The 15 educators involved in the study were all grade school teachers in Wisconsin who took part in the "Doing History Fellowship" program, a professional development opportunity offered by the authors, designed to increase their understanding of historical inquiry instruction and game-based learning. As part of the program, the educators planned and implemented the game within their own classroom context and reported their results back to the authors and other educators. Through their reports, surveys and semi-structured interviews we discovered the educators were motivated by five distinct instructional purposes, which influenced how the game was integrated into their curriculum. In this paper, we name and describe these five purposes. We see these findings as useful insights into how educators think about games and how educational video games and corresponding professional development activities may be designed in the future.
