EXPLORING NON-DIGITAL GAME-BASED LEARNING FOR BUILDING SCIENCE SELF-EFFICACY IN PRIMARY EDUCATION
DOI:
https://doi.org/10.35631/IJMOE.831094Keywords:
Bandura’s Self-Efficacy Theory, Moon Phases, Non-Digital Game-Based Learning, Primary Science Education, Science Self-EfficacyAbstract
This concept paper considers how non-digital game-based learning may support science self-efficacy among primary pupils. It uses conceptual theory synthesis to bring together literature on game-based learning, non-digital science activities, science self-efficacy and primary astronomy. Studies are considered in relation to the paper’s focus, with evidence from other subjects, educational levels and game formats informing the discussion indirectly. The paper’s theoretical contribution is a mapping of eight game-based learning characteristics to Bandura’s four sources of efficacy information: mastery experiences, vicarious experiences, verbal persuasion and physiological and emotional states. Central to this mapping is the distinction between the experiences available during a lesson and the meaning pupils draw from them. Game design and teacher facilitation may provide opportunities to perform science tasks successfully, observe peers, receive credible feedback and respond to emotional challenges. Pupils’ interpretations of these experiences may inform their capability judgments which may subsequently influence effort, choice and persistence. Act, Play and Do (A.P.D.) illustrates the proposed explanation in Malaysian Year 5 Moon-phase lessons through embodied simulation, cooperative card gameplay and manipulative modelling. This account extends the earlier design and validation of A.P.D. lesson plans by considering how participation in these activities may provide efficacy information. Curriculum alignment, equitable participation, opportunities to revise responses and task-specific assessment are discussed as considerations for implementation. Direct evidence concerning this application remains limited and empirical research is needed to examine the proposed relationships.
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