Hobbs, L.;
Stevens, C.;
Hartley, J.;
Ashby, M.;
Lea, I.;
Bowden, L.;
Bibby, J.;
... Burke, T.; + view all
(2019)
Using Minecraft to engage children with science at public events.
Research for All
, 3
(2)
pp. 142-160.
10.18546/RFA.03.2.03.
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Abstract
Engagement with science and scientific skills is an important aspect of children's ability to navigate the world around them, but engagement with science is low in comparison with other subjects. The Lancaster University outreach project Science Hunters takes a novel approach to engaging children with environmental science research through a constructivist pedagogical approach using the popular computer game Minecraft. While Minecraft is extensively used in formal education settings, few data are available on its use in public engagement with scientific research, and the relationship between children's and adults' attitudes to science and computer games are complex. Through motivational surveys conducted as part of the project evaluation, we analysed feedback from participants who attended sessions as part of a programme at public events, to explore the basic demographics of children attending our events, and whether it is the prospect of learning about science, or the opportunity to play Minecraft that leads them to choose our activity. We also present evaluation of general feedback from participants at public events over four years to give a broader view of participants' response to the activities.
| Type: | Article |
|---|---|
| Title: | Using Minecraft to engage children with science at public events |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.18546/RFA.03.2.03 |
| Publisher version: | https://doi.org/10.18546/RFA.03.2.03 |
| Language: | English |
| Additional information: | ©Copyright 2019 Hobbs, Stevens, Hartley, Ashby, Lea, Bowden, Bibby, Jackson, McLaughlin and Burke. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | environmental science, informal learning, science communication |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10081287 |
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