Working with Evidence in Primary Education: A Game-Based...
Working with Evidence in Primary Education: A Game-Based Scenario between Formal and Informal Learning of History
This research proposal aims to elucidate the ways in which primary school Greek students understand the significance of evidence in history education. Twenty three pupils ten years old are invited to participate in a game-based scenario which took place in Acropolis (Athens). This scenario were designed on Collage Platform which realise a connection between formal and informal learning. The Acropolis scenario contains quotes from ancient Greek writers and how they described the Acropolis in classical period. Students tried to understand how people learn about classical Acropolis and they observed the differences with the present. They observed Acropolis’ monuments and answered game’s questions. They should take pictures, join surveys and finally search and find places or things depended on ancient writers’ quotes. This interactivity through game enhance students’ ability to understand the significance of past’s evidence. Students make judgments and justifications about how they played the game and their relation with evidence. The findings contribute to understanding pupils’ interactions on evidences and design appropriate teaching history approaches in future.