Pedagogical Guide

 

Bibliogrāfija

Saturs

Ievads
Daļa 1: Kāpēc izlaušanās istabas ir noderīgas STEAM izglītībā?
Daļa 2: Kā integrēt izlaušanās istabas skolas programmās?
Daļa 3: Kā novērtēt skolēnu zināšanu un prasmju attīstību izlaušanās istabu lietošanas laikā?
Daļa 4: Kā īstenot izlaušanās istabu norisi?
Daļa 5: Kā integrēt dažāda veida skolēnus?
Secinājumi
Bibliogrāfija
Atsauces, Daļa 1:
Publikācijas
Mājaslapas
Video resursi
Izlaušanās spēļu scenāriji
Atsauces, Daļa 2:
Atsauces, Daļa 3:
Atsauces, Daļa 4:
Atsauces, Daļa 5:
Publikācijas
Mājaslapas

Meklējat rokasgrāmatas bukleta versiju lasīšanai tiešsaistē vai drukāšanai?

Lejupielādējiet PDF versiju

Atsauces, Daļa 1:

Publikācijas

  • Abdul Talib C. et al. (2019), Enhancing Students’ Reasoning Skills in Engineering and Technology through Game-based learning. International Journal of Emerging Technologies in Learning (iJET), 14 (24), 69-80
  • Arnold, B. (2014). Gamification in Education. Paper presented at the 2014 annual American Society of Business and Behavioral Sciences (ASBBS) conference. Las Vegas, NV., Retrieved from http://asbbs.org/files/ASBBS2014/PDF/A/ArnoldB(P32-39).pdf
  • Ay Z. S., Kiray S. A., Sen C. (2018), STEM skills in the 21st century education, in Shelley M. and Kiray S. A. (eds.), Research Highlights in STEM Education (pp.81-101), Ames, IA: ISRES Publishing
  • Bahrum S., Ibrahim N., Wahid N. (2017), Integration of STEM Education in Malaysia and Why to STEAM, International Journal of Academic Research in Business and Social Sciences, 7(6), 645-654
  • Billon N., Gras-Velazquez A., Mihai G., Nistor A. (2018). Science, Technology, Engineering and Mathematics Education Practices in Europe. Scientix Observatory report – December 2018, Brussels: European Schoolnet
  • Brown J., Brown R., Merrill C. and Reardon K. (2011), Understanding STEM: Current Perceptions, Technology and Engineering Teacher, 70, 5-9
  • Colucci-Gray L., Burnard P., Cooke C., Davies R., Gray D., Trowsdale J. (2017), Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA
  • Erasmus+ project ‘Escape Rooms for Social Entrepreneurship’ (2020), Escape Rooms on Social Entrepreneurship: An analytical Production Guide, Retrieved from http://er-se.eu/
  • European Commission (2015), Science Education for Responsible Citizenship, Luxembourg: Publications Office of the European Union
  • European Schoolnet (2018). Science, Technology, Engineering and Mathematics Education Policies in Europe. Scientix Observatory report – October 2018. Brussels: European Schoolnet
  • Hamari J., Shernoff D. J., Rowe E., Coller B., Asbell-Clarke J., Edwards T. (2016), Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning, Computers in Human Behavior, 54, 170-179
  • Lebret E., Quesne C. (2019), L’Escape Game, une pratique pédagogique innovante, Futuroscope (France) : Réseau Canopé
  • Marczewski, A. (2015). User Types. In Even Ninja Monkeys Like to Play: Gamification, Game Thinking and Motivational Design (1st ed., pp. 65-80). CreateSpace Independent Publishing Platform., Retrieved from https://www.gamified.uk/user-types/
  • McGonigal J. (2011), Reality is Broken, New York, NY: Penguin
  • OECD (2019), PISA 2018: Insights and Interpretations, Paris: OECD Publishing
  • Qian M., Clark K. R. (2016), Game-based Learning and 21st century skills: A review of recent research, Computers in Human Behavior, 63, 50-58
  • Sauvé, L., Renaud, L. & Gauvin, M. (2007). Une analyse des écrits sur les impacts du jeu sur l’apprentissage. Revue des sciences de l’éducation, 33 (1), 89–107.
  • Surendeleg G., Murwa V., Yun H-K., Kim Y. S. (2014), The role of gamification in education–a literature review, Contemporary Engineering Sciences, 7 (29), 1609-1616

Mājaslapas

Video resursi

Izlaušanās spēļu scenāriji

Atsauces, Daļa 2:

  • Amory, A. (2014). Tool-mediated authentic learning in an educational technology course: A designed-based innovation. Interactive Learning Environments, 22(4), 497-513
  • Andreev, M., The learning process. Didactics, Sofia, 2001
  • Hogan, J., & Down, B. (2016). A STEAM school using the Big Picture Education (BPE) design for learning and school–what an innovative STEM education might look like. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 23(3), 47-60.
  • Reeves, T.C., Herrington, J., & Oliver, R. (2004). A development research agenda for online collaborative learning. Educational Technology Research & Development, 52, 53–65.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
  • Jonassen, D.H. (2003). Using cognitive tools to represent problems. Journal of Research on Technology in Education, 35 (3), 362-381
  • Petrov, P., Didactics, Sofia, 1992
  • Serbezova, Iv., Problem Based Learning as a Pedagogical Technique for training of medical and health specialists, Scientific papers of Ruse University, 2012, Volume 51, http://conf.uni-ruse.bg/en/docs/cp12/8.3/8.3-11.pdf
  • Vitanov, L., Productive Learning Strategies in Engineering and Technology in elementary school grades, Sofia, 1999
  • Alber, R. 2014. 6 Scaffolding Strategies to Use With Your Students. Edutopia. http://www.virginia.edu/blandy/blandy_web/education/MSI/Resources/Differentiation/6%20Scaffolding%20Strategies%20to%20Use%20with%20Your%20Students%20_%20Edutopia.pdf
  • Nicholson, S., Peeking behind the locked door: A survey of escape room facilities. White Paper available at http://scottnicholson.com/pubs/erfacwhite, 2015.
  • Arnab, S., & Clarke, S. (2017). Towards a trans-disciplinary methodology for a game-based intervention development process. British journal of educational technology, 48(2), 279-312.
  • Betrus, A. K. & Botturi, L. (2010). Principles of Using Simulations and Games for Teaching. In Hirumi, A. (ed.), Playing Games in Schools: Engaging Learners through Interactive Entertainment,International Society for Technology in Education, 33-56 [chapter 2].
  • Clarke, S., Peel, D., Arnab, S., Morini, L., Keegan, H., & Wood, O. (2017). EscapED: A Framework f or Creating Educational Escape Rooms and Interactive Games to For Higher/Further Education.
  • International Journal of Serious Games, 4(3), 73-86. https://dx.doi.org/10.17083/ijsg.v4i3.180.
  • Gibbons, A. S. (2013). An architectural approach to instructional design. Routledge.
  • Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. Wiley.
  • Nicholson, S. (2016). The State of Escape: Escape Room Design and Facilities. Paper presented at Meaningful Play 2016. Lansing, Michigan. Retrieved on June 28th, 2019 at http://scottnicholson.com/pubs/stateofescape.pdf.
  • Salen, K., Tekinbaş, K. S., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Boston, MA: MIT press.

Atsauces, Daļa 3:

  • Clarke, Samantha & Peel, Daryl & Arnab, Sylvester& Morini, Luca & Keegan, Helen & Wood, Oliver. (2017). EscapED: AFramework for Creating Educational Escape Rooms and Interactive Games to For Higher/Further Education. International Journal of Serious Games. 4.10.17083/ijsg.v4i3.180.
  • Fotaris, Panagiotis & Mastoras, Theodoros. (2019). Escape Rooms for Learning: A Systematic Review. 10.34190/GBL.19.179.
  • Oganisjana, Karine (2015) Starpdisciplinārās mācības uzņemības un uzņemējspējas veicināšanai. Rīga: Latvijas Universitāte.

Atsauces, Daļa 4:

  • Cosson, M-C, Blanez, F., Vernet, M. (2019). Escape Game Numérique, un dispositif pédagogique innovant au service de la ludification des apprentissages et de la collaboration entre élèves, 21-22.
  • Devars, J.(2019). Escape game et pédagogie, entretiens.
  • Fenaert, M., Nadam, P., Petit, A. (2019). S’capade pédagogique avec les jeux d’évasion, 42-50.
  • Lebrest, E., Quesne, C. (2019). L’escape Game, une pratique pédagogique innovante, 23-27, 56-59.

Atsauces, Daļa 5:

Publikācijas

Mājaslapas

Iepriekšējā sadaļa

Secinājumi