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Innovativt lärande i skolan
KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.).
2011 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesisAlternative title
Innovative learning in school (English)
Abstract [sv]

En strävan efter att förändra synen på främst energiområdet var det som initierade tankarna kring ett kunskapsbaserat brädspel om energi. Med ett spel intresseras elever på ett lekfullt sätt för området. Tanken är att ett spel skall influera elever att kunna och vilja aktivt delta i diskussioner i såväl skolan som i hemmet och givetvis förstå och acceptera de uppsatta och kommande klimatmålen för att uppnå en långsiktigt hållbar utveckling.

Studiens syfte är att skapa en insikt i om ett kunskapsspel kan vara en lämplig metod för ökat intresse för energikunskap. Uppsatsen har två frågeställningar; tror lärare att det är möjligt att öka elevers intresse för energi genom ett kunskapsspel och hur ska det utformas?

I studien har 52 lärare och andra inom utbildningsområdet besvarat en enkätstudie där de har viktat ett antal påståenden om hur ett spel bör utformas för att vara optimalt för skolan och om de tror att spel kan vara ett sätt att förändra synen på energi och miljö. Resultatet visar att de anser viktiga faktorer vara: kort speltid med snabb spelstart, möjlighet för alla elever att spela oavsett grundkunskap, att spelet bör ha tydliga moment av kunskapsinlärning samt följa den aktuella kursplanen för ämnet som spelet spelas i. 96 % av respondenterna anger också att de tror att spel kan bidra till att förändra ungdomars attityd gentemot energi, miljö och hållbar utveckling.

I arbetet med studien framkom att 96 % av respondenterna uppger att de skulle använda ett spel i undervisningssyfte men det finns inget stöd för att ett spel bör finnas i andra format som exempelvis dataspel eller applikationer till smarta telefoner. Studien undersökte också ett antal korrelationer; dessa var mellan respondenternas antal yrkesverksamma år eller i vilken årskurs de undervisar gentemot stöd för "spelets innehållsmässiga tillgänglighet i andra format". I resultatet framkom inget som kunde bekräfta dessa korrelationer.

Skolverket lägger vikt vid energiområdet i den kommande läroplanen (Lgr 11), uppsatsen visar på ett intresse för denna typ av kunskapsspel och att det skulle kunna fylla det tomrum som idag kan upplevas existera inom energikunskap. Avslutningsvis besvaras också uppsatsens två initiala frågeställningar, att det är möjligt att öka elevers intresse för energi i skolan genom ett kunskapsspel och hur de skulle önska att ett sådant spel skulle utformas.

affects most people, is not presented in a way that makes it as interesting and as important as so many other subjects in elementary school today?

This means there should be a general change of view of how the young people look at the energy area and that the interest for technology and sciences must increase in order to raise the number of students in technical and scientific educations. One way of achieving this is through presenting the subject with additional methods of education.

A desire to change, especially how the energy field is perceived, was what initiated the thoughts of a knowledge based board game about energy. With such a game, the students are inspired about this subject in a playful way. The idea is that with a game the students will be influenced to actively participate in discussions, in school as well as at home, and understand as well as accept the targeted and future set climate goals for a long term sustainable development.

The purpose of this study is to create an understanding in whether a knowledge based game can be a suitable method of increasing the interest in the energy subject. The essay has two questions; do teachers think that it is possible to increase the students’ interest of energy with a knowledge based game and how such a game should it be designed.

In the study 52 teachers and others within the educational area have responded to a survey where they weighted a number of statements about how such a game should be designed to be optimal for the use in schools and if they think that a game could be a way to change the view of energy, the environment and sustainable development. The result shows that they consider important factors include: short running time with rapid game start, opportunity for all students to play regardless of basic knowledge, that the game should have clear stages of knowledge learning, and compatible with the current syllabus for the subject that the game is played in. 96% of the respondents also indicate they believe that games can help to change young people's attitude towards energy, environment and sustainable development

During the work with the essay it were revealed that 96 % of the respondents stated that they would use a game in their education but there is no support for a game to be provided in other formats such as computer games or applications for smart phones. The study also tested a couple of correlations; these were between numbers of years worked or in what grade the respondents teach and support for "the game’s content availability in other formats". In the result there was no support found for these correlations.

The School Board puts emphasis on energy in the upcoming curriculum (Lgr 11), the essay shows that there is an interest in this type of knowledge based game and that it could fill the gap that may be perceived today to exist in the energy knowledge. Finally, the essay also answered the two initial questions; that it is possible to increase students' interest in energy in the

school through a knowledge based game and how they would like to see such a game designed.

 

Abstract [en]

In newspapers and articles it is often read that lower secondary- and secondary school students express how difficult and inaccessible they feel it to be with technical and scientific subjects.

" ‘Oh, technical subjects are so lame’, Technical subjects are considered a low status subject among this year’s ninth graders. Only one in four wants to work with anything related to the technical area" (from an article printed in Ny Teknik 29/4-2009)." 7 % of the 20-year olds applied in first hand to a civil engineering program at any university in 2007, while the comparative figure at the end of the 90’ies was 13 %" from an article printed in SvD 14/10-2009).

This is sometimes interpreted as that the young people today is uninterested in technical areas and development and that this therefore leads to fewer applicants to these types of educations. However this is perhaps not the whole truth because the young people today more than ever are using interactive solutions. Skype, Facebook and Twitter are all examples of developments thorough various technical progress. Instead, it can be said that the interest for technology and technological solutions exist, but the way the knowledge in these areas are presented is less exciting.

The Technical Advisory Board believes that the responsibility for low interest of the young people in subjects such as mathematics, technology and sciences lies on the adults and in particular the school administration system, which according to the Technical delegation " today fail to meet the standards of the high demands" (from an article printed in Ny Teknik 18/5-2011). One of the areas in science and technology that is severely criticized by students is the area of energy. How can it be that an area that is considered so important, and in one way or another 5 affects most people, is not presented in a way that makes it as interesting and as important as so many other subjects in elementary school today?

This means there should be a general change of view of how the young people look at the energy area and that the interest for technology and sciences must increase in order to raise the number of students in technical and scientific educations. One way of achieving this is through presenting the subject with additional methods of education.

A desire to change, especially how the energy field is perceived, was what initiated the thoughts of a knowledge based board game about energy. With such a game, the students are inspired about this subject in a playful way. The idea is that with a game the students will be influenced to actively participate in discussions, in school as well as at home, and understand as well as accept the targeted and future set climate goals for a long term sustainable development.

The purpose of this study is to create an understanding in whether a knowledge based game can be a suitable method of increasing the interest in the energy subject. The essay has two questions; do teachers think that it is possible to increase the students’ interest of energy with a knowledge based game and how such a game should it be designed.

In the study 52 teachers and others within the educational area have responded to a survey where they weighted a number of statements about how such a game should be designed to be optimal for the use in schools and if they think that a game could be a way to change the view of energy, the environment and sustainable development. The result shows that they consider important factors include: short running time with rapid game start, opportunity for all students to play regardless of basic knowledge, that the game should have clear stages of knowledge learning, and compatible with the current syllabus for the subject that the game is played in. 96% of the respondents also indicate they believe that games can help to change young people's attitude towards energy, environment and sustainable development

During the work with the essay it were revealed that 96 % of the respondents stated that they would use a game in their education but there is no support for a game to be provided in other formats such as computer games or applications for smart phones. The study also tested a couple of correlations; these were between numbers of years worked or in what grade the respondents teach and support for "the game’s content availability in other formats". In the result there was no support found for these correlations.

The School Board puts emphasis on energy in the upcoming curriculum (Lgr 11), the essay shows that there is an interest in this type of knowledge based game and that it could fill the gap that may be perceived today to exist in the energy knowledge. Finally, the essay also answered the two initial questions; that it is possible to increase students' interest in energy in the school through a knowledge based game and how they would like to see such a game designed.

Place, publisher, year, edition, pages
2011.
Series
Examensarbete INDEK, 2011:71
Keyword [en]
Board games, energy, energy knowledge, group dynamics, learning, innovation, knowledge games, school
Keyword [sv]
Brädspel, energi, energikunskap, gruppdynamik, inlärning, innovation, kunskapsspel, skola
National Category
Engineering and Technology
Identifiers
URN: urn:nbn:se:kth:diva-91338OAI: oai:DiVA.org:kth-91338DiVA: diva2:509609
Uppsok
Technology
Examiners
Available from: 2012-03-13 Created: 2012-03-13 Last updated: 2012-03-13Bibliographically approved

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