https://scholarworks.iu.edu/journals/index.php/ijdl/issue/feed International Journal of Designs for Learning 2019-11-16T20:12:24-05:00 IJDL ijdl@indiana.edu Open Journal Systems <p>This multidisciplinary, peer-reviewed online journal is dedicated to publishing descriptions of artifacts, environments and experiences created to promote and support learning in all contexts by designers in any field. The IJDL Library of Congress ISSN is 2159-449X.</p> https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/24264 Design Challenges for Science Games: 2019-11-16T20:12:20-05:00 Aditya Anupam aanupam3@gatech.edu Ridhima Gupta hello@ridhima.me Shubhangi Gupta shubhangi@gatech.edu Zhendong Li zli6@inside.artcenter.edu Nora Hong nhong30@gatech.edu Azad Naeemi azad@gatech.edu Nassim JafariNaimi nassim@gatech.edu <p>The abstract nature of quantum mechanics makes it difficult to visualize. This is one of the reasons it is taught in the language of mathematics. Without an opportunity to directly observe or interact with quantum phenomena, students struggle to develop conceptual understandings of its theories and formulas. In this paper we present the process of designing a digital game that supplements introductory quantum mechanics curricula. We present our design process anchored on three key challenges: 1) drawing upon students’ past experiences and knowledge of classical mechanics while at the same time helping them break free of it to understand the unique qualities and characteristics of quantum mechanics; 2) creating an environment that is accurate in its depiction of the mathematical formulations of quantum mechanics while also playful and engaging for students; and 3) developing characters that are relatable to players but also do not reinforce gender stereotypes. Our design process can serve as a useful resource for educational game designers by providing a model for addressing these challenges.</p> 2019-11-12T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/23757 Design of a pre-service teacher training unit to promote scientific practices. Is a chickpea a living being? 2019-11-16T20:12:22-05:00 Maria Martínez-Chico  maria.martinez.chico@gmail.com Maria Rut Jiménez-Liso  mrjimene@ual.es Maria Evagorou evagorou.m@unic.ac.cy <p>In this paper, we present the design of a teacher training sequence, emphasizing supporting pre-service teachers to reflect on their knowledge, skills, and emotions experienced when engaging in scientific practices. We consider such reflections being crucial in initial teacher training because they can make pre-service teachers aware of the cognitive, procedural and emotional process that their students are bound to experience in the class. The importance of this work lies in the fact that emotions, even though important, are relatively underexplored. Furthermore, the way the sequence is developed can be used with students, both to promote scientific practices and explore their emotions, to give evidence to pre-service teachers of the effectiveness of this, and make them reflect on how scientific practices work, and the advantages of learning science implementing scientific practices.</p> 2019-11-12T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/22862 Rural Teachers Learning Bioanalytical Engineering 2019-11-16T20:12:24-05:00 Patricia L Hardré hardre@ou.edu Mark A. Nanny‎ nanny@ou.edu Shaida Morales Shaida.l.morales@gmail.com Regina Kenton rkenton678@gmail.com Laura Lewis lewis1976@ou.edu Shichen Guo athenagsc1989@yahoo.com Qianuyun Peng violapeng@icloud.com Hui Xu huix@ou.edu <p>Professional development opportunities provide teachers with enhanced learning experiences, deeper subject knowledge, and improvement of their teaching practices, all for the goal of increasing student achievement (Nelson, 2009). Unfortunately, most rural teachers have much less access to professional development opportunities compared to their urban and suburban peers (Hardré, P.L., et al., 2014). A Research Experience for Teachers (RET ), which is a National Science Foundation (NSF) funded program, was created for rural high school math and science teachers in collaboration with the University of Oklahoma and the Center for Bioanalysis. As participants, teachers applied and were accepted to participate in a seven-week summer research experience to connect bioanalytical engineering and their research experiences into their classrooms and to stimulate their students’ critical thinking skills. The following narrative and analysis chronicle the teams’ design, development and learning experience in redesigning the seven-week professional development for rural science and math teachers.</p> 2019-11-12T00:00:00-05:00 ##submission.copyrightStatement##