There are several challenges associated with learning in middle school science. I, therefore, concur with Michael Bishop’s idea to develop an efficient instruction. Science can be understood as an empirical and positivistic approach towards issues. Experiments and games are in a position to provide reliable assistance towards improving the knowledge base and intellectual capacity (Ertmer, Quinn, & Glazewski, 2017). Taking into consideration that a new approach is needed here, I would propose a reduction of the total time spend in gaming as an alternative approach to Bishop’s actions. Based on the case study, almost every key personality is against the idea of the fear of a reduction in student’s focus toward other subjects.
From the case study, it can be recommended that the intuitive learning process is needed to improve the implantation of the gaming technologies. Post-secondary, states and district institutions should develop and also implement learning resources whose key purpose is to exemplify power and flexibility of technology in the process of creating establishing accessible and equitable learning ecosystems (Shin, Sutherland, Norris, & Soloway, 2012). It is, therefore, the responsibility of learning institutions to install technological learning designs to ensure improved learning opportunities. Educational facilities should have technologically oriented educational systems. Researchers and educators are needed to provide reliable scientific research. Such researches can assist in arriving at an amicable decision. Poor management of resources and tools within informal and formal learning institutions has resulted in a mismatch between high-quality expertise and learners. The resultant factor is poor performance in tests. Technological games can be used to align learners with the appropriate area of expertise by examining their intellectual capacity of an individual learner.
Ertmer, P. A., Quinn, J. A., & Glazewski, K. D. (2017). The ID casebook: Case studies in instructional design. Routledge.Shin, N., Sutherland, L. M., Norris, C. A., & Soloway, E. (2012). Effects of game technology on elementary student learning in mathematics. British journal of educational technology, 43(4), 540-560.
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