In this paper, a Game Based Teaching Model (GBTM) applying inquiry as a strategy to teach and learn, connecting classroom teaching with real life experiences, is proposed for physics classroom instructions which use traditional games as demonstration tools. It advocates motivating children to learn through their surrounding games.
Game Base Teaching Model: learning Physics by Gulli-Danda
1. Learning Physics through Games: A Game Based Teaching Model (GBTM) Builds
an Inquiry Classroom Environment
Suresh C Joshi*
Head, Learning Resource Center and Department of Physics
Ahlcon International School, Mayur Vihar, Phase – 1, New Delhi – 110091, India
PACS No.’s:01.40.E, 01.40.ek, 01.40.Fk, 01.40.gb, 01.40.Ha
Abstract
In this paper, a Game Based Teaching Model (GBTM) applying inquiry as a
strategy to teach and learn, connecting classroom teaching with real life experiences, is
proposed for physics classroom instructions which use traditional games as demonstration
tools. It advocates motivating children to learn through their surrounding games. This
methodology serves to teach physics principles to middle and high school students using
play as the basic component of the inquiry approach. It creates interest in learners for
physics and also develops skills of pre-knowledge, logical reasoning, concentration and
nurture inquiry-based scientific temperament. It further develops strategy making and
problem solving (monitoring) among the students. This model displays how to overcome
traditional teaching methods (pure lecturing and chalk-talk), how to draw student’s
attention in the class and how to convert initial ‘thrust’ into ‘ample engagement’
strengthening active learning. Moreover, it throws light on continuous assessment
methods used to check actual gain in conceptual understanding of the learner.
It is proposed to study the implementation of GBTM and effectiveness of
practical games in different classroom settings in India as well as in US in my successive
communications. It is also proposed to study the patterns in responses from high school
students, teachers and different research groups to observe the suitability of GBTM in
creating active learning environment for physics classrooms.
Key Words: Problem solving skills, active learning, inquiry based scientific
temperament, parallel approach of education, interactive lecture demonstrations, Gullidanda, Play Way Method, traditional teaching methods, real life phenomena, physics
education research.
*E-contact: scjoshidat2012@gmail.com
2. Learning Physics through Games: A Game Based Teaching Model (GBTM)
Builds an Inquiry Classroom Environment
1. Motivation and Introduction:
Games, traditional or modern always play a crucial role in human development.
Use of games in sharing culture and increasing mutual understanding amongst the
civilizations is popular since ancient times. Games have been used as effective learning
tools and were integral part of our learning process. In this report a ‘Game Based
Teaching Model (GBTM)’ is proposed which is said to be an effective tool to motivate
learners at middle and high school level in India and abroad.
Firstly, this report will introduce the background of the study in section 1.
Objectives and purposes of designing GBTM are clearly stated in section 2 which
specifically illustrates that the model is meant to arrest declining interest of Middle and
High School students towards physics. It is also stated that the motive of designing
GBTM is to help make students think logically and independently. GBTM also focuses in
developing skills like concentration, strategy making, problem solving, building,
designing and importantly nurturing inquiry based scientific temperament in students.
This model serves the purpose of interacting beyond the boundaries which increase
mutual understanding among global citizens, because they learn about each other’s
culture and tradition through games. Developing parallel approach of education by
‘learning through game’ is the key aspect of GBTM.
Need to develop this model and implementation idea is discussed thoroughly in
section 3. Regulatory points for using GBTM are also discussed in this section along with
some popular games and physics principle involved with them. A comparison of GBTM
with traditional teaching methods (lecturing and chalk talk) is given in section 4 which
shows a clear advantage of this model over existing teaching methods and supports the
usefulness of game based teaching model for present physics education in India as well as
abroad. Since through this model children learn physics concepts through hands-onactivities ongames so they learn about the tradition of culture associated with that
particular game. Children think creatively to build and design because they deal with
game tools first hand.
Limitations and challenges with GBTM are given in section 5. Section 6 comes
up with the emerging future goals in which popularization of GBTM through in – house
training programs, seminars and workshops among teachers and developing website for
its global outreach are few of them.
3. 2. Background:
In India, at middle, secondary and higher secondary levels, majority of students
are in government schools (55%), a large proportion are in government aided schools
(35%) whereas un-aided private schools accounting for the remaining ten per cent of
places (World Bank, 2003)[1, 2]. Government statistics and independent surveys have
revealed that over ninety percent of the rural schools at elementary level are run by the
government. Eighty-seven per cent of the schools in India are in the country’s villages [3]
where students do not have access to instruments to perform experiments. Major
percentage of teacher and the taught have never been exposed to hi-tech machines
recording observation for an activity performed. I am apprehensive for the
appropriateness to train teacher-task-force in India to teach physics with the help of
existing (recently researched) demonstration techniques like interactive lecture
demonstrations (ILD’s).Therewas a strong need to develop an amalgam of demonstration
methods with games, activities and models that teachers and students are familiar with
and would be able to relate with them easily.
It is a common observation that middle and high school students fear physics
because they do not comprehend the subject. They think that it is a subject for the
individuals with extreme intelligence. The purpose of this project is to remove this
misunderstanding by developing a method which makes physics interactive and ought to
be one that connects learners to their imagination. Students would get the opportunity to
actively participate in hands-on-activities, like in flipped classrooms, which excavates
their in-depth knowledge of the subject. This project provides scope to students to think
independently and logically, moreover, enables them to have an exceptional grasp over
the basic concepts of physics as they are encouraged to design models of their own choice
and creativity which strengthen their building capacity. The model also aims to help
teachers to develop certain new models incorporating rich experience of larger
community of educators in the world. It is also proposed to study the adequacy of this
approach as a technique to ‘flip classrooms’ [4] in Indian context.
I have been extensively using popular traditional games, toys and models for
classroom instructions available in my vicinity. It is my realistic observation that active
participation of learners increases enormously when classroom teaching is supported with
game based demonstrations. Seeing noticeable results in increase in interest level of
students, I was encouraged to design some instructional methods to create active learning
4. environment in physics classrooms based on traditional games and toys. In progression
with the similar studies, I have designed a ‘Game Based Teaching Model (GBTM)’ which
uses games as demonstration tools emphasize Confucius: “I do I understand” philosophy
of learning. Involving students in different activities through games is a noble idea to
teach physics in an open environment. Hands–on–experiments and activities make the
concepts of physics clearer to the students, moreover it increase their interest in learning
physics. In this design students are given freedom to think and experiment in their own
way to strengthen their skills like strategy making, designing and building.Through this
project, I intend to study the engagement of young learners in demonstrations based
teaching. These demonstrations make students familiar with the idea, terms and concepts
to be used.Such unconditional engagement helps them in developing necessary life skills.
It is also proposed to develop certain models and to share these experiences with
the larger community of science teachers in India as well as in the world. Lastly, through
this report, I aim to motivate high school students to pursue physics for higher studies as a
hobby not as an obligation and to encourage High School Teachers to take active part in
physics education research.
3. Design
of
Game
Based
Teaching
Model;
Need,
methodology
and
implementation idea:
Every game, traditional or modern, involves some principles of physics in it.
These principles can be understood better when they are evolved through an activity of
learner’s interest. Learners can go beyond the functioning of the game alone. After
engaging them into game based activity, they will be asked to correlate it with their
existing knowledge. Discussion will be further extended (directed) to the new concepts by
the instructor. Two-way interaction is the key component of this methodology which
imparts physics by creating an analogy between the hands-on-experience and concept
building. This project educates students not only about physics, but also about traditional
games of their own country as well, retracing similarities between the education systems
of the nations in a very clear and transparent comportment. GBTM makes physics
learning an enjoyable experience, moreover, increases popularity of traditional games
amongst the youth. It would be interesting to see responses of students, teachers and
physics education research groups towards GBTM around the world.
3 (a).Implementation steps of GBTM:
1) Students will be divided into small groups (to have sufficient interaction) and
demonstration of the activity (game of their vicinity) will be done by the teacher (a short
5. video of the game shall be played for the better understanding, if possible). Note that
purpose of the demo is not to teach them how to play the game.
2) Students would be involved in the activity (game) so that they would be able to understand
the facts by their own involvement in the activity (Enough stimulation / motivation is
there since the activity performed is close to the real life experiences).
3) Adequate time would be given to the students for discussion with their group members
(this provides sufficient scope of brainstorming) and to have self-analysis (thinking
independently).
4) After necessary discussions, students would be asked to write the physics terms involved in
the demonstration (whatever they have observed). They can record their observations in
terms of key words also (here topic /topics will be evolved through the demo; discussion
allowed). That will give teacher instructor an idea about the current status of knowledge
of diverse group of learners.
5) Teacher instructor would gather common observations (she/he may also write
observations on the black board) and discus them briefly so that background for that
day’s class can be prepared. Starting with a particular concept of common interest
(students are given choice over which topics teacher expect them to learn through
thinking about that particular game) teacher should go ahead and explain the concept in
detail (by discussion method) using adequate mathematics which should not overpower
the essence of concept building [demonstration (as it was done in the beginning) can be
repeated, if required].
6) Discussion/question session will be open at this point of time for all the learners. Once all
queries are discussed / answered, quick recapitulation of the concepts learnt would be
done (may be with the help of keywords).
7) An assessment sheet (post – assessment test) will be given to the students to check their
understanding of the terms and concepts discussed/involved.
8) Teacher will evaluate assessment sheets and plan further strategy to deal with the students
who had trouble in learning the topic.
3 (b).Regulatory points while using this method:
1. Use simple models, games (of learners’ vicinity and culture) for demonstrations. Make sure
that there is minimum use of complex terminology until the students have gained a firm
grip on basic concepts.
2. Stimulate their minds by encouraging them to cite various day-to-day examples in which
they can demonstrate the applications of terms evolved and involved here.
6. 3. Take help from co-teacher (or student volunteers) for the successful demonstration of the
activity (game).
4. Avoid giving your own insight. Encourage students to think themselves about the ideas
using their inventiveness so that they can think of new models on games in the future.
5. Be open (be prepared) for the failures of attempts, defects or problems during the demo.
Incorporate students ideas and take benefit of local situations available (which suits
students need)
6. Cite examples focusing similarities and differences in games (traditional or modern) of
different countries in the world to renew interest of students support a parallel approach
of education.
7. Use lucid and everyday language during the lessons. Technological teaching tools like
power point presentations and videos can also be used.
8. Note down students responses and formalize everything to make teaching-learning process
student centered. Make further modification to fulfill student's needs.
9. Incorporate certain values and skills that games and sports in general tend to promote like
teamwork, analytical ability and perseverance to make your teaching value based.
3 (c).Some practical (traditional) games and physics principles involved with them:
1. Hitting the marbles (Kanchey) similar to Native American game Cherokee Marbles:
1. Calculated force, 2. friction, 3. transfer of energy (K.E into P.E and vice-versa), 4.
Collision
2. Gulli – Danda (Lippa): 1.Torque (couple of force), 2. Rotational motion, 3. Angle of
projection, 4. Horizontal range, 5. Translational motion, 6. Impulse, 7. Trajectory
followed by the Gulli.
3. Gulel: 1.Elastic potential energy, 2. Conservation of energy, 3. Projectile motion, 4.
Elasticity (Stress – strain), 5. Restoring force, 6. Transformation of potential energy
stored, in the form of work, into kinetic energy (Work – Energy theorem).
4. Snow Snake Game: 1. Friction, 2. Free body problems, 3. Normal reaction, 4. 2D motion.
5. Sampholia (Pithoo): 1. Action and reaction, 2. Inertia, 2. Collision, 3. Angle of release, 4.
Bernoulli’s theorem, 5. Spinning of the ball.
6. Lattu: 1. Spinning, 2. Rotational motion, 3. Balancing, 4. Equilibrium of forces, 5.
Elasticity.
7. Keekli: 1.Balancing of forces, 2. Friction, 3. rotational motion, 4. circular motion, 5. force
(action and reaction, momentum).
7. 8. PatangBazee (Kite flying): 1. Bernoulli’s theorem, 2. Tension, 3. Air drag, 4. Tension in
the thread, 5. Buoyancy, 6. Aerodynamics.
9. See – Saw (teeter-totter or teeter board):1. It works as a simple example of a mechanical
system with two equilibrium positions. One side is stable, while the other is unstable, 2.
Torque, 3. Center of gravity, 4. Rotational equilibrium.
10. Cricket: 1. Conservation of momentum, 2. Impulse, 3. spinning and swinging of ball
(Pressure difference, Bernoulli’s theorem), 4. Momentum transferred by bat.
11. Football: 1. Rolling motion, 2. Projectile motion, 3. Rotational motion, 4. Translation
motion, 5. Aerodynamics of sports balls, 6. spinning of ball, 7. turbulent air and drag.
12. Basketball: 1. Spinning on the Ball, 2. Receiving a Pass: m·v = F·t, then F = (m·v) / t, 3.
Bouncing the Ball, 4. Starting, Stopping, and Changing Direction, 5. Hang Time, 6.
Projectile motion, 7. Elastic collision.
4. Traditional teaching methods vs. Traditional games in teaching; A
Comparative study:It is a proven fact that traditional teaching methods does not play substantial role
neither in creating students interest in learning nor in increasing their conceptual
understanding [5 - 8]. Here is the comparison between traditional teaching methods and
Game Based Teaching Model:
S No.
Traditional teaching methods
Game Based Teaching Model
(GBTM)
1. 1.
2.
3.
4.
2. 1.
1. Students are bounded to learn the 1. Students are not bounded to learn the
decided topic.
topic already decided.
2. There is no scope of brainstorming / 2. Enough scope of brainstorming /
independent thinking on terms to be
thinking independently.
involved.
3. Very little exchange occurs between
the teacher and the students during a 3. Physics ideas /topics will be evolved
through demo. Students are given
lecture.
choice over which topics teacher expect
4. No possibility of evolving new terms
them to learn through thinking about
because traditional teaching methods
that particular game.
are topic confined.
More theory (reading) is involved.
As such no activity is performed by
the students.
1. Less theory [observation (demo) based].
Understanding takes place by student’s
involvement in the activity. Less
writing work, Interesting MCQ’s /
rubric worksheets.
8. 3. 2.
3.
4. 1.
2.
3.
4.
5. 1.
1. Limited
stimulation/motivation
(for Middle and High School
students) to study a particular topic
2. No connection
experiences
to
real
1. Enough stimulation/motivation (since
a game is involved with it).
life
2. Close to real life experiences.
1. Teacher is the central focus of 1. Students get involved in the activities.
information transfer (in lecture and
2. Involvement
of
students
–
Chalk-talk methods).
Increases their interest.
2. Students can find lectures boring
3. Pre and post-test are there to check
causing them to lose interest.
students understanding (MCQ’s
3. Teachers may not get a real feel for
based on demonstration)
how much students are understanding
4. Students
are
motivated
to
4. No motivation (other than cramming)
participate in developing new
to develop ideas through application
models;
nurturing
building
capacity
and
scientific
temperament.
Hi-tech machines* are required to
record observations [Not true for
many (not all)of the UMD ILDs on
Redish’s web site]; David Sokoloff
and Ronald Thornton: The physics
Suite(John Wiley & Sons, 2004)
In everyone’s reach
(Can use the games / toys used in
your country)
Physics, from its very roots has been a subject that is directly related to natural
phenomena occurring in real life. It is playing with the ideas rather than mugging-up from
the textbooks [4]. It is hardly about doing only calculations on paper rather doing hands –
on experiments to understand the laws of nature. It is a subject which deals with
describing why and how certain real-world phenomena occurs and enables us to predict
what may happen in certain circumstances. However and perhaps due to the inquisitive
nature of the subject and maybe the methodology used to impart it in our education
system, it seems that it has very little practical use and students study it just to clear the
examination. It is presented in very analytical manner which causes certain amount of
anxiety among students. Nevertheless, at its core, it is extraordinarily simple subject and
requires a logical and systematic approach. So, a different and innovative method has to
be adapted to impart physics education to the students making subject easy, enjoyable and
crystal clear. I have experienced both, as student as well as teacher; children enjoy
learning science through experiments and activities if they are exposed to real life
9. examples. Since, I have learnt best through the examples and activities during my
schooling so my experience points in the direction that children enjoy learning through
hands-on-activities. Piaget’s (1964/2003) theory proposes that in the construction of
knowledge, assimilation is associated with play whereas accommodation involves logical
or serious thinking [5]. In Vygotsky’s (1978, p.102) social constructivist theory, “in play
a child always behaves beyond his average age, above his daily behavior. In play it is as
though he were a head taller than himself” [5].
5. Limitations and challenges with GBTM:
Time management during the demonstration may be one of the major concerns of
applying GBTM in classrooms. It is also a concern that main purpose of clarifying physics
concept should not be defocused during the demonstration through ‘Fun factor.’ Further,
designing demonstration needs lots of time, energy, resources, and good research
environment.
GBTM’s applicability to large class setting is apprehensive. It is difficult to bring
models on games from different backgrounds into a common curriculum. The instructor,
who uses this approach, may not be well supported by their administration and/or their
colleagues. In addition if it is done in a superficial manner it will not be successful and
may result in a diminishing of students respect for the nature of learning and school.
Despite of all the limitations discussed above, it proves as one of the interesting,
enjoyable and efficient methods of teaching physics concepts.
6. Discussion
According to National Curriculum framework 2005 [9], published by National
Council of Educational Research and Training, New Delhi, ‘A good science education is
one which is true to child, true to life and true to science itself.’ A similar attempt is the
commencement of Continuous Comprehensive Education (CCE) by Central board of
secondary education [10] in Indian secondary education system strengthening the notion
of holistic development of the child. Many prominent educationists [11 – 13] throughout
history have held the view that education is not merely about learning few facts and
passing an examination. It is also about applying what is taught in daily life situations and
(as Andrew Elby says) [14] a student cannot learn how to learn a subject without learning
‘something’ about that subject. The problem is how a student recognizes and understands
that ‘something’ to have further growth of understanding in a particular subject. The
study [14] also gives a summary of instructional objectives and the corresponding flow of
the curriculum for detailed understanding of developing an awareness of everyday
10. thinking and learning to it. Everyday learning depends upon a number of factors like
students interest areas, surrounding environment, involvement of teacher and the taught,
motivation to learn, challenges in learning and fear of failure. If learning environment is
made so comfortable for a learner such that he himself gets motivated to be an active
participant of learning, I think half of the job is done. How do we create such learning
environment where learner participates actively and produce excellent results? In such
setting learner does not realize that learning is taking place. Neither is it a pressure on the
learner to learn a particular amount of content nor is there a pressure on the teacher to
make the learner understand with ‘fixed content in a set interval of time’ by using any
method which may or may not be appropriate.
With the evolution of games, learning styles have also been evolved [15, 16].
Few traditional methods like chalk-talk, lecturing and text – book centered instruction
still occupy a substantial space. They lead lack of interest of the learner thus emerging
discipline problems in the classrooms that destroy student – teacher relationships. GBTM
allows enough interaction of students with their peers as well as with the teacher at every
step of the development of the concept. In this way game based teaching model unlocks
the doors for open-ended discussion in the class fades discipline problems.
Educators all over the world are trying to develop a flawless learner – centered
method of teaching. ‘Flipped Classrooms’ [4, 17, 18] is one of them. It is a pedagogical
concept that replace traditional lecture format and provide an opportunity to explore
concepts and to review materials from outside of class. This can happen in many forms
but the underlying premise is that students review information outside of class and instead
of simply receiving information from the instructor come prepared to discuss concepts. It
actually creates a pedagogical shift from teaching methods that involve static and
monologic content delivery, and opens up room for conversation between students and
instructors around the application of course content and reflection on learning
experiences. Using games in classroom teaching can also be one of the finest methods to
flip classrooms. Responses on GBTM from different groups direct that this method
engage learners in hands-on-activities and healthy discussions in the class which is
analogous to the core idea of flipped classrooms. Such stress-free environment
exaggerates students to think creatively.
Children learn better through activities relating daily life experiences with them.
Using Game Based Teaching play a vital role in enhancing their conceptual
understanding of facts and also retraces the purpose of arresting declining interest in
11. studying science, which is a major challenge in present scenario. Some of the most
complex scientific principles can be discussed while playing through most significant
method of learning ‘Play Way Method’. It is in this context that ‘Game Based Teaching
Model’ attempts to study some of the popular games pursued by children and youth in
India as well as in U.S. and their use as effective demonstration tools to motivate learners.
In my forthcoming paper, I plan to study the implementation of GBTM through
direct modeling, in-house workshops, seminars, talks and website with larger community
of science students and teachers in India and abroad. I hope to report some good research
findings to support the game based teaching model in my successive communications.
Acknowledgements: I express my gratitude towards Mr. Ashok K Pandey, Principal,
Ahlcon International school for his guidance and support. I also express my appreciation
to Prof. Andrew Elby, Department of Physics, UMD for his reviews on the report, Prof.
Michael Wittmann, Department of Physics, University of Maine, Orono and Prof.
Eugenia Etkina, Department of Physics and Astronomy, Rutgers, The State University of
New Jersey, USA for their critical comments and inputs.
This work was supported by US department of state. I gratefully acknowledge
Institute of International Education, Department of State for the grant (grant no. G-113121) and Office of International Initiatives staff, College of education, UMD for their
all – time support.
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