Moving From Content to Discovery

This poster addresses the question “What are the implications for STEM-focused games and interactive media spaces when pedagogical foci shift from content-based to discovery-based approaches?” The intended audience is broad, from educator to researcher to developer. Information presented includes not only content from literature and industry reviews, but also from field professionals following their own professional applications of STEM in the development and implementation of learning environments. The target outcome is to address current challenges and opportunities prompted by shifting STEM pedagogies from content-driven to discovery-driven learning environments. In embracing these pedagogical shifts, the development and application of game and interactive media spaces serve to provide young learners with deeper foundations on which to build long-term STEM literacy and achievement.

STEM for Younger Learners
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/sites/default/files/articles/Proceedings%20Articles/93.Moving%20From%20Content%20to%20Discovery-%20STEM%20for%20Younger%20Learners.pdf
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DOI / Citations
https://doi.org/10.1184/R1/6686786.v1