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Representational Inquiry Competences in Science Games
Abstract
This chapter considers the enactment of competences in a particular science learning game Homicide, which is played in lower secondary schools. Homicide is a forensic investigation game in which pupils take on the role of police experts solving criminal cases in the space of one week. The Homicide game-based learning environment was designed with the aim of supporting scientific inquiry through a simulation of elements of a professional forensic practice situation. The game is thus designed to support work with genuine scientific inquiry and to meet the seventh- to tenth grade curriculum objectives for science and Danish education in Danish schools. This chapter presents the results of a long-term empirical study conducted with four school classes who played the game. The focus of the study has been to understand what competences are enacted when a professional inquiry is played out in schools. The chapter considers how students constructed visual representations of the cases they investigated and how they used these representations to establish hypotheses and evidence. The term ‘representational inquiry competences’ is developed; it refers to the students’ ability to construct, productively use, transform and criticize visual representations as an integrated part of conducting an inquiry in the science game.
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