Games in Natural Sciences Education: Exploring the Perspectives of Secondary School Educators

Core Ideas Natural sciences educators should consider incorporating games within their instruction. Many secondary science teachers are confident in their abilities to use instructional games. Teachers value the utility of instructional games within their curriculum. Resource costs are a potential barrier to expanded use of games in the curriculum. Links between games and learning outcomes may motivate teachers to use classroom games.Unique and engaging pedagogical approaches are crucial for supporting learning opportunities effective to meet the needs of today's learners. Through elements such as creative thinking, collaboration, and problem solving, the use of instructional games as a pedagogical approach support effective learning opportunities; however, as teachers are responsible for the facilitation of instructional games, the perspectives of teachers are critical to the effectiveness of the learning experience. The purpose of the current study was to explore secondary school agriculture, food, and natural resource (AFNR) educators’ perceptions, attitudes, and competence regarding the use of instructional games. Researchers employed a directed content analysis approach, guided by Expectancy–Value Theory, to analyze qualitative data regarding Michigan AFNR educators’ expectancy for success and perceptions of value associated with the use of instructional games as a teaching tool. Two predominant factors supporting teacher utilization of games during instruction, utility value, and competency beliefs emerge from the results. Other factors such as lack of clear student learning outcomes and resource costs may inhibit teachers’ use of games to educate. Results suggest opportunities to support natural sciences educators in the use of instructional games as a pedagogical approach, and recommendations resulting from the study are provided for practice, professional development, and research.