Please use this identifier to cite or link to this item: http://hdl.handle.net/10321/2270
Title: Linking the ‘know-that’ and ‘know-how’ knowledge through games : a quest to evolve the future for science and engineering education
Authors: Vahed, Anisa 
McKenna, Sioux 
Singh, Shalini 
Keywords: Discipline-specific games;Dental Technology;Specialisation codes;Epistemological access
Issue Date: 2016
Publisher: Springer Science+Business Media
Source: Vahed, A.; McKenna, S. and Singh, S. 2016. Linking the ‘know-that’ and ‘know-how’ knowledge through games : a quest to evolve the future for science and engineering education. Higher Education. 71: 781–790.
Journal: Higher education (Dordrecht. Online) ItemCrisRefDisplayStrategy.journals.deleted.icon
Abstract: This paper responds to Muller’s notions of ‘knowing-that’ and ‘knowing how’. The paper addresses how educational interventions that are designed in line with targeted discipline-specific subjects can enhance the balance between professional practice and disciplinary knowledge in professionally accredited programmes at universities of technology. The context is a Dental Technology programme at a University of Technology in South Africa. Teaching through discipline-specific games, conceptualised from a game literacies perspective, is proposed as an engaging, interactive pedagogy for learning dis-ciplinary knowledge that potentially encourages access to a particular affinity group. The authors use concepts from Bernstein and Maton to investigate whether epistemic relations or social relations are emphasised through board and digital games designed for two Dental Technology subjects. This paper offers valuable insight into alternative pedagogies that can be adopted into science, technology, engineering, and mathematics education with the aim of paving a pathway towards Muller’s Scenario 3.
URI: http://hdl.handle.net/10321/2270
ISSN: 0018-1560
1573-174X (online)
Appears in Collections:Research Publications (Health Sciences)

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