Abstract:

Science education imparts a method of inquiry and systematic way of processing knowledge about the physical world. For this reason, science education provides part of the foundation for any knowledge-based effort to improve health, nutrition, environment, and industry. With rapid development in the science and technology fields, many countries around the world realize that there must be an adequate provision made for science education in order to face challenges in the new millennium. For teachers in the schools, motivating students to learn science and scientific concepts are challenging tasks (Saleh & Khine, 2009). While traditional teaching methods yield good results there are still some low achieving students due to lack of interest and new pedagogy and innovative approaches are needed to elevate the curiosity and scientific habits of mind. Computer games as new media culture have become increasing popular among young people. Today most children play different genre of games at different time depending on their age, maturity and opportunity (Kirriemuir & McFarlane, 2004). They seem to spend considerable amount of time not only in playing games, but also in socializing about games outside of the school hours (Pivec, 2007). Educators believe that the game playing involves complex cognitive skills, real-time decision making, managing resources in critical situations, and problem-solving (Gee, 2003; Khine, 2011). Some researchers advocate that digital games have the potential to provide unique learning experience. This study set to examine the relationship between computer game playing habits and the interest in learning science subjects and the role of self-esteem in promoting scientific habits of mind. No studies are done in this context and the results from this study will be helpful to teachers and school administrators on how to leverage the computer games in learning.

Keywords:

Games, Science Education, Scientific Habits of Mind.