This paper presents a view of scientific discovery that has the potential to change the way we construct learning games in science. This view is based on the work of a nineteenth century philosopher and scientist whose work, supported by a new generation of historians of science, counters the traditional view of scientific discovery as induction--the notion that new ideas are built from the bottom up so to speak, from particular experience to general concept. This view of knowledge, which is also at the heart of the concept known as pedagogical content knowledge in teacher education, we will argue, complements efforts to bolster the educative aspect of games in a way that contributes to, rather than detracts from, the all important immersive aspect.

Published in: London International Conference on Education (LICE-2016)

  • Date of Conference: 14-17 November 2016
  • DOI: 10.2053/LICE.2016.0019
  • ISBN: 978-1-908320-76-6
  • Conference Location: Heathrow Windsor Marriott Hotel, UK