The game-based laboratory was vastly different from their
expectations and experiences of a
typical laboratory; this might have
resulted in the students being
disconnected from the learning
aspect of the game. However, the
students' comments suggested that their
discomfort with the video game was due
to the fact that they did not perceive
that a video game could really be
educational. The game became
disruption to their traditional ways
of science learning and interfered
with how they perceived the
learning experience. This perspective
is potentially problematic as it suggests
that pedagogical disruptions such as
video games that are designed to be
N O
Since a game-based laboratory provides
a virtual environment with different
experiences than in a real lab, students
may fail to connect these virtual
experiences to real lab experiences.
Student and teacher beliefs that games
are entertainment tools, not educational
tools, may minimize the potential of
video games intended to help students
learn science.
References:
Anderson, J. L., & Barnett, M. (2013).
Learning Physics with Digital Game
Simulations in Middle School
Science. Journal of Science Education
P

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

information must be sent by government offices to local town to be read at town meetings

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