{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,26]],"date-time":"2026-03-26T14:24:57Z","timestamp":1774535097787,"version":"3.50.1"},"reference-count":89,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2024,1,4]],"date-time":"2024-01-04T00:00:00Z","timestamp":1704326400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"FCT\u2014Foundation for Science and Technology","award":["UIDB\/04423\/2020"],"award-info":[{"award-number":["UIDB\/04423\/2020"]}]},{"name":"FCT\u2014Foundation for Science and Technology","award":["UIDP\/04423\/2020"],"award-info":[{"award-number":["UIDP\/04423\/2020"]}]},{"name":"FCT\u2014Foundation for Science and Technology","award":["ref. 2022.11255.BD"],"award-info":[{"award-number":["ref. 2022.11255.BD"]}]},{"name":"National Agency for Financing Science, Research and Technology (FCT)","award":["UIDB\/04423\/2020"],"award-info":[{"award-number":["UIDB\/04423\/2020"]}]},{"name":"National Agency for Financing Science, Research and Technology (FCT)","award":["UIDP\/04423\/2020"],"award-info":[{"award-number":["UIDP\/04423\/2020"]}]},{"name":"National Agency for Financing Science, Research and Technology (FCT)","award":["ref. 2022.11255.BD"],"award-info":[{"award-number":["ref. 2022.11255.BD"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Geosciences"],"abstract":"<jats:p>Studies highlight researchers\u2019 concerns about how science should be taught today. It is recognised that teachers have difficulty involving and motivating students to learn about different complex topics, such as geology. Schools must promote skills development to develop citizens who can be active and informed in society. One way of undertaking this is to use active methodologies such as educational games, in which students play an essential role in developing activities. Games encourage changes in conceptions regarding the relevance of this scientific topic that is often undervalued by students. Games have gained space in recent years in several disciplines, and it is essential that this tool is thought out and planned within a consistent pedagogical proposal. This educational resource is used to increase motivation for learning, as well as enhance and strengthen the effects of learning. An intervention plan can be framed within game-based teaching. Teachers have been underrepresented in the game-based learning literature, with more emphasis on games\u2019 effects. However, the pedagogical issue of games has been particularly relevant in recent decades. The current investigation used a survey given to geology teachers (n = 112) from public and private middle and secondary schools in Portugal. Its purpose was to assess teachers\u2019 perceptions regarding game-based teaching and its potential to promote active learning. Our sample ages ranged from 24 to 64 years (average of 48.9 years old); 81.3% were women and 18.8% were men. The analysis of the results seems to confirm that although they do not always use games to promote learning in geology, most teachers still recognise their potential to motivate, enhance, and reinforce the learning of geological content, with digital games being the preferred option. They emphasise the importance of teacher training in this area and the inclusion of game applications in school textbooks to approach different geology-related themes. Our results seem to indicate some lack of consistency in teachers\u2019 opinions on the impact of games on student learning.<\/jats:p>","DOI":"10.3390\/geosciences14010016","type":"journal-article","created":{"date-parts":[[2024,1,4]],"date-time":"2024-01-04T05:23:30Z","timestamp":1704345810000},"page":"16","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["The Use of Educational Games to Promote Learning in Geology: Conceptions of Middle and Secondary School Teachers"],"prefix":"10.3390","volume":"14","author":[{"given":"Isabel","family":"Teixeira","sequence":"first","affiliation":[{"name":"Interdisciplinary Centre of Marine and Environmental Research (CIIMAR), University of Porto, Novo Edif\u00edcio do Terminal de Cruzeiros do Porto de Leix\u00f5es, Avenida General Norton de Matos, S\/N, 4450-208 Matosinhos, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4524-9788","authenticated-orcid":false,"given":"Clara","family":"Vasconcelos","sequence":"additional","affiliation":[{"name":"Interdisciplinary Centre of Marine and Environmental Research (CIIMAR), University of Porto, Novo Edif\u00edcio do Terminal de Cruzeiros do Porto de Leix\u00f5es, Avenida General Norton de Matos, S\/N, 4450-208 Matosinhos, Portugal"},{"name":"Unit of Science Teaching & Department of Geosciences, Environment and Land Planning, Faculty of Sciences, University of Porto, Rua do Campo Alegre, S\/N, 4169-007 Porto, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2024,1,4]]},"reference":[{"key":"ref_1","first-page":"72","article-title":"Promoting the Earth System approach and the meaning of learning","volume":"50","author":"Orion","year":"2020","journal-title":"Eur. 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