Formal rules and rules as reasoning-in-action: playing games with reality in science education

Abstract Bonne and Higgins (2022) explore game playing fluctuations in emotional climate at a classroom level of analysis using social phenomenological orientation. My aim this forum paper is to extend upon their work by exploring the nature both formal rules practical as reasoning-in-action where science reasoning may be embedded. Rules are considered from perspective studies ethnomethods, which interactional methods people use everyday situations make sense reality. I apply these ideas compare gamification learning with through authentic practices discussing similarities differences way we might regard reality play application emotions design contexts. suggest need for future research embed more routinely teacher education, including raised awareness about aesthetics science.