ABSTRACT

Research on Mobile Augmented Reality (Mobile AR) includes studies addressing Mobile AR integration into learning environments along with the quality of instructions by researchers about using mobile AR in classrooms. Findings revealed that even inexperienced teachers/pre-service science teachers who lacked any prescribed material could use mobile AR, for which teaching materials are scant. This study aimed to reveal which teaching strategy pre-service science teachers preferred and how they integrate the strategy in Anatomy 4D and Elements 4D applications to enrich worksheets. The survey method was used to probe pre-service science teachers’ integration of mobile AR technology into their worksheets. Participants, who were 81 senior pre-service science teachers (64 females, 17 males; ages 19 to 21), attended a 14-week elective course. Data were obtained from worksheets produced in the 3^rd to 6^th weeks during of the course. The sequences for inductive, inquiry, and expository strategy were adopted as the coding scheme. It was concluded that pre-service science teachers used inductive strategy instead of expository or inquiry teaching strategy in their worksheets. The current study suggests that pre-service science teachers should be advised to use inquiry strategy for integrating mobile AR into science worksheets.

摘要

移动增强现实 (Mobile AR) 研究包括将移动 AR 集成到学习环境中的研究，以及研究人员关于在课堂上使用移动 AR 的指导质量。调查结果显示，即使是缺乏任何规定材料的缺乏经验的教师/职前科学教师也可以使用移动 AR，而移动 AR 的教学材料很少。本研究旨在揭示职前科学教师更喜欢哪种教学策略，以及他们如何将策略集成到 Anatomy 4D 和 Elements 4D 应用程序中以丰富工作表。该调查方法用于探讨职前科学教师将移动 AR 技术集成到他们的工作表中的情况。参与者是 81 名高级职前科学教师（64 名女性，17 名男性；年龄在 19 至 21 岁之间），参加了为期 14 周的选修课程。^次至6^个星期的时间里的期间。采用归纳、探究和说明策略的顺序作为编码方案。结论是，职前科学教师在他们的工作表中使用归纳策略而不是说明性或探究性教学策略。目前的研究表明，应建议职前科学教师使用探究策略将移动 AR 集成到科学工作表中。