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Effects of virtual reality enriched science laboratory activities on pre-service science teachers’ science process skills
Education and Information Technologies ( IF 3.666 ) Pub Date : 2020-05-30 , DOI: 10.1007/s10639-020-10220-5
Huseyin Artun , Alper Durukan , Atilla Temur

Innovative instructional technologies, especially virtual reality devices, are becoming more prominent and feasible in science education. Concerning science laboratories, activities enriched with virtual reality technology have the potential to make unobservable phenomena accessible in any school. This virtual reality technology has the potential to lead in a new milestone in terms of acquisition of the science process skills, not only in secondary school students but also in the training of pre-service science teachers. This mixed-method study aimed to investigate the effect of virtual reality enriched laboratory activities’ effects on the science process skills of pre-service science teachers in Turkey. The pretest-posttest control group quasi-experimental intervention was conducted with 54 3rd-grade pre-service science teachers enrolled in a state university in the Eastern Anatolia region of Turkey. There were 24 participants in the experimental and 30 participants in the control group. The science process skills test was administered to both groups before and after the six-week-long intervention. Also, semi-structured interviews were conducted with six participants from the experimental group after the intervention process. Even though the groups did not differ at the end of the intervention, the increase of the scores in the experimental group was found to be statistically significant, concerning the overall test scores and the sub-dimension of Experimenting. Furthermore, qualitative findings signify a prominent emphasis on Observing. The potential causations and derived implications are discussed.



中文翻译:

虚拟现实丰富的科学实验室活动对职前科学老师的科学过程技能的影响

创新的教学技术,尤其是虚拟现实设备,在科学教育中正变得越来越突出和可行。关于科学实验室,丰富了虚拟现实技术的活动有可能使任何学校都可以访问无法观察到的现象。这种虚拟现实技术有可能在获取科学过程技能方面引领新的里程碑,不仅在中学生中,而且在岗前科学教师的培训方面。这项混合方法研究旨在调查丰富的虚拟现实实验室活动对土耳其职前科学老师的科学过程技能的影响。在土耳其安那托利亚东部地区的一所州立大学中,对54名三级职前科学教师进行了前测后测控制组的准实验干预。实验中有24名参与者,对照组中有30名参与者。在为期六周的干预前后,两组均进行了科学过程技能测试。此外,在干预过程之后,对来自实验组的六名参与者进行了半结构化访谈。即使在干预结束时各组没有差异,但实验组的分数增加在统计学上还是很显着的,涉及总体测试分数和实验子维度。此外,定性的发现标志着对 实验中有24名参与者,对照组中有30名参与者。在为期六周的干预前后,两组均进行了科学过程技能测试。此外,在干预过程之后,对来自实验组的六名参与者进行了半结构化访谈。即使在干预结束时各组没有差异,但实验组的分数增加在统计学上还是很显着的,涉及总体测试分数和实验子维度。此外,定性的发现标志着对 实验中有24名参与者,对照组中有30名参与者。在为期六周的干预之前和之后,两组均进行了科学过程技能测试。此外,在干预过程之后,对来自实验组的六名参与者进行了半结构化访谈。即使在干预结束时各组没有差异,但实验组的分数增加在统计学上还是很显着的,涉及总体测试分数和实验子维度。此外,定性的发现标志着对 在干预过程之后,对来自实验组的六名参与者进行了半结构化访谈。即使在干预结束时各组没有差异,但实验组的分数增加在统计学上还是很显着的,涉及总体测试分数和实验子维度。此外,定性的发现标志着对 在干预过程之后,对来自实验组的六名参与者进行了半结构化访谈。即使在干预结束时各组没有差异,但实验组的分数增加在统计学上还是很显着的,涉及总体测试分数和实验子维度。此外,定性的发现标志着对观察。讨论了潜在的因果关系和派生含义。

更新日期:2020-05-30
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