ABSTRACT Virtual reality (VR) in science classrooms has the potential to enhance students’ learning by bridging the knowledge in the learners’ communities with science instruction. When virtual environments reflect students’ culture, it has the potential to influence their attitudes toward the value of science in their community. This qualitative study examined student reflections on learning science using virtual reality software with embedded culturally relevant design elements. After learning how to use this technology, fifty-eight 4th and 5th grade students from urban schools in Northern California were interviewed about their experiences learning science. Students explained how learning science through virtual worlds influenced their perceptions of how science mattered in their lives. Students explained the influence of CRP–VR in impacting how they saw the value of science in their communities. Implications of this research highlight the need for educational stakeholders to consider the relevance of integrating culturally relevant perspectives in VR technologies. This approach has the potential to position learners and their communities as bearers of scientific knowledge and thus providing a more dynamic learning experience.

中文翻译：

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在虚拟现实中教授与文化相关的科学：“当问题出现时，你可以用科学来解决它”

摘要 科学课堂中的虚拟现实 (VR) 有可能通过将学习者社区中的知识与科学教学联系起来来提高学生的学习能力。当虚拟环境反映学生的文化时，它有可能影响他们对社区中科学价值的态度。这项定性研究使用具有嵌入式文化相关设计元素的虚拟现实软件检查了学生对学习科学的反思。在学习如何使用这项技术后，来自北加州城市学校的 58 名 4 年级和 5 年级学生接受了关于他们学习科学的经历的采访。学生解释了通过虚拟世界学习科学如何影响他们对科学在他们生活中的重要性的看法。学生解释了 CRP-VR 在影响他们如何看待科学在其社区中的价值方面的影响。这项研究的意义突出了教育利益相关者需要考虑在 VR 技术中整合文化相关观点的相关性。这种方法有可能将学习者及其社区定位为科学知识的承载者，从而提供更具活力的学习体验。