Augmented reality in lower secondary science teaching: Teachers and students as producers

Research output: Chapter in Book/Report/Conference proceedingContribution to book/anthologyResearchpeer-review

29 Downloads (Pure)

Abstract

The research on the use of ICT in education shows that technology alone cannot be
seen as a catalyst for change (Higgins et al., 2012). The question about the pedagogical approach and teaching and learning practices with technology should come before the question about effects from using a specific technology (Hennessy et al.,2007). In the field of science education, it is, in particular, discussed how students
could learn from using digital artifacts in inquiry-based projects in real-life contexts
(Krajcik & Mun, 2014). The importance of their high-level use of ICT in modeling,
animating, and communicating about science phenomena are highlighted. Research
and science curricula across national contexts refer to students’ representational
competence (Waldrip & Prain, 2012) and the importance of their meta-modeling
knowledge (Schwarz et al., 2009; Oh & Oh, 2011). The digital artifacts must be
included in the process of generating, testing, and revising explanatory models if
students are expected to develop these competencies.
Furthermore, contemporary research emphasizes student-teacher and student-student exploratory dialogues when working with digital artifacts to help students
make sense of science phenomena (Mercer et al., 2019). Hence, the teachers’ role in
scaffolding (Hammond & Gibbons, 2005) student dialogues and demonstrating
strategies for handling the problems involved is crucial in inquiry-based approaches,
i.e., model-based inquiry (Kind et al., 2011; Windschitl et al., 2008).
The present chapter discusses the scaffolding and mediation of students’ inquiries and modeling
activities in science with the use of Augmented Reality (AR).
Original languageEnglish
Title of host publicationEngaging with Contemporary Challenges through Science Education Research : Contributions from Science Education Research 9
EditorsOlivia Levrini, Giulia Tasquier, Tamer G. Amin, Laura Branchetti, Mariana Levin
Number of pages11
Place of PublicationCham, Switzerland
PublisherSpringer
Publication date2021
Pages279-289
Chapter22
ISBN (Print)978-3-030-74489-2
ISBN (Electronic)978-3-030-74490-8
Publication statusPublished - 2021

Fingerprint

Dive into the research topics of 'Augmented reality in lower secondary science teaching: Teachers and students as producers'. Together they form a unique fingerprint.

Cite this