Investigating Pre-Service Science Teachers' Mobile Augmented Reality Integration into Worksheets

Autor/in	Aydin, Miraç
Titel	Investigating Pre-Service Science Teachers' Mobile Augmented Reality Integration into Worksheets
Quelle	In: Journal of Biological Education, 55 (2021) 3, S.276-292 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2019.1682639
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Computer Simulation; Educational Technology; Technology Uses in Education; Teaching Methods; Student Attitudes; Preferences; Anatomy; Worksheets; Science Teachers; Technology Integration; Inquiry; Logical Thinking; Foreign Countries; Grade 6; Grade 7; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Anatomie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Türkei
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 3rd to 6th 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01