A 3-D Virtual Reality Model of the Sun and the Moon for E-Learning at Elementary Schools

Sun, Koun-Tem; Lin, Ching-Ling; Wang, Sheng‐Min

doi:10.1007/s10763-009-9181-z

Cited by 54 publications

(27 citation statements)

References 28 publications

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“…In a closely‐related experiment, Sun, Lin, and Wang () evaluated use of a 3‐D virtual reality (VR) model of the sun and moon in a 4‐week unit. Taiwanese fourth graders in the VR group used a unit called “Capricious Moon Lady” focusing on location of the moon, phases of the moon, relation of the moon phases to the lunar calendar, and related topics.…”

Section: Resultsmentioning

confidence: 99%

Experimental evaluations of elementary science programs: A best-evidence synthesis

et al. 2014

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This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A total of 23 studies met these criteria. Among studies evaluating inquiry‐based teaching approaches, programs that used science kits did not show positive outcomes on science achievement measures (weighted ES = +0.02 in 7 studies), but inquiry‐based programs that emphasized professional development but not kits did show positive outcomes (weighted ES = +0.36 in 10 studies). Technological approaches integrating video and computer resources with teaching and cooperative learning showed positive outcomes in a few small, matched studies (ES = +0.42 in 6 studies). The review concludes that science teaching methods focused on enhancing teachers' classroom instruction throughout the year, such as cooperative learning and science‐reading integration, as well as approaches that give teachers technology tools to enhance instruction, have significant potential to improve science learning. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51:870–901, 2014.

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Section: Resultsmentioning

confidence: 99%

Experimental evaluations of elementary science programs: A best-evidence synthesis

et al. 2014

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“…Even though the concepts such as space, dimension, and volume begin to develop in children during this period of concrete operations, their misconceptions remain; they can understand these concepts only during and after the period of abstract operations (Piaget, 1976). Therefore, learning tools which concretize abstract concepts are needed in order to enable students to understand threedimensional astronomy subjects (Sun, Lin, & Wang, 2010).…”

Section: Problem Description and Research Questionsmentioning

confidence: 99%

The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

Sırakaya

Çakmak

2018

CONT ED TECHNOLOGY

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Augmented reality is defined as a technology in which real world and virtual objects are combined with a simultaneous interaction. The aim of this study is to determine the effect of augmented reality use on students' achievement, misconception and course engagement. A (matched) quasi-experimental research design with both pretest and posttest control groups was used in the study. The sample of the study consisted of 118 seventh grade students receiving education in six different classes. The students in the experimental group took their lessons with an augmented reality learning material, while the students in the control group continued using their traditional course materials. An achievement test, a misconception test and the student course engagement questionnaire were used as data collection tools. As a result of a 7-week implementation, this study found that augmented reality technology increased the achievement level of students and eliminated their misconceptions. However, the study also found that augmented reality technology did not affect the course engagement of students.

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“…3D virtual worlds were used to teach plate tectonics to fifth graders (Kim, 2006) and the solar system (Sun, Lin, & Wang, 2010) to Taiwanese fourth graders. Both studies reported higher learning achievements in the 3D groups compared to the control groups.…”

Section: Learning Science Through Emerging Technologies In Elementarymentioning

confidence: 99%

Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach

Bahng

Lee

2017

iejee

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The purpose of this study is to understand the phenomenon of the "professional journey" of elementary teacher candidates (ETC) both as learners and as teachers by exploring their learning experiences and practices regarding the virtual reality (VR) platform called Second Life (SL). Using the grounded theory approach, we designed an insider-led work-based study, synthesizing an outsider perspective. We collected data from 229 ETCs enrolled in science methods course over three academic years including semi-open ended reflective questionnaire, science journal notebooks, 5E science lesson plans, peer teaching classroom observations, and instructor's semester notebooks. Results indicate that as a VR platform, SL provided unique learning experiences that encourage discovering, problem solving, or accidental learning for these mostly first-time user ETCs. Three themes emerged in terms of perceptions of integrating VR into science teaching: (1) skeptical integrators (29%), (2) observant integrators (59%), and (3) innovative integrators (12%). However, none of the ETC collaborative groups integrated a VR platform during their 5E science lesson planning activities, demonstrating the gap between learning experiences and practices. Finally, we converged analysis results with related literature to develop a theory. This study contributes to the discussions on preparing teachers for the 21st century in which all will live in a technology-accelerated society.

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A 3-D Virtual Reality Model of the Sun and the Moon for E-Learning at Elementary Schools

Cited by 54 publications

References 28 publications

Experimental evaluations of elementary science programs: A best-evidence synthesis

Experimental evaluations of elementary science programs: A best-evidence synthesis

The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach

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