Impact of augmented reality lessons on students’ STEM interest

Abstract

In this paper, we explore the possibility of embedding augmented reality (AR) in authentic inquiry activities to contextualize students' exploration of medical surgery, and investigate students' perceptions of the AR lessons and simulators, and their Science, Technology, Engineering, and Mathematics (STEM) interest. Thirty-two senior high school students participated in the two AR lessons related to medical surgery, "laparoscopic surgery" and "cardiac catheterization." The results showed that the students had positive perceptions of the AR lessons and simulators (overall mean = 4.1) after completing the two lessons. However, the authenticity of the simulators was perceived as the lowest ranking. In contrast, both the motivation and engagement triggered by the AR lessons were high, with most of the mean scores reaching 4.3. The AR lessons did evoke some students' STEM interest as the survey results indicated that 12 students considered an STEM major in university. This study provides a possible solution for the alignment of instructional approaches (authentic inquiry), technology design (AR), and learning experience in developing STEM lessons.

The STEM Education and its reflection on the secondary school science lesson draft curriculum

“…Teachers both need to link real life and STEM practices and integrate STEM disciplines into one another while teaching. Hsu et al (2017) emphasized in their studies that both integrated teaching and integrated learning are important in STEM education. According to Morrison (2006), STEM education is a meta-discipline based on the integration of knowledge in different disciplines such as science, mathematics, engineering and technology.…”

“…FeTeMM eğitimi; Fen, Teknoloji, Mühendislik ve Matematiğin birbiriyle entegre bir şekilde öğretilmesini içeren; okul öncesinden yüksek öğretime kadar tüm eğitim sürecini kapsayan ve eğitimin ilerleyen aşamasında daha fazla kritik öneme sahip bir eğitim yaklaşımıdır (Akgündüz et al 2015a;Basham & Marino, 2013;Bybee, 2011;Lamb, Akmal & Petrie, 2015). FeTeMM kısaltmasının tam olarak neyi ifade ettiği / kullanımına yönelik belirsizlik bulunduğu yine FeTeMM disiplinleri arasında bütünleşmenin nasıl sağlanacağı konusu tartışmalıdır (Becker & Park, 2011;Bray, 2010;Eroğlu & Bektas, 2016;Hsu, Lin & Yang, 2017;Kelley & Knowles, 2016;Wang, 2012). FeTeMM eğitimi Corlu'ya (2012) göre öğrenciler ve öğretmenler tarafından birden fazla STEM konu alanının kesişim noktasında; iş birliği içinde oluşturulmuş bilgi, beceri ve inanç kümesini içerir.…”

“…STEM education has critical importance especially starting at the primary school level (Akgündüz et al 2015a;Basham & Marino, 2013;Bybee, 2011;Lamb, Akmal, & Petrie, 2015). What exactly the abbreviation of STEM stands for and different experts (Becker & Park, 2011;Bray, 2010;Eroğlu & Bektas, 2016;Hsu, Lin & Yang, 2017;Kelley & Knowles, 2016;Wang, 2012) express the uncertainty about its use.…”

“…When we look at the characteristics of STEM education it is seen that the features of integration of different disciplines (Becker & Park, 2011;Brown et al 2011;Corlu, 2012;Gonzalez & Kuenzi, 2012;Hsu et al 2017;Kelley & Knowles, 2016;Kennedy & Odell, 2014;Öner & Capraro, 2016;Yalçın et al 2016), product design (Gonzalez & Kuenzi, 2012;Gulhan & Şahin, 2016;Marulcu & Sungur, 2012;National Research Council [NRC], 2009;Şahin et al 2014;Trilling & Fadel, 2009), and scientific research (Bybee, 2011;Kelley & Knowles, 2016;MoNE STEM Education Report, 2016;NRC, 2011;Trilling & Fadel, 2009;Yalçın et al 2016) are among the frequently emphasized concepts.…”

“…These characteristics can be listed as creativity/productivity (Baran et al 2016;Bybee, 2011;NRC, 2009NRC, , 2011Wang, 2012), entrepreneurship (Akgündüz et al 2015b;MEB STEM Education Report, 2016;Wagner, 2008), enquiry/questioning (Basham and Morino, 2013;Bybee, 2011;NRC, 2009;Stohlmann and Roehrig, 2012), cooperation (Corlu, 2012;Kennedy & Odell, 2014;NRC, 2009NRC, , 2011Şahin et al 2014;Trilling & Fadel, 2009), exploration (Kennedy & Odell, 2014), drawing inferences (NRC, 2009), communication skills (Basham and Morino, 2013;Kennedy & Odell, 2014;Trilling & Fadel, 2009), innovative thinking (Gonzales & Kuenzi, 2012;Hsu et al 2017;Şahin et al 2014), and problem solving (Corlu, 2012;Kennedy & Odell, 2014;Kelley & Knowles, 2016;Trilling & Fadel, 2009). …”