Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

Abstract

The focus of the study is on choosing the pedagogical conditions that will best prepare STEM teachers to utilize augmented reality tools in their classrooms. 20 conditions were initially proposed during a brainstorming session and were then sorted into five groups: (1) conditions relating to the material support of the educational process, (2) methods and forms of training, (3) best practices for utilizing augmented reality in education, (4) unique circumstances made in order to achieve the goal of training STEM teachers; and (5) conditions relating to the psychological and pedagogical support of students. A survey was conducted with 94 participants to determine the importance of these conditions. The processing of the survey data allowed for the selection of the following conditions: (a) accessibility of immersive digital educational resources for STEM teachers and mobile hardware for augmented reality (laptops, tablets, smartphones, augmented reality glasses, etc.), (b) inclusion of augmented reality-related topics in STEM teachers' curricula, (c) use of research methodologies and interactive technologies in the STEM classroom, (d) having hands-on experience with the use of augmented reality technologies in STEM instruction.

Application of augmented reality in the linguistic and literary education of primary school students

“…Most of the publications on the identified problem (Burov and Pinchuk [2,3], Gayevska and Kravtsov [7], Kanivets, Kanivets and Gorda [10], Klochko and Fedorets [12], Mintii [17], Nechypurenko, Semerikov and Pokhliestova [18], Oleksiuk and Oleksiuk [20], Piatykop et al [22]) testify to the possibility of using VR and AR technologies in the educational field for visual modelling of educational material; supplementing its visualisation; developing students' spatial ideas; research and experimentation skills; three-dimensional design, which saves time for learning information, accelerates learning and makes the process fun and engaging.…”

Implementation of STEM learning technology in the process of calibrating an NTC thermistor and developing an electronic thermometer based on it

“…The theoretical discourse of the problem of STEM education is reflected in the works of Hrynevych et al [10], Lukychova, Osypova and Yuzbasheva [12], Martyniuk et al [13], Merzlykin et al [14], Miller, Nourbakhsh and Siegwart [15], Mintii [17], Pylypenko [21], Shapovalov et al [22], Valko, Kushnir and Osadchyi [24]. Scientists explore the existing problems and promising directions for the development of STEM education, reveal the features of the use of non-traditional educational technologies in STEM, and highlight the problems of STEM training for teachers and lecturers.…”

Augmented reality technology in learning German as a foreign language: technological and didactic aspects

“…AR efficiently improves qualifications through on-the-job interactive learning. Applying such technologies in higher education professional training can enable cutting-edge learning methods embedded in research and discovery [10].…”