scholarly journals Using Mobile Location-Based Augmented Reality to Support Outdoor Learning in Undergraduate Ecology and Environmental Science Courses

2018 ◽  
Vol 99 (2) ◽  
pp. 259-276 ◽  
Author(s):  
Amy Kamarainen ◽  
Joseph Reilly ◽  
Shari Metcalf ◽  
Tina Grotzer ◽  
Chris Dede
Keyword(s):  
Augmented Reality ◽  
Environmental Science ◽  
Outdoor Learning ◽  
Mobile Location ◽  
Science Courses

Nitrogen Fixation: Fixing the Gap between Concept- & Evidence-Based Learning with Legume Biology

2019 ◽  
Vol 81 (4) ◽  
pp. 250-255
Author(s):  
Christopher P. Krieg ◽  
Rebecca A. Valls ◽  
Sarah Vatland ◽  
Jennifer Gordinier ◽  
Stephanie S. Porter ◽  
...  
Keyword(s):  
High School Students ◽  
Student Attitudes ◽  
Environmental Science ◽  
School Students ◽  
Research Skills ◽  
Science Courses ◽  
Hands On ◽  
Course Material ◽  
Classroom Inquiry ◽  
Post Hoc

Students often struggle to connect concepts with evidence, sometimes because development of research skills has not been emphasized in their science courses. We developed a strategy and protocol to train high school students in research and experimental investigation of questions related to course material on legume biology. The richness of this subject matter allows for adaptations of our framework to address diverse areas of science, including principles in ecology, environmental science, agriculture, microbiology, and evolution. Our framework includes a hands-on classroom inquiry that investigates the symbiotic relationship between nitrogen-fixing rhizobial bacteria and legumes. This student-led, inquiry-based project employs an intellectually demanding, hands-on method of education to build critical research skills using an adaptable model and inexpensive materials. We also report positive student feedback from a post hoc survey to gauge student attitudes toward the activity and the effectiveness of this framework.

scholarly journals Astronomy to understand a human environment

1998 ◽  
Vol 162 ◽  
pp. 211-213
Author(s):  
S. Isobe
Keyword(s):  
School System ◽  
Environmental Science ◽  
The Other ◽  
Human Environment ◽  
Science Courses ◽  
The Public ◽  
Global Environmental Problems ◽  
Global Environmental ◽  
Set Up ◽  
School Period

Astronomy is an important science in understanding a human environment. However, it is thought by most politicians, economists, and members of the public that astronomy is a pure science having no contribution to daily human activities except a few matters relating to time. The Japanese government is studying a reorganisation of our school system to have 5 school days per week, instead of 6 days per week, and this July its committee made a recommendation to reduce school hours for science and set up new courses for practical computers and environmental science. I currently made a proposal. It is very difficult for most of the school pupils, who will have non-scientific jobs, to understand science courses currently taught in school, because each science is taught independently from the other sciences. Therefore, their knowledge of sciences obtained during their school period does not greatly help their understanding of global environmental problems.

scholarly journals Mobile Location-Based Augmented Reality Framework

2017 ◽  
pp. 470-483 ◽  
Author(s):  
Simon Burkard ◽  
Frank Fuchs-Kittowski ◽  
Sebastian Himberger ◽  
Fabian Fischer ◽  
Stefan Pfennigschmidt
Keyword(s):  
Augmented Reality ◽  
Mobile Location

scholarly journals Visual Literacy Intervention for Improving Undergraduate Student Critical Thinking of Global Sustainability Issues

2020 ◽  
Vol 12 (23) ◽  
pp. 10209
Author(s):  
Sarah E. Krejci ◽  
Shirma Ramroop-Butts ◽  
Hector N. Torres ◽  
Raphael D. Isokpehi
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Visual Literacy ◽  
Environmental Science ◽  
Literacy Intervention ◽  
Face To Face ◽  
Science Courses ◽  
Global Sustainability ◽  
Significant Difference ◽  
The Face

The promotion of global sustainability within environmental science courses requires a paradigm switch from knowledge-based teaching to teaching that stimulates higher-order cognitive skills. Non-major undergraduate science courses, such as environmental science, promote critical thinking in students in order to improve the uptake of scientific information and develop the rational decision making used to make more informed decisions. Science, engineering, technology and mathematics (STEM) courses rely extensively on visuals in lectures, readings and homework to improve knowledge. However, undergraduate students do not automatically acquire visual literacy and a lack of intervention from instructors could be limiting academic success. In this study, a visual literacy intervention was developed and tested in the face-to-face (FTF) and online sections of an undergraduate non-major Introduction to Environmental Science course. The intervention was designed to test and improve visual literacy at three levels: (1) elementary—identifying values; (2) intermediate—identifying trends; and (3) advanced—using the data to make projections or conclusions. Students demonstrated a significant difference in their ability to answer elementary and advanced visual literacy questions in both course sections in the pre-test and post-test. Students in the face-to-face course had significantly higher exam scores and higher median assessment scores compared to sections without a visual literacy intervention. The online section did not show significant improvements in visual literacy or academic success due to a lack of reinforcement of visual literacy following the initial intervention. The visual literacy intervention shows promising results in improving student academic success and should be considered for implementation in other general education STEM courses.

scholarly journals Comparison of Views of the Nature of Science between Natural Science and Nonscience Majors

2010 ◽  
Vol 9 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Marie C. Desaulniers Miller ◽  
Lisa M. Montplaisir ◽  
Erika G. Offerdahl ◽  
Fu-Chih Cheng ◽  
Gerald L. Ketterling
Keyword(s):  
Nature Of Science ◽  
Scientific Literacy ◽  
Environmental Science ◽  
College Graduates ◽  
Science Majors ◽  
Science Courses ◽  
Nonscience Majors ◽  
Upper Level ◽  
Undergraduate Science ◽  
Science Educators

Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates.

scholarly journals IMPLEMENTASI SCIENTIFIC APPROACH PADA OUTDOOR LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR MAHASISWA PENDIDIKAN IPA

2016 ◽  
Vol 11 (1) ◽  
Author(s):  
Tias Ernawati
Keyword(s):  
Action Research ◽  
Environmental Science ◽  
Action Planning ◽  
Class Action ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Outdoor Learning ◽  
Scientific Approach ◽  
High Motivation ◽  
Academic Year

Abstrak. Penelitian ini bertujuan untuk mengetahui bahwa implementasi scientific approach pada outdoor learning dalam mata kuliah Ilmu Lingkungan dapat meningkatkan motivasi belajar mahasiswa Program Studi Pendidikan IPA Semester Genap T.A. 2014/2015. Penelitian ini adalah penelitian tindakan kelas yang terdiri dari dua siklus. Setiap siklus terdiri dari perencanaan tindakan, pelaksanaan dan observasi, serta refleksi. Pelaksanaan tindakan dilakukan dengan menerapkan scientific approach yang meliputi mengamati, menanya, menalar, mencoba, membentuk jejaring pada kegiatan outdoor learning. Peserta didik diarahkan untuk aktif mengamati, bertanya, memikirkan, bereksperimen atau mencoba, sampai dengan menyampaikan dan mengomunikasikan. Hasil penelitian menunjukkan bahwa implementasi scientific approach pada outdoor learning dapat meningkatkan motivasi belajar mahasiswa. Motivasi belajar mahasiswa mengalami kenaikan sebesar 5,08% dari prasiklus sampai dengan siklus 2 dengan kategori kualifikasi motivasi tinggi. Motivasi belajar pada prasiklus sebesar 72,65%, pada siklus 1 sebesar 73,57% dan pada siklus 2 sebesar 77,73%.Kata kunci: scientific approach, outdoor learning, motivasi, penelitian tindakan kelas Abstract. This study aims to find out that the implementation of the scientific approach to the outdoor learning courses in Environmental Science can increase learning motivation of students in the academic year 2014/2015. This research is a classroom action research which has two cycles. Each cycle consists of action planning, execution and observation, and reflection. Implementation of the actions carried out by applying a scientific approach that includes observing, asking, reasoning, trying, forming networks in outdoor learning activities. Students are directed to actively observing, questioning, thinking, experimenting, up to convey and communicate. The results showed that the implementation of the scientific approach to the outdoor learning can increase student motivation to learn. The motivation of student learning has increased by 5.08% from pre-cycle to the second cycles with high motivation qualification category. Learning motivation is 72.65%, 73.57% and 77.73% for pre-cycle, the first cycle, and the second cycle, respectively. Keywords: scientific approach, outdoor learning, motivation, class action research

The emergent potential of mundane media: Playing Pokémon GO in Badalona, Spain

2020 ◽  
pp. 146144482096587
Author(s):  
Ingrid Richardson ◽  
Larissa Hjorth ◽  
Jordi Piera-Jimenez
Keyword(s):  
Augmented Reality ◽  
Daily Life ◽  
Pedestrian Movement ◽  
Mobile Location ◽  
Network Information ◽  
Ethnographic Fieldwork ◽  
The Everyday ◽  
The World ◽  
Overlay Technique ◽  
Pokémon Go

In mid-2016, the streets of cities around the world were populated by digital wayfarers taking part in the augmented reality (AR) game, Pokémon GO. The game popularized the digital overlay technique of AR, in which real-time pedestrian movement is integrated with mobile location-based functionality and network information. In the years that followed, playing Pokémon GO gradually became a mundane activity, fitting into the everyday routines of millions of people across the globe. It is at this juncture – when the gameplay became a habitual and unremarkable practice – that the research discussed here began. Through ethnographic fieldwork conducted in Badalona in Spain in 2018–2019, this article explores how sedimented and mundane media – those that are already embedded in daily life routines and typical scenarios of use – can become possible conduits for informal care, wellbeing and social change through playful inclusion and connection.

Sign in / Sign up

Export Citation Format

Share Document