scholarly journals Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review

2021 ◽  
Vol 13 (22) ◽  
pp. 12646
Author(s):  
Weiping Zhang ◽  
Zhuo Wang
Keyword(s):  
Systematic Review ◽  
Science Education ◽  
Cognitive Skills ◽  
Empirical Studies ◽  
Theory And Practice ◽  
Inquiry Based Learning ◽  
Deep Integration ◽  
K 12 ◽  
Learning Interest ◽  
Theoretical Paradigms

Effective teaching of science requires not only a broad spectrum of knowledge, but also the ability to attract students’ attention and stimulate their learning interest. Since the beginning of 21st century, VR/AR have been increasingly used in education to promote student learning and improve their motivation. This paper presents the results of a systematic review of 61 empirical studies that used VR/AR to improve K-12 science teaching or learning. Major findings included that there has been a growing number of research projects on VR/AR integration in K-12 science education, but studies pinpointed the technical affordances rather than the deep integration of AR/VR with science subject content. Also, while inquiry-based learning was most frequently adopted in reviewed studies, students were mainly guided to acquire scientific knowledge, instead of cultivating more advanced cognitive skills, such as critical thinking. Moreover, there were more low-end technologies used than high-end ones, demanding more affordable yet advanced solutions. Finally, the use of theoretical framework was not only diverse but also inconsistent, indicating a need to ground VR/AR-based science instruction upon solid theoretical paradigms that cater to this particular context.

scholarly journals Inquiry-based learning, the nature of science, and computer technology: New possibilities in science education

2005 ◽  
Vol 31 (1) ◽  
Author(s):  
John P Kubieck
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Computer Technology ◽  
Effective Means ◽  
Great Promise ◽  
Inquiry Based Learning ◽  
Use Of Technology ◽  
Inquiry Approach ◽  
K 12 ◽  
Science In Society

The teaching of science in the K-12 classroom has been less than successful. Students typically do not develop science literacy and do not understand the role and relevance of science in society. Inquiry-based learning is an approach which promises to improve science teaching by engaging students in authentic investigations, thereby achieving a more realistic conception of scientific endeavour as well as providing a more learner-centred and motivating environment. It can also be used to support teaching the nature of science. The inquiry approach, while lauded by educators, is still not prevalent in the classroom, and is often misused. This may be the result of multiple factors, such as amount of classroom time, lack of effective means for students to conduct independent investigations, the difficulty of incorporating abstract concepts with inquiry, and lack of teacher expertise and experience. Computer technology has evolved now to the point where it can greatly facilitate the use of inquiry learning on many levels, and provide new tools for representing the nature of science in the classroom. This use of technology to support new teaching approaches and objectives holds great promise for improving science education in the classroom, as long as the inherent limitations are recognized and technology is used as a tool rather than as a foundation.

Competitive Advantages of Project-Centric Learning in Science Education- A Descriptive Review

GIS Business ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. 751-766
Author(s):  
Mona Awwad Mohamed
Keyword(s):  
Science Education ◽  
Group Work ◽  
Empirical Studies ◽  
Project Based Learning ◽  
Competitive Advantages ◽  
Educational Approach ◽  
Inquiry Based Learning ◽  
Advantages And Disadvantages ◽  
The Common ◽  
Definition Of

This review investigates empirical research related to implementing the educational approach of “Project-Based Learning" especially in terms of science education. This in-depth descriptive review demonstrates a selective summary about the significant issues related to implementing project- based learning in science education. The review covers the following topics: the definition of project based learning, the  effectiveness of applying project-based Learning in science according to empirical studies in the context of different countries,facilitating factors associated with project based learning, the common features between project based learning and inquiry based learning, the model of project- based Learning and the roles of effective Instructors, the foundations and criteria of project based Learning, the need for applying project based learning and perspectives about the advantages and disadvantages of Project based Learning in relation to group work.

Systematic review of research on educational leadership and management in Muslim societies

2020 ◽  
pp. 174114322097365
Author(s):  
Eman I Ahmed
Keyword(s):  
Systematic Review ◽  
Educational Leadership ◽  
Organizational Behavior ◽  
United Arab Emirates ◽  
Knowledge Production ◽  
Quantitative Methods ◽  
Empirical Studies ◽  
Leadership And Management ◽  
The Past ◽  
K 12

This article reports the results of a systematic review of research on educational leadership and management (EDLM) in Muslim societies. Quantitative methods were employed to examine 362 articles published in eight core international EDLM journals. This review examined general patterns of knowledge production, as well as research topics, conceptual models, and methods employed by scholars in Muslim societies. The results show that 44% of the articles had been published in the past 4 years, and 67% in the past 8 years. Turkey, Malaysia, and the United Arab Emirates (UAE) qualified as the largest producers of knowledge production (45.6%). Almost 88.4% of the literature consisted of empirical studies with topical foci focused on leadership in K-12, principals, organizational behavior, climate, and culture. Recommendations were provided to advance the development of knowledge production in the field.

Teaching and Learning About Complex Systems in K–12 Science Education: A Review of Empirical Studies 1995–2015

2017 ◽  
Vol 88 (2) ◽  
pp. 285-325 ◽  
Author(s):  
Susan A. Yoon ◽  
Sao-Ee Goh ◽  
Miyoung Park
Keyword(s):  
Science Education ◽  
Complex Systems ◽  
Real World ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
The United States ◽  
Systematic Investigation ◽  
Knowledge Domains ◽  
System States ◽  
K 12

The study of complex systems has been highlighted in recent science education policy in the United States and has been the subject of important real-world scientific investigation. Because of this, research on complex systems in K–12 science education has shown a marked increase over the past two decades. In this systematic review, we analyzed 75 empirical studies to determine whether the research (a) collectively represents the goals of educational policy and real-world science, (b) has considered a variety of settings and populations, and (c) has demonstrated systematic investigation of interventions with a view to scale. Results revealed needs in five areas of research: a need to diversify the knowledge domains within which research is conducted, more research on learning about system states, agreement on the essential features of complex systems content, greater focus on contextual factors that support learning including teacher learning, and a need for more comparative research.

scholarly journals A BIOENERGY COMPETENCY ASSESSMENT TOOL: DEVELOPMENT AND VALIDATION

2019 ◽  
Vol 18 (2) ◽  
pp. 264-275
Author(s):  
Tingxuan Li ◽  
Kari L. Clase ◽  
Weiling Li ◽  
Anne Traynor
Keyword(s):  
Science Education ◽  
Assessment Tool ◽  
Empirical Studies ◽  
Modern Science ◽  
Competency Assessment ◽  
Partial Credit Model ◽  
Validity Evidence ◽  
Response Data ◽  
Generalized Partial Credit ◽  
K 12

This research is motivated by the perspective that when empirical studies and assessment frameworks inform each other, assessments can enrich science education and strengthen its connections to modern science. The research proposes a bioenergy competency assessment for science education. It uses an argument-based approach to validation. Multiple types of validity evidence were collected to support the proposed scores use and scores interpretation. Along with reporting a series of psychometric properties of response data, the findings indicated that empirical response data corresponded to the hypothesized data structure. The latent logistic scale estabished through a generalized partial credit model (GPCM) seemed useful in measuring students’ bioenergy competency. Keywords: competency assessment, item response theory, K-12 education, validity evidence.

scholarly journals Exploring the trends of educational virtual reality games: a systematic review of empirical studies

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Solomon Sunday Oyelere ◽  
Nacir Bouali ◽  
Rogers Kaliisa ◽  
George Obaido ◽  
Abdullahi Abubakar Yunusa ◽  
...  
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Educational Games ◽  
Empirical Studies ◽  
Learning Outcome ◽  
High Impact ◽  
Healthcare Education ◽  
K 12 ◽  
Pedagogical Application ◽  
Rapid Transformation

Abstract Virtual Reality (VR) and educational games are emerging technologies mediating a rapid transformation in the educational world. However, few studies have systematically analyzed Educational Virtual Reality Games (EVRGs) and how they have been applied in educational settings. This study reviewed 31 articles published in high impact journals and educational conference proceedings to unravel the technological, pedagogical, and gaming characteristics of contemporary EVRGs. The results show the predominance of Oculus Rift headsets and HTC Vive as the main technology used in EVRGs. Moreover, the analysis revealed that the pedagogical application of the majority of EVRGs was developed for all levels of education (e.g. tertiary, K-12, lifelong learning), with the specific target audience of each game based on the desired learning outcome. Furthermore, the application of EVRGs has primarily focused on out of class use, with healthcare education topics dominating the topics taught using EVRGs. Based on our findings, we highlight some key implications and suggestions to advance the field of EVRGs.

scholarly journals Who participates in computer science education studies? A literature review on K-12 subjects

2021 ◽  
Vol 7 ◽  
pp. e807
Author(s):  
Anna van der Meulen ◽  
Felienne Hermans ◽  
Efthimia Aivaloglou ◽  
Marlies Aldewereld ◽  
Bart Heemskerk ◽  
...  
Keyword(s):  
Science Education ◽  
Literature Review ◽  
Computer Science ◽  
Computer Science Education ◽  
Current Knowledge ◽  
Empirical Studies ◽  
The United States ◽  
Demographic Information ◽  
K 12 ◽  
Science Experience

Computer science education (CSEd) research within K-12 makes extensive use of empirical studies in which children participate. Insight in the demographics of these children is important for the purpose of understanding the representativeness of the populations included. This literature review studies the demographics of subjects included in K-12 CSEd studies. We have manually inspected the proceedings of three of the main international CSEd conferences: SIGCSE, ITiCSE and ICER, of five years (2014–2018), and selected all papers pertaining to K-12 CSEd experiments. This led to a sample of 134 papers describing 143 studies. We manually read these papers to determine the demographic information that was reported on, investigating the following categories: age/grade, gender, race/ethnic background, location, prior computer science experience, socio-economic status (SES), and disability. Our findings show that children from the United States, boys and children without computer science experience are included most frequently. Race and SES are frequently not reported on, and for race as well as for disabilities there appears a tendency to report these categories only when they deviate from the majority. Further, for several demographic categories different criteria are used to determine them. Finally, most studies take place within schools. These insights can be valuable to correctly interpret current knowledge from K-12 CSEd research, and furthermore can be helpful in developing standards for consistent collection and reporting of demographic information in this community.

Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

2021 ◽  
pp. 1932202X2110138
Author(s):  
Brenda K. Davis
Keyword(s):  
Systematic Review ◽  
Racial Identity ◽  
Thematic Analysis ◽  
Systematic Approach ◽  
Talent Development ◽  
Academic Development ◽  
Black Girls ◽  
Personal Attributes ◽  
Future Research ◽  
K 12

Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.

scholarly journals Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Senay Purzer ◽  
Jenny Patricia Quintana-Cifuentes
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Student Learning Outcomes ◽  
School Science ◽  
School Resources ◽  
Science And Engineering ◽  
Teaching Models ◽  
Engineering Design Process ◽  
Stem Literacy ◽  
K 12

AbstractThis position paper is motivated by recent educational reform efforts that urge the integration of engineering in science education. We argue that it is plausible and beneficial to integrate engineering into formal K-12 science education. We illustrate how current literature, though often implicitly, discusses this integration from a pedagogical, epistemological, or methodological argumentative stance. From a pedagogical perspective, a historically dominant argument emphasizes how engineering helps make abstract science concepts more concrete. The epistemological argument is centered on how engineering is inherently interdisciplinary and hence its integrative role in support of scientific literacy and more broadly STEM literacy is natural. From a methodological perspective, arguments focus on the engineering design process, which is compatible with scientific inquiry and adaptable to answering different types of engineering questions. We call for the necessity of spelling out these arguments and call for common language as science and engineering educators form a research-base on the integration of science and engineering. We specifically provide and discuss specific terminology associated with four different models, each effectively used to integrate engineering into school science. We caution educators against a possible direction towards a convergence approach for a specific type of integrating engineering and science. Diversity in teaching models, more accurately represents the nature of engineering but also allows adaptations based on available school resources. Future synthesis can then examine student learning outcomes associated with different teaching models.

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