Exploring Pre-service Elementary Teachers’ Technological Pedagogical Content Knowledge in Developing and Using Virtual Reality Materials Reflecting Spatial Thinking in Astronomy Class

Literature indicates that virtual reality (VR) effectively supports and enhances spatial thinking in astronomy education. This study examines how pre-service elementary teachers’ technological pedagogical content knowledge (TPCK) characteristics manifest during astronomy VR material’s development and utilization. Nine sophomores, organized into three groups, were observed as contrasting cases. They created VR materials based on their knowledge of technology, astronomy, spatial thinking, and inquiry teaching and used them in micro-teaching sessions. Our analysis focused on TPCK aspects of VR material development and teaching practice. While one group concentrated solely on technological features, failing to represent celestial motion effectively and leading to ineffective lessons clearly, the others successfully represented astronomical phenomena using VR, reflecting spatial thinking. Additionally, one group fostered student-centered inquiries using VR, whereas the others used it merely for knowledge transfer. The difference lay in whether pre-service teachers (PSTs) clearly envisioned employing technology pedagogically during VR material development. Based on the research results, we proposed practical considerations and reflective questions for producing VR materials related to astronomical phenomena and utilizing them in class.