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Journal of Computers in Education

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28-08-2019

Using immersive and modelling environments to build scientific capacity in primary preservice teacher education

Authors: Reem Mohammed, Shannon Kennedy-Clark, Peter Reimann

Published in: Journal of Computers in Education | Issue 4/2019

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Abstract

Research has shown that primary school teachers often have a poor background in science and scientific concepts, and as a consequence may feel particularly under-prepared to teach science. This study examines the effect of an intervention that investigated the knowledge and understanding of science concepts for a group of 8 first-year preservice primary teachers. The intervention consisted of engaging the participants using two technology-based resources: Omosa, a 3D game-like virtual learning environment (VLE), and Omosa NetLogo, a simulation/modelling environment. A small-N study design was used in this study to determine whether or not the intervention resulted in improving preservice teachers’ science content knowledge. Data sources included semi-structured interviews and concept maps. Overall, the findings suggest that the combination of the immersive and modelling environments facilitated and provided appropriate knowledge-building opportunities for participants by supporting their cognitive engagement.

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Title: Using immersive and modelling environments to build scientific capacity in primary preservice teacher education
Authors: Reem Mohammed
Shannon Kennedy-Clark
Peter Reimann
Publication date: 28-08-2019
Publisher: Springer Berlin Heidelberg
Published in: Journal of Computers in Education / Issue 4/2019
Print ISSN: 2197-9987
Electronic ISSN: 2197-9995
DOI: https://doi.org/10.1007/s40692-019-00145-5

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