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Note that Pam Ponners, one of the authors of this paper, is a co-editor of this special issue of the journal. As such, the other co-editor, John Curry, coordinated the double-blind review process of this article.
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Research shows that well before children can verbalize their thoughts, they often create internal visual models of what scientists are and what they do (Farland-Smith 2012). Therefore, discovering, understanding and recording a student’s own stereotypical perceptions are crucial to science instructors, as it is believed that perceptions may affect students’ attitudes concerning science. In addition, perceptions may impact their interest in learning scientific skills and methods. A causal experimental design was used in this study to determine if student’s mental models of science and scientists can be positively impacted through the introduction of a science curriculum using a transmedia book. Students’ mental models of both science and scientists deepened.
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- Investigating the Impact of Augmented Reality on Elementary Students’ Mental Model of Scientists
Pamela Jones Ponners
- Springer US
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