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Journal of Science Education and Technology

Erschienen in:

05.06.2020

Virtual Reality: a Tool for Preservice Science Teachers to Put Theory into Practice

verfasst von: Richard Lamb, Elisabeth A. Etopio

Erschienen in: Journal of Science Education and Technology | Ausgabe 4/2020

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Abstract

The purpose of the present study was to investigate, compare, and characterize interactive VR-based preservice science teacher clinical teaching environments with those of real-life teaching environments. Fifty-four college-aged students were assigned randomly to either real-life conditions or VR conditions. The main effect of the VR condition versus real-life was not statistically significant in terms of the retrospective engagement survey, psychological measures, and composite neuroimaging. This finding suggests that use of VR, in terms of the realism of the environment for the preservice science teachers allowed them to learn from modeled real-life situations for transfer of skills from VR to classroom use.

Vorheriger Artikel The Impact of STEM Attitude and Thinking Style on Computational Thinking Determined via Structural Equation Modeling

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Titel: Virtual Reality: a Tool for Preservice Science Teachers to Put Theory into Practice
verfasst von: Richard Lamb
Elisabeth A. Etopio
Publikationsdatum: 05.06.2020
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 4/2020
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-020-09837-5

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