Harron, J. R., Petrosino, A. J., & Jenevein, S. (2019). Using virtual reality to augment museum-based field trips in a preservice elementary science methods course. Contemporary Issues in Technology and Teacher Education, 9(4). Retrieved from https://www.citejournal.org/volume-19/issue-4-19/science/using-virtual-reality-to-augment-museum-based-field-trips-in-a-preservice- elementary-science-methods-course
This is a blog centering on Dr. Petrosino's course at The University of Texas at Austin entitled " EDC 365E Project Based Instruction in STEM Education." This is the capstone course in the UTeach Natural Sciences professional development sequence. It also serves as a forum for Dr. Petrosino's thoughts and ideas on Project Based Instruction and educational reform.
Saturday, December 14, 2019
Harron, Petrosino and Jenevein (2019) Using Virtual Reality to Augment Museum-Based Field Trips in a Preservice Elementary Science Methods Course
The following paper represents about 2 years of work with pre-service elementary science teachers and the use of virtual reality in developing museum based activities. Great work by doctoral students Jason Harron and Sarah Jenevein on this research.
Abstract: Positioned in the context of experiential learning, this paper reports findings of a virtual reality field trip (VRFT) in conjunction with an in- person field trip involving preservice teachers in an elementary science methods course to a local natural history museum. Findings included that virtual reality (VR) is best used after a field trip to encourage student recall of the experience, but only when done for a limited time to avoid VR fatigue. The types of experiences that preservice teachers thought VR would be good for in their science classrooms included the ability to visit either inaccessible or unsafe locations, to explore scales of size that are either too big or too small, and to witness different eras or events at varying temporal scales. Furthermore, this study uncovered potential equity issues related to VRFTs being seen as a viable alternative if students could not afford to go on field trips. Further research needs to be conducted to better understand the impact of VRFTs on student learning outcomes and take advantage of recent improvements in VR technology