Search results for: Field trips
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Using Virtual Reality to Augment Museum-Based Field Trips in a Preservice Elementary Science Methods Course
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.
Updated: Mar. 15, 2020
Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction
The authors are four preservice teacher educators who became collaborators and co-researchers to explore their preservice teachers' attitudes toward science and mathematics. The authors found significant differences among the PTs in the program, both in terms of their attitudes and prior experiences of science and math education, and in their confidence in engaging their students in these subjects. This collaborative research project provided two avenues for professional learning: the findings we established from the data collected from the PTs and the actual experience of collaborating and learning about each others’ philosophical stances.
Updated: Mar. 17, 2014
This study presents Colonial Williamsburg’s Electronic Field Trip program as an instrumental case for generating a conceptual model for authentic VFTs that can be used to support the creation and utilization of additional VFTs in the social studies. The findings from this case provide important information for developing successful virtual field trips. In addition, the ensuing VFT model should be helpful for teachers and VFT developers.
Updated: Aug. 23, 2011