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http://dx.doi.org/10.15267/keses.2022.41.4.725

What Did Elementary School Pre-service Teachers Focus on and What Challenges Did They Face in Designing and Producing a Guided Science Inquiry Program Based on Augmented Reality?  

Chang, Jina (Seoul Seong-il Elementary School)
Na, Jiyeon (Chuncheon National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.41, no.4, 2022 , pp. 725-739 More about this Journal
Abstract
This study aims to analyze what elementary school pre-service teachers focused on and what challenges they faced in designing and producing a guided science inquiry program based on augmented reality (AR) and to provide some implications for teachers' professionalism and teacher education. To this end, focusing on the cases of pre-service teachers who designed and created AR-based guided inquiry programs, the researchers extracted and categorized the pre-service teachers' focus and challenges from the program design and production stages. As a result, in the program design stage, the pre-service teachers tried to construct scenarios that could promote students' active inquiry process. At the same time, drawing on the unique affordances of AR, the pre-service teachers focused on creating vivid visual data in a 3D environment and making meaningful connections between virtual and real-world activities. The pre-service teachers faced challenges in making use of the advantages of AR technology and designing an inquiry program due to a lack of background knowledge about CoSpaces, a content creation program. In the program production stage, the pre-service teachers tried to make their program easy to handle to improve students' concentration on inquiry activities. In addition, challenges of programming using CoSpaces were reported. Based on these results, educational implications were discussed in terms of the pedagogical uses of AR and teachers' professionalism in adopting AR in science inquiry.
Keywords
Augmented reality; guided science inquiry; pre-service primary teachers; program development; challenges;
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Times Cited By KSCI : 3  (Citation Analysis)
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