{"title":"扩展现实对气候变化教育的影响","authors":"Mark H. Newton, Leonard A. Annetta","doi":"10.1007/s11191-024-00518-y","DOIUrl":null,"url":null,"abstract":"<p>Climate change is a nuanced global issue with a scope that is often difficult to fully appreciate. This study examined an undergraduate course focused on the impacts and responses to climate change on the Outer Banks of North Carolina, USA. The course utilized a socioscientific issues (SSI) approach to examine global climate change in a local context that allowed for a deeper understanding of the inequitable impacts on humans and the environment. As part of the class, students were immersed in a 6-day field experience in the Outer Banks to investigate the challenges facing the barrier islands where they visited five sites and used augmented reality (AR) to learn about the impact of climate change at those respected locations. After each experience, the course instructors debriefed with the students to help make sense of the experiences and promote deeper understanding of the issue. Four weeks later, the class immersed in virtual reality (VR) to revisit the same five sites using the same information provided in the AR. Using a constant comparative and inductive analyzes using keywords in context, results suggest both AR and VR enhanced learning experiences. Findings indicated that the students generally felt that the VR experience was a suitable alternative, with the caveat that it cannot replace being immersed in the location, that both technologies increased their engagement, and increased their learning. Conversely, some students reported that the technology impeded their learning.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Influence of Extended Reality on Climate Change Education\",\"authors\":\"Mark H. Newton, Leonard A. Annetta\",\"doi\":\"10.1007/s11191-024-00518-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Climate change is a nuanced global issue with a scope that is often difficult to fully appreciate. This study examined an undergraduate course focused on the impacts and responses to climate change on the Outer Banks of North Carolina, USA. The course utilized a socioscientific issues (SSI) approach to examine global climate change in a local context that allowed for a deeper understanding of the inequitable impacts on humans and the environment. As part of the class, students were immersed in a 6-day field experience in the Outer Banks to investigate the challenges facing the barrier islands where they visited five sites and used augmented reality (AR) to learn about the impact of climate change at those respected locations. After each experience, the course instructors debriefed with the students to help make sense of the experiences and promote deeper understanding of the issue. Four weeks later, the class immersed in virtual reality (VR) to revisit the same five sites using the same information provided in the AR. Using a constant comparative and inductive analyzes using keywords in context, results suggest both AR and VR enhanced learning experiences. Findings indicated that the students generally felt that the VR experience was a suitable alternative, with the caveat that it cannot replace being immersed in the location, that both technologies increased their engagement, and increased their learning. Conversely, some students reported that the technology impeded their learning.</p>\",\"PeriodicalId\":771,\"journal\":{\"name\":\"Science & Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-05-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11191-024-00518-y\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11191-024-00518-y","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
气候变化是一个微妙的全球性问题,其影响范围往往难以充分认识。本研究考察了一门本科课程,重点是气候变化对美国北卡罗来纳州外滩的影响和应对措施。该课程采用社会科学问题(SSI)的方法,在当地背景下研究全球气候变化,从而更深入地了解气候变化对人类和环境造成的不公平影响。作为课程的一部分,学生们在外滩进行了为期 6 天的实地体验,调查屏障岛所面临的挑战,他们访问了五个地点,并使用增强现实技术(AR)了解气候变化对这些受尊重地点的影响。每次体验结束后,课程讲师都会与学生们进行汇报,帮助他们理解体验内容,加深对问题的理解。四周后,全班同学沉浸在虚拟现实(VR)中,利用 AR 中提供的相同信息重访了同样的五个地点。通过使用上下文中的关键词进行不断比较和归纳分析,结果表明 AR 和 VR 都增强了学习体验。研究结果表明,学生们普遍认为 VR 体验是一种合适的替代方法,但需要注意的是,它不能取代身临其境的体验,这两种技术都能提高他们的参与度,增加他们的学习效果。相反,也有一些学生表示该技术阻碍了他们的学习。
The Influence of Extended Reality on Climate Change Education
Climate change is a nuanced global issue with a scope that is often difficult to fully appreciate. This study examined an undergraduate course focused on the impacts and responses to climate change on the Outer Banks of North Carolina, USA. The course utilized a socioscientific issues (SSI) approach to examine global climate change in a local context that allowed for a deeper understanding of the inequitable impacts on humans and the environment. As part of the class, students were immersed in a 6-day field experience in the Outer Banks to investigate the challenges facing the barrier islands where they visited five sites and used augmented reality (AR) to learn about the impact of climate change at those respected locations. After each experience, the course instructors debriefed with the students to help make sense of the experiences and promote deeper understanding of the issue. Four weeks later, the class immersed in virtual reality (VR) to revisit the same five sites using the same information provided in the AR. Using a constant comparative and inductive analyzes using keywords in context, results suggest both AR and VR enhanced learning experiences. Findings indicated that the students generally felt that the VR experience was a suitable alternative, with the caveat that it cannot replace being immersed in the location, that both technologies increased their engagement, and increased their learning. Conversely, some students reported that the technology impeded their learning.
期刊介绍:
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]