Investigating the Impact of Augmented Reality on Elementary Students’ Mental Model of Scientists

Pamela Jones Ponners, Yulia Piller

Research output: Contribution to journalArticle

Abstract

Research shows that well before children can verbalize their thoughts, they often create internal visual models of what scientists are and what they do (Farland-Smith 2012). Therefore, discovering, understanding and recording a student’s own stereotypical perceptions are crucial to science instructors, as it is believed that perceptions may affect students’ attitudes concerning science. In addition, perceptions may impact their interest in learning scientific skills and methods. A causal experimental design was used in this study to determine if student’s mental models of science and scientists can be positively impacted through the introduction of a science curriculum using a transmedia book. Students’ mental models of both science and scientists deepened.

Original languageEnglish (US)
Pages (from-to)33-40
Number of pages8
JournalTechTrends
Volume63
Issue number1
DOIs
StatePublished - Jan 15 2019

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Augmented reality
Students
science
student
Design of experiments
Curricula
recording
instructor
curriculum
learning

Keywords

  • Augmented reality
  • DAST
  • Mental model
  • Scientist

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Investigating the Impact of Augmented Reality on Elementary Students’ Mental Model of Scientists. / Ponners, Pamela Jones; Piller, Yulia.

In: TechTrends, Vol. 63, No. 1, 15.01.2019, p. 33-40.

Research output: Contribution to journalArticle

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