Teaching Culturally Relevant Science in Virtual Reality: "When a Problem Comes, You Can Solve It with Science"

Autor/inn/en	Brown, Bryan; Pérez, Greses; Ribay, Kathryn; Boda, Phillip A.; Wilsey, Matthew
Titel	Teaching Culturally Relevant Science in Virtual Reality: "When a Problem Comes, You Can Solve It with Science"
Quelle	In: Journal of Science Teacher Education, 32 (2021) 1, S.7-38 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pérez, Greses) ORCID (Ribay, Kathryn) ORCID (Boda, Phillip A.) ORCID (Wilsey, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1778248
Schlagwörter	Computer Simulation; Educational Technology; Technology Uses in Education; Culturally Relevant Education; Urban Schools; Elementary School Students; Grade 4; Grade 5; Student Attitudes; Instructional Effectiveness; Student Diversity; Minority Group Students; California + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schülerverhalten; Unterrichtserfolg; Kalifornien
Abstract	Virtual reality (VR) in science classrooms has the potential to enhance students' learning by bridging the knowledge in the learners' communities with science instruction. When virtual environments reflect students' culture, it has the potential to influence their attitudes toward the value of science in their community. This qualitative study examined student reflections on learning science using virtual reality software with embedded culturally relevant design elements. After learning how to use this technology, fifty-eight 4th and 5th grade students from urban schools in Northern California were interviewed about their experiences learning science. Students explained how learning science through virtual worlds influenced their perceptions of how science mattered in their lives. Students explained the influence of CRP-VR in impacting how they saw the value of science in their communities. Implications of this research highlight the need for educational stakeholders to consider the relevance of integrating culturally relevant perspectives in VR technologies. This approach has the potential to position learners and their communities as bearers of scientific knowledge and thus providing a more dynamic learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01