A Virtual Bridge to Cultural Access: Culturally Relevant Virtual Reality and Its Impact on Science Students

Autor/inn/en	Brown, Bryan A.; Ribay, Kathryn; Pérez, Greses; Boda, Phillip A.; Wilsey, Matthew
Titel	A Virtual Bridge to Cultural Access: Culturally Relevant Virtual Reality and Its Impact on Science Students
Quelle	In: International Journal of Technology in Education and Science, 4 (2020) 2, S.86-97 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2651-5369
Schlagwörter	Teaching Methods; Culturally Relevant Education; Elementary School Students; Science Instruction; Cultural Relevance; Computer Simulation; Student Attitudes; Lesson Plans; Energy; Course Content; Social Justice; Computer Assisted Instruction; Environment; Video Technology; Computer Software; Health; Economic Factors; Food + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Schülerverhalten; Lesson planning; Unterrichtsplanung; Energie; Kursprogramm; Soziale Gerechtigkeit; Computer based training; Computerunterstützter Unterricht; Umwelt; Gesundheit; Ökonomischer Faktor; Lebensmittel
Abstract	This mixed-methods study examines the implications of using the tenets of culturally relevant pedagogy (CRP) to design an elementary science lesson grounded in four virtual reality (VR) videos. Given the need for additional understandings of how elementary science educators can infuse cultural relevance alongside content development, this study illuminates how designing for CRP can utilize VR as a pedagogical platform to bridge science instruction and students' lived experiences. Using pre- and post-attitudinal surveys (n=145) and post interviews (n=48), we examined students' perceptions of a single virtual reality lesson about energy and food chains. The data suggest that learning through a CRP-based VR design (CRP-VR) enhanced students? perception of the connection between the science content and its socio-political application to social justice issues. Implications highlight the potential of leveraging VR technology as a means to provide science instruction that explicitly affords students the opportunity to connect content learning and social action. (As Provided).
Anmerkungen	International Journal of Technology in Education and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01