Advertisement

TechTrends

, Volume 63, Issue 1, pp 33–40 | Cite as

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

  • Pamela Jones PonnersEmail author
  • Yulia Piller
Original Paper
  • 23 Downloads

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.

Keywords

Mental model Augmented reality Scientist DAST 

Notes

Compliance with Ethical Standards

Conflict of Interest

Pamela Jones Ponners declares that she has no conflict of interest.

Yulia Piller declares that she has no conflict of interest.

References

  1. Abruscato, J. (1988). Teaching children science. Englewood Cliffs: Prentice Hall, Inc.,.Google Scholar
  2. Barman, C. R. (1999). Students' views about scientists and school science: Engaging K-8 teachers in a national study. Journal of Science Teacher Education, 10(1), 43–54.CrossRefGoogle Scholar
  3. Barman, C. R., Ostlund, K. L., Gatto, C., & Halferty, M. (1997). Fifth grade students’ perceptions about scientists and how they study and use science. Paper presented at the Proceedings of the 1997 annual international conference of the Association for the Education of Teachers in Science, ERIC Document Reproduction Service No. ED.Google Scholar
  4. Boylan, C. R., Hill, D. M., Wallace, A. R., & Wheeler, A. E. (1992). Beyond stereotypes. Science Education, 76(5), 465–476.CrossRefGoogle Scholar
  5. Bruner, J. S. (2006). In Search of Pedagogy Volume I: The selected works of Jerome S. Bruner (Vol. 1). Taylor & Francis Group; New York, NYGoogle Scholar
  6. Buldu, M. (2006). Young children's perceptions of scientists: A preliminary study. Educational Research, 48(1), 121–132.CrossRefGoogle Scholar
  7. Chaille, C., & Britain, L. (1997). The young child as scientist: A constructivist approach to early childhood science education. New York: Longman.Google Scholar
  8. Chambers, D. W. (1983). Stereotypic images of the scientist: The draw-A-scientist test. Science Education, 67(2), 255–265.CrossRefGoogle Scholar
  9. Creswell, D. W., & Tashakkori, A. (2007). Differing Perspectives on Mixed Methods Research. Journal of Mixed Methods Research, 1(4), 303–308.Google Scholar
  10. DeBoer, G. E. (1991). A History of Ideas in Science Education: Implications for Practice: ERIC.Google Scholar
  11. Dickerson, D. L., Eckhoff, A., Stewart, C. O., Chappell, S., & Hathcock, S. (2013). The examination of a pullout STEM program for urban upper elementary students. Research in Science Education, 44(3), 483–506.  https://doi.org/10.1007/s11165-013-9387-5.CrossRefGoogle Scholar
  12. Epstein, D., & Miller, R. T. (2011). Slow off the mark: Elementary school teachers and the crisis in STEM education. Education Digest: Essential Readings Condensed for Quick Review, 77(1), 4–10.Google Scholar
  13. Farland-Smith, D. (2012). Development and field test of the modified draw-A-scientist test and the draw-A-scientist rubric. School Science and Mathematics, 112(2), 109–116.CrossRefGoogle Scholar
  14. Finson, K. D., Beaver, J. B., & Cramond, B. L. (1995). Development and field test of a checklist for the draw-A-scientist test. School Science and Mathematics, 95(4), 195–205.CrossRefGoogle Scholar
  15. Gaskell, G., Wright, D., & O'Muircheartaigh, C. (1993). Measuring scientific interest: The effect of knowledge questions on interest ratings. Public Understanding of Science, 2(1), 39–57.CrossRefGoogle Scholar
  16. ​Johnson-Laird, P. N., Girotto, V., & Legrenzi, P. (1998). Mental models: a gentle guide for outsiders. Sistemi Intelligenti, 9(68), 33.Google Scholar
  17. Kavle, S. (1996). Interviews. An Introduction to qualitative research interviewing. Interviews: an introduction to qualitative research interviewing.Google Scholar
  18. Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2013). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461–481.  https://doi.org/10.1007/s11165-013-9389-3.CrossRefGoogle Scholar
  19. Licu, M. (2011). “Draw a man”–Machover test–and its rolle in the educational process. Euromentor Journal-Studies about education, 4, 49–58.Google Scholar
  20. Mead, M., & Metraux, R. (1957). Image of the scientist among high-school students in a pilot study. Science as a Career Choice: Theoretical and Empirical Studies(314).Google Scholar
  21. Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A source book of new methods. Beverly Hills, CA: Sage Publications.Google Scholar
  22. NGSS Lead States. (2013). Next generation science standards: for states, by states. Washington: The National Academies Press.Google Scholar
  23. Newton, D. P., & Newton, L. D. (1992). Young children's perceptions of science and the scientist. International Journal of Science Education, 14(3), 331–348.CrossRefGoogle Scholar
  24. Ozel, M. (2012). Children's images of scientists: Does grade level make a difference? Educational Sciences: Theory and Practice, 12(4), 3187–3198.Google Scholar
  25. Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 5–12.Google Scholar
  26. Pirnay-Dummer, P. (2007). Model inspection trace of concepts and relations. A heuristic approach to language-oriented model assessment. AREA 2007, Chicago, IL.Google Scholar
  27. Ponners, P. (2014). Skills that engage me. Manuscript submitted for publication.Google Scholar
  28. Schibeci, R. A., & Sorenson, I. (1983). Elementary school children's perceptions of scientist. School Science and Matematics, 83(1), 14–19.CrossRefGoogle Scholar
  29. Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage.Google Scholar
  30. Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
  31. Webb, E. J., Campbell, D. T., Schwartz, R. D., & Sechrest, L. (1966). Unobtrusive measures: Nonreactive research in the social sciences (Vol. 111). Chicago: Rand McNally.Google Scholar

Copyright information

© Association for Educational Communications & Technology 2018

Authors and Affiliations

  1. 1.UT Southwestern Medical CenterDallasUSA

Personalised recommendations