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Simulerad verklighet i gymnasieskolans fysik: En designstudie om en augmented reality simulering med socio-naturvetenskapligt innehåll
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
2012 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis takes its standpoint in the declining interest for science studies in Sweden and abroad. According to Dillon and Oshorne (2009), science education is not conceived as an education for the lllajority of students. It is targeted at supplying the society with future scientists, ignoring the need for a science education for all students. One way to include more students in science activities can be to let them investigate the world outside school and make connections between these investigations and their own personal life (Aikenhead, 2007). Socio-scientific issues (SSJ) arc brought forward by many ,,'Searchers as a pedagogical model to engage students in developing scientific knowledge while dealing with prohlelTIs situated in their society.

The thesis describe the design and use of an Augmented Reality (AR) simulation (Klopfer, 200S) called Transformer where students engage in a role play concerning a socio-scientific dilemma situated in their local environment. Students use smartphones equipped with the AR-simulation to collect information and take measurements in their local environment. The different roles use their collected information in a concluding debate where they argue for their standpoint in the dilemma.

The design and use of Transformer was investigated in two studies. The first study describes the design of Transformer and investigates in how the silTIulation influenced the students. In the second study students actions in a debate was investigated concerning which sources if information students use, how the socio-scientific nature of the issue was expressed, and how the roles influenced the use of information. Results from the studies give evidence of engaged students that experienced the dilemma as actual and relevant.

Their argumentation in the debate was focused around the dilemma and meets the criteria for socioscicntific reasoning stated by Sadlcr, ]larab and Scott (2007). The results also points at parts of the design vvhere there is room for improvements. These experiences will infonn the next step in a design based research cycle.

The thesis shows that a combination of AR and SS! is a feasible way for practitioners to situate pedagogicaUy relevant content in an enVlrOlllnent outside school.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2012. , 85 p.
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 57
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-80372ISBN: 978-91-7519-854-5 (print)OAI: oai:DiVA.org:liu-80372DiVA: diva2:546635
Presentation
2012-06-20, Lärande och samhälle, Orkanen, D222, Malmö högskola, Malmö, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2012-08-24 Created: 2012-08-24 Last updated: 2013-01-22Bibliographically approved
List of papers
1. Simulating real life problems in secondary science class: a socio scientific issue carried through by an augmented reality simulation
Open this publication in new window or tab >>Simulating real life problems in secondary science class: a socio scientific issue carried through by an augmented reality simulation
2012 (English)In: HUMANIT: Tidskrift för studier av ur ett humanvetenskapligt perspektiv, Vol. 12, no 2, 1-41 p.Article in journal (Other academic) Published
Abstract [en]

With the purpose of developing new methods in science education, the authors combine a socio-scientific issue and game-based technologies from augmented reality games into an intervention activity called Transformer. The authors design the intervention, collect and analyze data, and present results using the three elements from the theory of transformational play (Barab, Gresalfi & Ingram-Goble 2010) namely: engaging and stimulating roles, scientifically relevant content and complex and societally significant context. In Transformer, 20 upper-secondary students engage in a role-play concerning the project of building a school campus area close to a transformer station. The students explore the actual area using simulation-based mobile technologies to collect information through interviews with virtual characters, virtual measurements, and own observations. Collected information is synthesized into arguments concerning the appropriateness of building the campus area. The Transformer activity is based on SSI (socio-scientific issue), a pedagogical model aiming at developing students’ competences to make well-informed decisions through engaging them in complex societal issues.

Data from the intervention are collected with multiple methods using questionnaires and interviews. The analysis illustrates expressions of immersive role play and active and engaged students who enjoy the opportunity of working in groups with a challenging task outside the class room. For some roles, however, there is room for improvement in the outdoor part of the intervention. We argue that this design perspective makes it feasible for a teacher or team of teachers to stage a multi-disciplinary engaging intervention that is constructively aligned with the students’ and teachers’ own practices and that addresses curricular goals.

Place, publisher, year, edition, pages
Borås: ITH - Centrum för studier av IT ur ett humanvetenskapligt perspektiv och Center for Collaborative Innovation vid Högskolan i Borås, 2012
Keyword
Augmented reality (AR), design-based research, science education, socio-scientific issue (SSI), upper-secondary education
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-80337 (URN)
Available from: 2012-08-23 Created: 2012-08-23 Last updated: 2013-01-07Bibliographically approved
2. Dialogic manifestation of an augmented reality simulation
Open this publication in new window or tab >>Dialogic manifestation of an augmented reality simulation
2013 (English)In: EDUCARE, ISSN 1653-1868, Vol. 2, 45-63 p.Article in journal (Refereed) Published
Abstract [en]

In this paper we focus on the use of a combination of socio-scientific issues (SSI) and simulations. We have developed an augmented reality (AR) simulation called Transformer. The SSI narrative in Transformer concerns an electric transformer station situated in an area close to a planned new campus. Students’ task is the issue if it is advisable to build a campus area. The simulation is organized as a role-play. The students take part in groups, playing one of five different roles.

The aim of this study is to explore students’ ways of using knowledge in relation to the AR simulation. We investigate how students integrate science and other knowledge in the debate constituting the final part of the role-play. The study is a part of a research process, guiding the researchers to further develop Transformer.

The study showed that students justified their positions using scientific evidence and information collected through their own efforts outdoors in the real and actual environment where the AR simulation was situated. Students kept the controversy that existed between the different roles alive throughout the debate and stayed focused on the issue in question. We argue that this is due to the situated context achieved through the simulation.

Place, publisher, year, edition, pages
Malmö: Fakulteten för lärande och samhälle, Malmö högskola, 2013
Keyword
Augmented reality, design-based research, science education, socio-scientific issue
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-80340 (URN)
Note

On the defence date the status of this article was Manuscript.

ISBN: 978-91-7104-490-7 (print)

ISBN: 978-91-7104-491-4 (online)

Available from: 2012-08-23 Created: 2012-08-23 Last updated: 2014-02-27Bibliographically approved

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