Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons
Nowadays, teachers are facing a more and more digitized world, as digital tools are being used by their students on a daily basis. This requires digital competencies in order to react in a professional manner to individual and societal challenges and to teach the students a purposeful use of those t...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-06-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1180266/full |
| _version_ | 1797791126852206592 |
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| author | Mareike Freese Albert Teichrew Jan Winkelmann Roger Erb Mark Ullrich Michael Tremmel |
| author_facet | Mareike Freese Albert Teichrew Jan Winkelmann Roger Erb Mark Ullrich Michael Tremmel |
| author_sort | Mareike Freese |
| collection | DOAJ |
| description | Nowadays, teachers are facing a more and more digitized world, as digital tools are being used by their students on a daily basis. This requires digital competencies in order to react in a professional manner to individual and societal challenges and to teach the students a purposeful use of those tools. Regarding the subject (e.g., STEM), this purpose includes specific content aspects, like data processing, or modeling and simulations of complex scientific phenomena. Yet, both pre-service and experienced teachers often consider their digital teaching competencies insufficient and wish for guidance in this field. Especially regarding immersive tools like augmented reality (AR), they do not have a lot of experience, although their willingness to use those modern tools in their lessons is high. The digital tool AR can target another problem in science lessons: students and teachers often have difficulties with understanding and creating scientific models. However, these are a main part of the scientific way of acquiring knowledge and are therefore embedded in curricula. With AR, virtual visualizations of model aspects can be superimposed on real experimental backgrounds in real time. It can help link models and experiments, which usually are not part of the same lesson and are perceived differently by students. Within the project diMEx (digital competencies in modeling and experimenting), a continuing professional development (CPD) for physics teachers was planned and conducted. Secondary school physics educators were guided in using AR in their lessons and their digital and modeling competencies for a purposeful use of AR experiments were promoted. To measure those competencies, various instruments with mixed methods were developed and evaluated. Among others, the teachers’ digital competencies have been assessed by four experts with an evaluation matrix based on the TPACK model. Technological, technical and design aspects as well as the didactical use of an AR experiment were assessed. The teachers generally demonstrate a high level of competency, especially in the first-mentioned aspects, and have successfully implemented their learnings from the CPD in the (re)design of their AR experiments. |
| first_indexed | 2024-03-13T02:14:23Z |
| format | Article |
| id | doaj.art-cbac1afe1222429cade949d95f9b9440 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-13T02:14:23Z |
| publishDate | 2023-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-cbac1afe1222429cade949d95f9b94402023-06-30T18:29:01ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-06-01810.3389/feduc.2023.11802661180266Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessonsMareike Freese0Albert Teichrew1Jan Winkelmann2Roger Erb3Mark Ullrich4Michael Tremmel5Department of Physics Education, Goethe University, Frankfurt, GermanyDepartment of Physics Education, Goethe University, Frankfurt, GermanyDepartment of Science, University of Education, Schwäbisch Gmünd, GermanyDepartment of Physics Education, Goethe University, Frankfurt, GermanyDepartment of Educational Psychology, Goethe University, Frankfurt, GermanyDepartment of Educational Psychology, Goethe University, Frankfurt, GermanyNowadays, teachers are facing a more and more digitized world, as digital tools are being used by their students on a daily basis. This requires digital competencies in order to react in a professional manner to individual and societal challenges and to teach the students a purposeful use of those tools. Regarding the subject (e.g., STEM), this purpose includes specific content aspects, like data processing, or modeling and simulations of complex scientific phenomena. Yet, both pre-service and experienced teachers often consider their digital teaching competencies insufficient and wish for guidance in this field. Especially regarding immersive tools like augmented reality (AR), they do not have a lot of experience, although their willingness to use those modern tools in their lessons is high. The digital tool AR can target another problem in science lessons: students and teachers often have difficulties with understanding and creating scientific models. However, these are a main part of the scientific way of acquiring knowledge and are therefore embedded in curricula. With AR, virtual visualizations of model aspects can be superimposed on real experimental backgrounds in real time. It can help link models and experiments, which usually are not part of the same lesson and are perceived differently by students. Within the project diMEx (digital competencies in modeling and experimenting), a continuing professional development (CPD) for physics teachers was planned and conducted. Secondary school physics educators were guided in using AR in their lessons and their digital and modeling competencies for a purposeful use of AR experiments were promoted. To measure those competencies, various instruments with mixed methods were developed and evaluated. Among others, the teachers’ digital competencies have been assessed by four experts with an evaluation matrix based on the TPACK model. Technological, technical and design aspects as well as the didactical use of an AR experiment were assessed. The teachers generally demonstrate a high level of competency, especially in the first-mentioned aspects, and have successfully implemented their learnings from the CPD in the (re)design of their AR experiments.https://www.frontiersin.org/articles/10.3389/feduc.2023.1180266/fullaugmented realitydigital competenciesphysics teaching and learningmodelingtechnological pedagogical content knowledge (TPACK)continuing professional development (CPD) |
| spellingShingle | Mareike Freese Albert Teichrew Jan Winkelmann Roger Erb Mark Ullrich Michael Tremmel Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons Frontiers in Education augmented reality digital competencies physics teaching and learning modeling technological pedagogical content knowledge (TPACK) continuing professional development (CPD) |
| title | Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons |
| title_full | Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons |
| title_fullStr | Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons |
| title_full_unstemmed | Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons |
| title_short | Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons |
| title_sort | measuring teachers competencies for a purposeful use of augmented reality experiments in physics lessons |
| topic | augmented reality digital competencies physics teaching and learning modeling technological pedagogical content knowledge (TPACK) continuing professional development (CPD) |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1180266/full |
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