Research has shown that primary school teachers often have a poor background in science and scientific concepts, and as a consequence may feel particularly under-prepared to teach science. This study examines the effect of an intervention that investigated the knowledge and understanding of science concepts for a group of 8 first-year preservice primary teachers. The intervention consisted of engaging the participants using two technology-based resources: Omosa, a 3D game-like virtual learning environment (VLE), and Omosa NetLogo, a simulation/modelling environment. A small-N study design was used in this study to determine whether or not the intervention resulted in improving preservice teachers’ science content knowledge. Data sources included semi-structured interviews and concept maps. Overall, the findings suggest that the combination of the immersive and modelling environments facilitated and provided appropriate knowledge-building opportunities for participants by supporting their cognitive engagement.


immersive environments, modelling environments, primary preservice teacher education, inquiry learning, science education

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