Mohammed, R., Kennedy-Clark, S., & Reimann, P. (2019). Using immersive and modelling environments to build scientific capacity in primary preservice teacher education. Journal of Computers in Education, Early View (Online First).
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