Content
This science module was designed to develop Stage 3 (Year 5) students understanding of the solar system through the use of AR applications and other learning experiences. Aligned with the Australian Science and English syllabuses, it addresses the outcomes, ST3-8ES, ST3-4WS, ST3-5WT and EN3-2A (Appendix 1). ST3-ES is the main focus of this module as students are collaboratively researching, investigating, discussing scientific concepts as well as creating models of the solar system.
For students to develop ‘deep knowledge and understanding’ of science concepts, it is vital for planned learning experiences to be progressive in nature, so that students can make connections with previous learning and apply this knowledge to current and future learning (NSWQTF, 2003). This is evident throughout the sessions as Session 1 and 2 focuses on building knowledge whilst Session 3 and 4 focuses on elaborating and applying this knowledge to new contexts.
Pedagogical principles
This primary science module is based on a constructivist approach to teaching and learning, where students are considered to be ‘active agents of their own learning’ (Boynton et.al, 2006). It is clear that throughout this module, students are actively collaborating with each other, engaging in critical thinking, problem solving and communicating ideas. ‘EON AR Solar System’ and ‘AURASMA’ are vision-based augmented reality application used to facilitate this learning process. One strategy introduced in Session 1 when students are using the EON AR Solar System application is ‘Move-Examine-Move Again’ (Kerawalla et.al, 2006). This approach allows students to move the iPad, examine the value of the information presented, and adjust accordingly. Through this process, students are ‘challenging their misconceptions [and] building a new understanding’ about the solar system (Shelton et.al, 2003). This strategy also allows students to develop evaluative skills; a skill crucial to researching and investigating scientific concepts (Shelton et.al, 2003).
In the study conducted by Kerawalla and colleagues (2006), it is suggested that in order to maximise the benefits of using AR applications in the classroom, students will also need to engage in activities that allows them to create a product relating to the given topic. Thus, in Session 2, students are given the opportunity to create a model of the Solar System. This activity was designed to foster creativity in the way students would represent their allocated planets. Likewise, in Session 3, students are working with AURASMA; a vision-based augmented reality application that has the ‘potential in fostering creativity in learning experiences’ (Mehdi et.al, 2011). By engaging in this group task, students are sharing their acquired knowledge to build a AURA that demonstrates their understanding of the solar system in a creative manner. In both learning experiences, students would engage in ‘substantive communication’ with each other using the ‘metalanguage’ introduced; thus reinforcing the possibilities AR can bring to primary science education (NSWQTF, 2003).
Assessment and Evaluation
From a constructivist point of view, effective assessment is viewed as an ‘ongoing, systematic cycle with the purpose of informing and improving teaching and learning practices’ (Birenbaum et.al, 2006). It should be treated as an ‘integral and essential element of the whole teaching and learning process’, thus, assessment is integrated throughout the four sessions in this module (Banta, 2002). In the sessions designed, there is a strong emphasis on discussing ideas with peers and then as a whole class; activities such as Think-Pair-Share as well as using the ‘Forum’ tool. By doing this, students are ‘informally assessed with feedback on the knowledge and capabilities regarding the given activity’ at any given stage in the module (AITSL, 2012). Furthermore, by engaging in this form of assessment, teachers are able to distinguish the level of scaffolding students need in order to maximise their learning (Chung, 2004). Similarly, a questioning approach is implemented throughout each session with the purpose of activating prior knowledge as well as a tool to evaluate student’s understanding (Coiro, 2011). It is also considered as an opportunity for students to develop social and cooperative skills, as students will listen and respond to ideas presented by peers. Furthermore, by asking students to justify their answers, students are consolidating and integrating existing knowledge with new knowledge (Coiro, 2011).
Additionally, students are also involved in presenting their work through AURASMA. By sharing their AURAS, students can interact with the works of their peers as well as integrate this knowledge with their own future learning. Likewise, teachers are able to provide students with relevant and timely feedback.
Through implementing a range of learning activities involving augmented reality applications; this module aims to support teachers and students with various learning needs, in developing understanding about the solar system.
This science module was designed to develop Stage 3 (Year 5) students understanding of the solar system through the use of AR applications and other learning experiences. Aligned with the Australian Science and English syllabuses, it addresses the outcomes, ST3-8ES, ST3-4WS, ST3-5WT and EN3-2A (Appendix 1). ST3-ES is the main focus of this module as students are collaboratively researching, investigating, discussing scientific concepts as well as creating models of the solar system.
For students to develop ‘deep knowledge and understanding’ of science concepts, it is vital for planned learning experiences to be progressive in nature, so that students can make connections with previous learning and apply this knowledge to current and future learning (NSWQTF, 2003). This is evident throughout the sessions as Session 1 and 2 focuses on building knowledge whilst Session 3 and 4 focuses on elaborating and applying this knowledge to new contexts.
Pedagogical principles
This primary science module is based on a constructivist approach to teaching and learning, where students are considered to be ‘active agents of their own learning’ (Boynton et.al, 2006). It is clear that throughout this module, students are actively collaborating with each other, engaging in critical thinking, problem solving and communicating ideas. ‘EON AR Solar System’ and ‘AURASMA’ are vision-based augmented reality application used to facilitate this learning process. One strategy introduced in Session 1 when students are using the EON AR Solar System application is ‘Move-Examine-Move Again’ (Kerawalla et.al, 2006). This approach allows students to move the iPad, examine the value of the information presented, and adjust accordingly. Through this process, students are ‘challenging their misconceptions [and] building a new understanding’ about the solar system (Shelton et.al, 2003). This strategy also allows students to develop evaluative skills; a skill crucial to researching and investigating scientific concepts (Shelton et.al, 2003).
In the study conducted by Kerawalla and colleagues (2006), it is suggested that in order to maximise the benefits of using AR applications in the classroom, students will also need to engage in activities that allows them to create a product relating to the given topic. Thus, in Session 2, students are given the opportunity to create a model of the Solar System. This activity was designed to foster creativity in the way students would represent their allocated planets. Likewise, in Session 3, students are working with AURASMA; a vision-based augmented reality application that has the ‘potential in fostering creativity in learning experiences’ (Mehdi et.al, 2011). By engaging in this group task, students are sharing their acquired knowledge to build a AURA that demonstrates their understanding of the solar system in a creative manner. In both learning experiences, students would engage in ‘substantive communication’ with each other using the ‘metalanguage’ introduced; thus reinforcing the possibilities AR can bring to primary science education (NSWQTF, 2003).
Assessment and Evaluation
From a constructivist point of view, effective assessment is viewed as an ‘ongoing, systematic cycle with the purpose of informing and improving teaching and learning practices’ (Birenbaum et.al, 2006). It should be treated as an ‘integral and essential element of the whole teaching and learning process’, thus, assessment is integrated throughout the four sessions in this module (Banta, 2002). In the sessions designed, there is a strong emphasis on discussing ideas with peers and then as a whole class; activities such as Think-Pair-Share as well as using the ‘Forum’ tool. By doing this, students are ‘informally assessed with feedback on the knowledge and capabilities regarding the given activity’ at any given stage in the module (AITSL, 2012). Furthermore, by engaging in this form of assessment, teachers are able to distinguish the level of scaffolding students need in order to maximise their learning (Chung, 2004). Similarly, a questioning approach is implemented throughout each session with the purpose of activating prior knowledge as well as a tool to evaluate student’s understanding (Coiro, 2011). It is also considered as an opportunity for students to develop social and cooperative skills, as students will listen and respond to ideas presented by peers. Furthermore, by asking students to justify their answers, students are consolidating and integrating existing knowledge with new knowledge (Coiro, 2011).
Additionally, students are also involved in presenting their work through AURASMA. By sharing their AURAS, students can interact with the works of their peers as well as integrate this knowledge with their own future learning. Likewise, teachers are able to provide students with relevant and timely feedback.
Through implementing a range of learning activities involving augmented reality applications; this module aims to support teachers and students with various learning needs, in developing understanding about the solar system.
References
Australian Professional Standards for Teachers (AITSL) (2012).
Banta, T. W. (2002). Characteristics of effective outcomes assessment: Foundations and examples. In T. W. Banta & Associates, Building a scholarship of assessment. San Francisco: Jossey-Bass.
Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F., Dori, Y.& Ridgway, J. (2006). A learning integrated assessment system. Educational Research Review, 1, 61–67.
Boynton, S. & Kok, R. (2006). Musical childhoods. Middleton, CT: Wesleyan University Press.
Chung, I. (2004). A comparative assessment of constructivist and traditionalist approaches to establishing mathematical connections in learning multiplication. Education – Chula Vista, 125(2), 271-278.
Coiro, J. (2011). Talking about reading as thinking: Modelling the Hidden Complexities of Online Reading Comprehension. Theory into Practice, 50(1), 107-115.
Kerawalla, L., Luckin, R. & Woolard, A. (2006). “Making it Real”: Exploring the potential for Augmented Reality for teaching primary school science. Virtual Reality, 10(1).163-174.
Mehdi, M. & Lemieux, A. (2011). Augmented Reality: Applications, Challenges and Future Trends. Applied Computational Science, 12(1).205-215.
Nicol, D.J & Macfarlane‐Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
New South Wales. Dept. of Education and Training [DET]. (2003). Quality teaching in NSW public schools ; A classroom practice guide. Ryde: Dept. of Education and Training, Professional Support and Curriculum Directorate
Shelton B. & Hedley N. (2003). Exploring a cognitive basis for learning spatial relationships with augmented reality. Technology, Instruction, Cognition and Learning 1(1). 323-357.
Australian Professional Standards for Teachers (AITSL) (2012).
Banta, T. W. (2002). Characteristics of effective outcomes assessment: Foundations and examples. In T. W. Banta & Associates, Building a scholarship of assessment. San Francisco: Jossey-Bass.
Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F., Dori, Y.& Ridgway, J. (2006). A learning integrated assessment system. Educational Research Review, 1, 61–67.
Boynton, S. & Kok, R. (2006). Musical childhoods. Middleton, CT: Wesleyan University Press.
Chung, I. (2004). A comparative assessment of constructivist and traditionalist approaches to establishing mathematical connections in learning multiplication. Education – Chula Vista, 125(2), 271-278.
Coiro, J. (2011). Talking about reading as thinking: Modelling the Hidden Complexities of Online Reading Comprehension. Theory into Practice, 50(1), 107-115.
Kerawalla, L., Luckin, R. & Woolard, A. (2006). “Making it Real”: Exploring the potential for Augmented Reality for teaching primary school science. Virtual Reality, 10(1).163-174.
Mehdi, M. & Lemieux, A. (2011). Augmented Reality: Applications, Challenges and Future Trends. Applied Computational Science, 12(1).205-215.
Nicol, D.J & Macfarlane‐Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
New South Wales. Dept. of Education and Training [DET]. (2003). Quality teaching in NSW public schools ; A classroom practice guide. Ryde: Dept. of Education and Training, Professional Support and Curriculum Directorate
Shelton B. & Hedley N. (2003). Exploring a cognitive basis for learning spatial relationships with augmented reality. Technology, Instruction, Cognition and Learning 1(1). 323-357.