Abstract
Background:
It is essential that students are taught disciplinary literacies to support their learning and communication in a range of learning areas, and that they become familiar with new technologies for learning. Research is limited, however, on teachers’ practices in integrating extended reality (XR) technologies into their teaching to support disciplinary literacy, specifically literacy in science (LiS).
Purpose:
The purpose of the study was to explore how XR technologies can be integrated into science lessons based on the 5E instructional model to support students’ LiS, and to understand a primary school teacher’s experiences and reflections during this process.
Sample:
One experienced primary school teacher in a boys’ school was selected as the participant. A single participant was appropriate in this exploratory study, to allow close observation of this novel use of XR in the classroom.
Design and methods:
An exploratory case study methodology was used to investigate an experienced primary school teacher’s practices and reflections when using XR in a sequence of science lessons to teach Year 5 (10- and 11-year-old) primary school students about chemical states of matter and associated LiS. The lessons were co-designed with one of the researchers. Qualitative data were collected through interviews and classroom observations, and thematic analysis was employed.
Results:
Analysis of the interview and observational data gathered resulted in seven themes, which have informed a set of considerations to guide future classroom practice.
Conclusion:
This small scale exploratory study found that the XR-infused lessons supported authenticity and contextualisation of learning and fostered engagement in learning goals, enhancement of learning goals and, to a lesser extent, extension of learning goals
It is essential that students are taught disciplinary literacies to support their learning and communication in a range of learning areas, and that they become familiar with new technologies for learning. Research is limited, however, on teachers’ practices in integrating extended reality (XR) technologies into their teaching to support disciplinary literacy, specifically literacy in science (LiS).
Purpose:
The purpose of the study was to explore how XR technologies can be integrated into science lessons based on the 5E instructional model to support students’ LiS, and to understand a primary school teacher’s experiences and reflections during this process.
Sample:
One experienced primary school teacher in a boys’ school was selected as the participant. A single participant was appropriate in this exploratory study, to allow close observation of this novel use of XR in the classroom.
Design and methods:
An exploratory case study methodology was used to investigate an experienced primary school teacher’s practices and reflections when using XR in a sequence of science lessons to teach Year 5 (10- and 11-year-old) primary school students about chemical states of matter and associated LiS. The lessons were co-designed with one of the researchers. Qualitative data were collected through interviews and classroom observations, and thematic analysis was employed.
Results:
Analysis of the interview and observational data gathered resulted in seven themes, which have informed a set of considerations to guide future classroom practice.
Conclusion:
This small scale exploratory study found that the XR-infused lessons supported authenticity and contextualisation of learning and fostered engagement in learning goals, enhancement of learning goals and, to a lesser extent, extension of learning goals
| Original language | English |
|---|---|
| Number of pages | 17 |
| Journal | Research in Science & Technological Education |
| DOIs | |
| Publication status | E-pub ahead of print - 7 Jan 2025 |