A Learner-Centered Approach for Training Science Teachers Through Virtual Reality and 3D Visualization Technologies

A Learner-Centered Approach for Training Science Teachers Through Virtual Reality and 3D Visualization Technologies
By:Yau-Yuen Yeung
Published on 2004 by

This paper presentation will report on how some science educators at the Science Department of The Hong Kong Institute of Education have successfully employed an array of innovative learning media such as three-dimensional (3D) and virtual reality (VR) technologies to create seven sets of resource kits, most of which are being placed on the Internet (website address http://www.ied.edu.hk/has/ised/3dvr.htm) to provide a wide variety of self-learning materials to support the effective training of science teachers. Since a decade ago, it has been perceived that virtual reality would re-shape our socio-cultural life in the 21st century because it has a wide diversity of impressive and practical applications such as 3D medical imaging, product and architectural design, visualization of complex scientific data, molecular/crystal modeling, games/entertainment, training and education. With the rapid advancement in 3D and computer technologies, VR has become much more user-friendly and affordable in prices and so within a few years, it will likely be incorporated as a part of the IT in education movement as advocated by many national/local governments in their educational reform agenda. Furthermore, it is quite feasible to develop various kinds of teaching and learning resources in Science using certain kinds of |lightweight| (relatively simple and inexpensive) VR and 3D visualization technologies. Based on our professional experience in teaching various science topics, we have uncovered and identified many topics which are well-known to cause obstacles/difficulties to the students (and in particular the physics subject) but they can be taught and learned more effectively with the aid of 3D visualization and/or virtual reality (Yeung, 2002). Examples of those 3D/VR learning objects or courseware that we have developed (Wang & Yeung, 2001) specifically for training science teachers include: A Problem on Uniform Motion and Acceleration, Basic Optics in 3D, Virtual Reality Crystal Lattices, The Earth and the Moon around the Sun, and Human Skull and interactive 3D molecules of some common chemical or biological substances. Those 3D and VR resources could be used for the learning and teaching of mechanics, optics, materials science, astronomy, molecular biology and chemistry etc. It is widely believed (Youngblut, 1998) that they are capable of enhancing student-centered (or self-organized) learning because of various unique features and educational values as embedded in using 3D and VR media for learning. Furthermore, those self-learning resources can help students develop their ability to visualize, understand and mentally construct the details of complex scientific data and models which will otherwise be lost, distorted or easily misinterpreted in planar 2D projection (or monoscopic images). A questionnaire survey had been administered to 361 student-teachers to collect information about their prior knowledge, attitude and evaluation of these innovative learning technologies. The preliminary survey findings which provide empirical evidences for supporting our learner-centered approach will be presented and discussed in this paper together with some educational values and implications for the learning and teaching of certain science topics in the school environment.

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