How can learning be distributed and accelerated with access to digital resources and specialized tools and what are several implications of learning of math and science just in time and on demand?
Digital and specialized tools can have the potential to provide opportunities to students that they may otherwise not of had due to economic, geographic, or other circumstances. Lambert (1990) focussed heavily on the social aspects of learning math as a student led system. The communal aspect and discourse was central to her approach. Lambert’s hypothesis and testing approach to learning mathematics also has the capacity to accelerate learning by facilitating students deep understanding of the learning practice as well as the content. When these are put together there is a high likelihood of effective application.
GLOBE indeed offers distributed and accelerated access to digital resources which allows students to virtually explore all areas of the world. Scientists offer training to both teachers and students and they can acquire data that can be analyzed from every part of the world. As Butler and Macgregor (2003) pointed out “Students and teachers benefit from the scientists not only as sources of knowledge and modelers of scientific reasoning but also an inspiration and role models for students who may choose to pursue careers in science and technology.” The students who use GLOBE are typically highly motivated and interested in learning. This makes for engaging activities, which in turn leads to higher efficiency and deeper learning.
Spicer & Stratford (2001) wrote about the virtues of virtual reality field trips. They found great benefit but also pointed out there are limitations that make them less than “real” field trips. There is great value in having the option to access locations that would literally be inaccessible otherwise. However, virtual reality field trips are perhaps better when used not as alternatives but supplementary to real field trips. It could give the students the opportunity to become familiar with an area before actually going, or the opportunity to revisit it after to recall information. While there are definite financial benefits to virtual field trips the experience differs. Therefore, using them to compliment authentic field trips may be their best usage.
Butler, D.M., & MacGregor, I.D. (2003). GLOBE: Science and education. Journal of Geoscience Education, 51(1), 9-20.
Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American educational research journal, 27(1), 29-63.
Spicer, J., & Stratford, J. (2001). Student perceptions of a virtual field trip to replace a real field trip. Journal of Computer Assisted Learning, 17, 345-354.
Hi Ryan,
I think that one of the biggest benefits of virtual field trips is the possible connection with scientists. I work in an all girls school and the girls in my class don’t always picture themselves as scientists. Alternatively, they often have a push from parents to become doctors. Being able to connect with women who have pursued a variety of careers in science could be very helpful! I also appreciate your point about using VFT to compliment authentic field trips, whenever possible. Do you think it would be most beneficial to explore the VFT experience before or after the authentic trip?
Thanks
Kathryn
I love this idea Katherine. Often we see virtual field trips simply as a transportation to another geographical location. Google Expeditions offers Career Expeditions as part of their VR experience https://www.blog.google/topics/education/expeditions-career-tours-can-take-kids/ there are many fieldtrips that focus on multiple aspects of opportunities in STEM fields. Last year NASA teamed up with Google Expeditions to support a virtual field trip focused on women in STEM highlighting the careers of seven women as part of their Modern Figures program. I think this is so absolutely crucial because as you said, some students simply would never have an opportunity to see women in these fields otherwise. Child activist Marian Wright Edleman articulated so well: ‘You can’t be what you can’t see.’ When asked to draw a scientist, most students draw a white man in a lab coat. Our young women need to see these examples in order to build their own aspirations.
Trish
Hey Kathryn,
I couldn’t agree more with the point about students connecting to real professionals in their field. Having use of this on a regular basis is incredibly valuable. I hope studies are ongoing about this because I’d love to hear about data showing a high correlation of you women (or men) being influenced to join a field they previously didn’t think was possible for them after interaction in the virtual world with people from this career. I wonder if such studies are available now?
As for your question about before or after with VFT, which one would be better? The true answer is I think if depends. I think giving students to explore an area they would be very unfamiliar with before actually going there could be very beneficial as they will get a better sense of what to look for when they actually arrive. On the other hand, once they have had the experience of the field trip they may be able to pull some details and interesting facts they missed on the trip after a second chance.
Thank you for sharing your ideas. I like your idea of using VR as supplementary activities, rather than as substitutes. I think both VR and Field Trips are beneficial for student learning.
I agree that sometimes it would be beneficial for students to experience the VR before they go on a field trip as it could get them excited about their learning and asking lots of questions. Alternatively, it might be nice for students to go on a VR field trip after in case they want a more in-depth exploration of some areas.
Do you think that some students might get bored if the VR field trip is too similar to the actual field trip?
Hi Nicole,
Honestly, I don’t see students getting bored. I think we are still at the stage that VR is so new and the experience is so cool it would be hard for a student to not be excited.