Excerpts from "Inspiration for Virtual Worlds Supporting Project-Based STEM Learning"
Terena J. Davis, Ph.D., Teacher, Texas A&M University, USA
introduction
3D teaching and STEM learning, seemingly two ways of learning that can't be beaten by eight gossips, chances of encountering each other and colliding with beautiful sparks, 3D teaching can be well applied to STEM project learning.
First, the basic concept
3D teaching: Based on visual modeling, through the project learning method, comprehensive application of 3D image, VR, AR, MR, 3D printing and other technologies to achieve a complete learning and cognitive process from "creative to realization".
STEM Learning: A way of learning in integrated science, technology, engineering, and mathematics.
Second, 3D teaching applied to STEM research
1. Hugh & Cheung (2010) reviewed empirical research on the use of 3D teaching in the K12 grade and higher education environment. They found that there are three main ways to use these technologies: 1) communication space; 2) spatial simulation (space orientation); 3) experience space (playing the world). These three methods of use are combined with great potential to support STEM project learning.
2. Dalgarno & Lee (2010) reviewed a series of learning implications when reviewing the research published in the past 20 years on the application of 3D teaching:
1) 3D teaching can be used to promote the development of spatial knowledge in the field to further develop the learning task (P18).
2) 3D teaching can be used to promote experiential learning tasks that are not practical or impossible in the real world (P19).
3) 3D teaching can be used to promote learning tasks (P20) that enhance the inner learning winter and learning input.
4) 3D teaching can be used to promote learning tasks that can transfer knowledge and skills to real-life situations through the background of learning (P21).
5) 3D teaching can be used to promote richer and more effective cooperative learning tasks that cannot be achieved in 2D traditional teaching (P23).
In the study of Dalgano and Li, a series of 3D teaching applications were examined. The analysis directly or indirectly pointed out the benefits of 3D teaching.
When learners are actively engaged in experiential learning and situational learning in a virtual environment, they gain ubiquitous opportunities to truly develop skills: new literacy (Jenkins, Clinton, Purushatma, Robinson & Weigel.2006), problem solving or National Council of Teachers of Mathematics (2000), scientific literacy skills, computer thinking, and information and communication technology (ICT) skills (Barr, Harrison & Conery, 2011; ISTE, 2007). Listed skills include but are not limited to: Cooperation, problem solving, simulation, critical thinking and negotiation skills. For example, new literacy almost all design social skills developed through collaboration and networking (Jenkins et al., 2006).
Third, the encounter between 3D teaching and STEM learning
As mentioned above, 3D teaching can support the results and tasks of various learning in STEM project learning. The following highlights some of the virtual world projects and simulations that run through STEM disciplines that allow learners to participate in new and different ways. These projects help illustrate two approaches: using the virtual environment in 3D teaching to prepare STEM teachers to learn STEM content using 3D instruction in a highly engaging and intrusive way.
Table: 3D teaching to support STEM project learning
Characteristic examples of 3D teaching
The possibility of supporting STEM project learning
Participate in (3D) space and visually rich learning or problem solving
Learners have the ability to inspect or manipulate 3D objects, zoom in or out on objects, and move objects; learners can investigate complex issues and issues
Get in touch with and experience real-world locations, simulations, and objects in an infiltrating environment. Learners experience an immersive experience or experience of other people participating in a participatory virtual space.
Learners have the ability to intimately examine three-dimensional virtual objects and places that may not be accessible in real life (such as three-dimensional simulations of Paris, simulated space shuttles, etc.).
Participate in unique experiments
Learners have the ability to participate in innovative experiments in simulation
Design and build 3D space
Learners have the ability to design 3D virtual objects, inventions, buildings or spaces.
Design simulation or game
Learners have the ability to design 3D simulations and games for different audiences
Participate in role playing
Learners have the ability to participate in role-playing (with real different teams, large or small cooperative groups)
Communicate and cooperate with peers or experts (local /
global wide)
Learners have the ability to communicate or collaborate with peers or experts at all stages of the FBL.
Share or show work/discovery with the wider global learning community
Learners and abilities share their learning activities and discoveries with peers on a class or global scale.
Fourth, the conclusion
Exploring how to simulate in the virtual environment of 3D teaching provides a favorable opportunity for STEM teaching and learning. When educators use 3D instruction to gain more skills and experience, they can know how to effectively design STEM projects for their students. Innovative simulations that support student-centered design or experimentation are not easy to develop in the classroom, but in the context of a virtual learning environment, there is great hope. In the case of insufficient education funding, virtual simulation can provide students with a unique choice in the STEM project learning. Stakeholders at all levels should have the opportunity to explore the power of using simulation and games to engage in effective practices that promote STEM project learning.
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