Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

Shawn Rowe,Mariapaola Riggio,Susan R Rowe,Raffaele De Amicis

doi:10.3390/educsci10090234

Shawn Rowe, Mariapaola Riggio + Show 2 more

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https://doi.org/10.3390/educsci10090234

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Journal: Education sciences	Publication Date: Sep 4, 2020
Citations: 3	License type: CC BY 4.0

Affiliation: Oregon Sea Grant, Oregon State University

Abstract

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

Highlights

With the implementation of the Generation Science Standards (NGSS) in the U.S, engineering and technology concepts have gained noteworthy inclusion in the core concepts guiding kindergarten, elementary, and secondary (K-12) science, technology, engineering, and mathematics (STEM)education [1]
12th grade STEM teachers participating in professional development related to their leading afterschool
STEM programs for underrepresented youth in rural communities is a contribution in a wider discussion on capacity building in upper elementary through high school engineering education

Summary

Introduction

With the implementation of the Generation Science Standards (NGSS) in the U.S, engineering and technology concepts have gained noteworthy inclusion in the core concepts guiding kindergarten, elementary, and secondary (K-12) science, technology, engineering, and mathematics (STEM)education [1]. University-based initiatives, such as the one in which this study is based, leverage the resources of formal and informal education organizations and communities to offer professional development in STEM for teachers and STEM experiential learning for youth with the explicit goals of promoting student college and career access and success [6]. Mokros and Tinker [33], and Russell et al [34], investigated student data manipulation activities in a microcomputer-based laboratory (MBL) They found that the possibility to link complex scientific symbols to physical events under student control supported critical thinking processes and science inquiry. In all of these studies, sensors and probeware were used to process, analyze, and display data enabled students to manipulate parameters, test hypothesis, and explore relationships

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