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Dissertation titled "Can Virtual Science Foster Real Skills? A Study of Inquiry Skills in a Virtual World.”
Graduated with distinction, with a GPA of 4.0
Quantitative quasi-experimental nonrandomized control group pretest and posttest study explored what affect a virtual world experience (Second Life) had on inquiry skills as measured by the TIPS (...
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Context 1
... have not met Dr. Clark but I would like to acknowledge that she went out of her way to help me pursue this research in order to join the academy. She Tables Table 1. Summary of Mixed Between-Within ANOVA 77 Figure 1. Gregor Mendel's abbey on Genome Island. ...Citations
Virtual worlds (VWs) offer alternative learning environments for geoscience education and give students a feeling of “being there.” In fact, VWs are also immersive environments that enable situated learning and constructivist learning in accordance with the Vygotsky theory, because the learner is inside an “imaginary” world context. In this environment, many activities and experiences can take place as scaffolding, cooperative learning, peer-to-peer and peer evaluation, coaching, scientific inquiry. Therefore, VWs can be a new technology to motivate students and provide the educational opportunities to learn in a socially interactive learning community. In the literature already, some studies report experiences carried out to investigate the effectiveness of virtual worlds in education. In the world, there are virtual worlds used for education such as Opensim and Samsara. Minecraft (https://www.minecraft.net/en-us/) is a virtual world used by new generations specially.
Describes studies and research on geoscience education in virtual worlds. A correlation between spatial reasoning skills and professional performance in many scientific fields has been demonstrated. Traditional models of education are linked by the ideas that the relationship between teacher and students is asymmetric; the teacher transmits information and the students receive it; With the Web 2.0, traditional models of education should have been passed in favor of post-cognitivist models, where knowledge is distributed, situated and embodied. In this framework of interpretation, learning is no more a task-oriented process and knowledge is no longer transmitted but shared, co-constructed, and negotiated within a learning community. Likewise, Web 2.0 learning approaches allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to previous websites where people were limited to passive viewing of content.
Nowadays, reality virtual in education field has attracted numerous controversies and draw public
attention. Some people believe that reality virtual in education field people have more
opportunities, while others hold the view that reality virtual in education field has many
disadvantages. This book will discuss why reality virtual in education field is important for people's
lives and give my opinion. Firstly, there is a social reason why I think reality virtual in education
field has many advantages. Although potentially positive impacts of reality virtual in education
field must be taken into account, I still reckon that reality virtual in education field has many ways
enormously enriched people’s life. For example, a well-known American philosopher once said: "
reality virtual in education field helps people to find jobs". It is thus clearly shown that it is very
vital.
Virtual worlds (VWs) offer alternative learning environments for geoscience education and give students a feeling of “being there.” In fact, VWs are also immersive environments that enable situated learning and constructivist learning in accordance with the Vygotsky theory, because the learner is inside an “imaginary” world context. In this environment, many activities and experiences can take place as scaffolding, cooperative learning, peer-to-peer and peer evaluation, coaching, scientific inquiry. Therefore, VWs can be a new technology to motivate students and provide the educational opportunities to learn in a socially interactive learning community. In the literature already, some studies report experiences carried out to investigate the effectiveness of virtual worlds in education. In the world, there are virtual worlds used for education such as Opensim and Samsara. Minecraft (https://www.minecraft.net/en-us/) is a virtual world used by new generations specially.
Describes studies and research on geoscience education in virtual worlds. A correlation between spatial reasoning skills and professional performance in many scientific fields has been demonstrated. Traditional models of education are linked by the ideas that the relationship between teacher and students is asymmetric; the teacher transmits information and the students receive it; With the Web 2.0, traditional models of education should have been passed in favor of post-cognitivist models, where knowledge is distributed, situated and embodied. In this framework of interpretation, learning is no more a task-oriented process and knowledge is no longer transmitted but shared, co-constructed, and negotiated within a learning community. Likewise, Web 2.0 learning approaches allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to previous websites where people were limited to passive viewing of content.
