Simulerad verklighet i gymnasieskolans fysik : En designstudie om en augmented reality simulering med socio-naturvetenskapligt innehåll

• Main Author: Lundblad, Thomas
• Format: Others
• Language: Swedish
• Published: Linköpings universitet, Institutionen för samhälls- och välfärdsstudier 2012
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-80372; http://nbn-resolving.de/urn:isbn:978-91-7519-854-5

This thesis takes its standpoint in the declining interest for science studies in Sweden and abroad. According to Dillon and Oshorne (2009), science education is not conceived as an education for the lllajority of students. It is targeted at supplying the society with future scientists, ignoring the need for a science education for all students. One way to include more students in science activities can be to let them investigate the world outside school and make connections between these investigations and their own personal life (Aikenhead, 2007). Socio-scientific issues (SSJ) arc brought forward by many ,,'Searchers as a pedagogical model to engage students in developing scientific knowledge while dealing with prohlelTIs situated in their society. The thesis describe the design and use of an Augmented Reality (AR) simulation (Klopfer, 200S) called Transformer where students engage in a role play concerning a socio-scientific dilemma situated in their local environment. Students use smartphones equipped with the AR-simulation to collect information and take measurements in their local environment. The different roles use their collected information in a concluding debate where they argue for their standpoint in the dilemma. The design and use of Transformer was investigated in two studies. The first study describes the design of Transformer and investigates in how the silTIulation influenced the students. In the second study students actions in a debate was investigated concerning which sources if information students use, how the socio-scientific nature of the issue was expressed, and how the roles influenced the use of information. Results from the studies give evidence of engaged students that experienced the dilemma as actual and relevant. Their argumentation in the debate was focused around the dilemma and meets the criteria for socioscicntific reasoning stated by Sadlcr, ]larab and Scott (2007). The results also points at parts of the design vvhere there is room for improvements. These experiences will infonn the next step in a design based research cycle. The thesis shows that a combination of AR and SS! is a feasible way for practitioners to situate pedagogicaUy relevant content in an enVlrOlllnent outside school.