1. 1. A Social Constructivist Approach to Learning with Augmented RealityDonna Dancer Becki Powell
2. 2. Introduction Conventional science classrooms are not able to offer appropriate context for learners to construct meaningful knowledge. Augmented Reality (AR) platforms offer unprecedented flexibility as well as opportunity for dialogue among learners.
3. 3. MethodsAugmented Reality Participant: physics teacher - prior experience = personal computing Materials: AR stations and 10 Android tablet devices Procedures: Teachers were shown power up procedures and the softwares navigational instructions
4. 4. Results The participantinvestigated the softwareindependently until hecouldnt advance anyfurther. He consulted with a peerthen demonstrated lessfear of error in making moreselections within thesoftware.
5. 5. Discussion Prior experience withNovice technology Zone of Proximal Development Dialogue facilitated knowledgePeer Consult construction Alleviate fear of failureExperienced Explain his observations in Usersoftware platform to others
6. 6. References Brackenridge High School Demographics (2012). Retrievedfrom :http://zillow.com/san-antonio-tx/schools/brackenridge-high-school-96677. Hirtle, J. (1996). Social constructivism. English Journal, 85(1), 91-92 Lee, K. (2012). Augmented reality in education and training.Tech Trends, 56(2), 13-21 Watson, J. (2001). Social constructivism in the classroom.Support for Learning, 16(3), 140-147. Yew, E.H., Chang, E. & Schmidt, H.G. (2011). Is learning inproblem-based learning cumulative? Advances in HealthScience Education, 16, 449-464