DIDATTICA DELLE STEM E TECNOLOGIE DIGITALI INNOVATIVE E NELLA SCUOLA SECONDARIA DI II GRADO: UNA REVISIONE DELLA LETTERATURA
Barra laterale dell'articolo
Pubblicato:
Jul 8, 2022
Parole chiave:
Didattica STEM, X-Reality, Tecnologie Digitali, Scuola Secondaria
Contenuto principale dell'articolo
Abstract
L’integrazione delle tecnologie digitali nel contesto scolastico è diventato ormai un processo necessario e fondamentale nelle pratiche didattiche quotidiane. In particolare, risultano particolarmente efficaci le tecnologie innovative come le cosiddette X-Reality per promuovere l’apprendimento degli studenti, per favorire l’acquisizione di competenze e l’interesse per le discipline scientifiche. Sulla base di queste premesse, lo scopo di questa ricerca di letteratura è quello di delineare lo stato dell’arte dell’utilizzo delle X-Reality nell’educazione STEM nel contesto della scuola secondaria di secondo grado, per comprendere i benefici, gli aspetti critici e le sfide da affrontare in questo campo. Per rispondere alle DR, è stata condotta una revisione dell’ambito sui database Scopus ed ERIC in accordo al metodo PRISMA. In seguito al processo di selezione, sono stati inclusi nell’analisi 10 articoli. I risultati di questa ricerca di letteratura mettono quindi in evidenza come l’utilizzo di RA e RV nella didattica delle STEM offre molte opportunità per l’apprendimento dei concetti e l’acquisizione delle competenze scientifiche. Al tempo stesso però è richiesto anche un accurato bilanciamento di questi effetti positivi con i rischi correlati, per poter arrivare ad un utilizzo critico e consapevole di queste tecnologie innovative.
Dettagli dell'articolo
Sezione
Articoli - Argomenti vari
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Riferimenti bibliografici
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Arici, F., Yildirim, P., Caliklar, Ş., & Yilmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142, 103647.
Arnold, J. C., Kremer, K., & Mayer, J. (2014). Understanding Students' Experiments—What kind of support do they need in inquiry tasks?. International Journal of Science Education, 36(16), 2719-2749.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251.
Carretero, S., Mägi, E., Bessios, A., Napierala, J., Gonzalez-Vazquez, I., Triquet, K., ... & Robledo-Bottcher, N. (2021). What Did We Learn from Schooling Practices during the COVID-19 Lockdown? Insights from Five EU Countries. JRC Science for Policy Report. European Commission.
Chavez, B., & Bayona, S. (2018, March). Virtual reality in the learning process. In World conference on information systems and technologies (pp. 1345-1356). Springer, Cham.
del Cerro Velázquez, F., & Morales Méndez, G. (2021). Application in augmented reality for learning mathematical functions: A study for the development of spatial intelligence in secondary education students. Mathematics, 9(4), 369.
Coiro, J., Castek, J., & Quinn, D. J. (2016). Personal inquiry and online research: Connecting learners in ways that matter. The Reading Teacher, 69(5), 483-492.
Cuomo, S., Luzzi, D., Roffi, A. & Ranieri, M. (2022). Immersive Environments in Higher Education: the Digital Well-Being Perspective. In ATEE Spring Conference Proceedings. Accepted.
Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635.
Georgiou, Y., Tsivitanidou, O., & Ioannou, A. (2021). Learning experience design with immersive virtual reality in physics education. Educational Technology Research and Development, 69(6), 3051-3080.
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health information & libraries journal, 26(2), 91-108.
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123.
Kyza, E. A., Constantinou, C. P., & Spanoudis, G. (2011). Sixth graders’ co-construction of explanations of a disturbance in an ecosystem: Exploring relationships between grouping, reflective scaffolding, and evidence-based explanations. International Journal of Science Education, 33(18), 2489-2525.
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Ling, Y., Zhu, P., & Yu, J. (2021). Which types of learners are suitable for augmented reality? A fuzzy set analysis of learning outcomes configurations from the perspective of individual differences. Educational Technology Research and Development, 69(6), 2985-3008.
Liu, Q., Yu, S., Chen, W., Wang, Q., & Xu, S. (2021). The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load. Journal of computer assisted learning, 37(3), 645-656.
Luzzi, D., Cuomo, S., Roffi, A. & Ranieri, M. (2022). The design of a 360° video for higher education from a multidimensional perspective of digital well-being. In: 16th International Technology, Education and Development Conference, Valencia, 7th-8th March 2022, IATED Academy, pp. 4805-4814.
Makransky, G., Petersen, G. B., & Klingenberg, S. (2020). Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?. British Journal of Educational Technology, 51(6), 2079-2097.
Melo, C., Madariaga, L., Nussbaum, M., Heller, R., Bennett, S., Tsai, C. C. & van Braak, J. (2020). Editorial: Educational technology and addictions. Computers & Education, 145 (2020) 103730.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. & The PRISMA Group. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097.
Niittymäki, N., Christopoulos, A., & Laakso, M. J. (2021) Mobile Virtual Reality in Secondary Education: An Exploratory Study in the Course of Biology. In 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 595-600). IEEE.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.
Pellas, N., Kazanidis, I., & Palaigeorgiou, G. (2020). A systematic literature review of mixed reality environments in K-12 education. Education and Information Technologies, 25(4), 2481-2520.
Petrov, P. D., & Atanasova, T. V. (2020). The Effect of augmented reality on students’ learning performance in stem education. Information, 11(4), 209.
Ranieri, M., Bruni, I. & Luzzi, D. (2020). Introducing 360-degree video in higher education: An overview of the literature, In EDEN Conference Proceedings, No. 1, pp. 345-353.
Ranieri, M. (2022). Competenze digitali per insegnare. Modelli e proposte operative. Carrocci Editore. ISBN: 9788874668991
Ranieri, M., Luzzi, D., Cuomo, S., & Bruni, I. (2022). If and how do 360-degree videos fit into education settings? Results from a scoping review of empirical research. Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12683
Roffi, A., Cuomo, S., Ranieri, M. (2021). Using Augmented and Virtual Reality for teaching scientific disciplines. IUL RESEARCH, vol. 2, pp. 185-201, ISSN:2723-9586.
Shu, Y., & Huang, T. C. (2021). Identifying the potential roles of virtual reality and STEM in Maker education. The Journal of Educational Research, 114(2), 108-118.
Tomara, M., & Gouscos, D. (2019). A case study: visualizing coulomb forces with the aid of augmented reality. Journal of Educational Computing Research, 57(7), 1626-1642.
Weng, C., Otanga, S., Christianto, S. M., & Chu, R. J. C. (2020). Enhancing students’ biology learning by using augmented reality as a learning supplement. Journal of Educational Computing Research, 58(4), 747-770.
Arici, F., Yildirim, P., Caliklar, Ş., & Yilmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142, 103647.
Arnold, J. C., Kremer, K., & Mayer, J. (2014). Understanding Students' Experiments—What kind of support do they need in inquiry tasks?. International Journal of Science Education, 36(16), 2719-2749.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251.
Carretero, S., Mägi, E., Bessios, A., Napierala, J., Gonzalez-Vazquez, I., Triquet, K., ... & Robledo-Bottcher, N. (2021). What Did We Learn from Schooling Practices during the COVID-19 Lockdown? Insights from Five EU Countries. JRC Science for Policy Report. European Commission.
Chavez, B., & Bayona, S. (2018, March). Virtual reality in the learning process. In World conference on information systems and technologies (pp. 1345-1356). Springer, Cham.
del Cerro Velázquez, F., & Morales Méndez, G. (2021). Application in augmented reality for learning mathematical functions: A study for the development of spatial intelligence in secondary education students. Mathematics, 9(4), 369.
Coiro, J., Castek, J., & Quinn, D. J. (2016). Personal inquiry and online research: Connecting learners in ways that matter. The Reading Teacher, 69(5), 483-492.
Cuomo, S., Luzzi, D., Roffi, A. & Ranieri, M. (2022). Immersive Environments in Higher Education: the Digital Well-Being Perspective. In ATEE Spring Conference Proceedings. Accepted.
Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635.
Georgiou, Y., Tsivitanidou, O., & Ioannou, A. (2021). Learning experience design with immersive virtual reality in physics education. Educational Technology Research and Development, 69(6), 3051-3080.
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health information & libraries journal, 26(2), 91-108.
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123.
Kyza, E. A., Constantinou, C. P., & Spanoudis, G. (2011). Sixth graders’ co-construction of explanations of a disturbance in an ecosystem: Exploring relationships between grouping, reflective scaffolding, and evidence-based explanations. International Journal of Science Education, 33(18), 2489-2525.
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Ling, Y., Zhu, P., & Yu, J. (2021). Which types of learners are suitable for augmented reality? A fuzzy set analysis of learning outcomes configurations from the perspective of individual differences. Educational Technology Research and Development, 69(6), 2985-3008.
Liu, Q., Yu, S., Chen, W., Wang, Q., & Xu, S. (2021). The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load. Journal of computer assisted learning, 37(3), 645-656.
Luzzi, D., Cuomo, S., Roffi, A. & Ranieri, M. (2022). The design of a 360° video for higher education from a multidimensional perspective of digital well-being. In: 16th International Technology, Education and Development Conference, Valencia, 7th-8th March 2022, IATED Academy, pp. 4805-4814.
Makransky, G., Petersen, G. B., & Klingenberg, S. (2020). Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?. British Journal of Educational Technology, 51(6), 2079-2097.
Melo, C., Madariaga, L., Nussbaum, M., Heller, R., Bennett, S., Tsai, C. C. & van Braak, J. (2020). Editorial: Educational technology and addictions. Computers & Education, 145 (2020) 103730.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. & The PRISMA Group. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097.
Niittymäki, N., Christopoulos, A., & Laakso, M. J. (2021) Mobile Virtual Reality in Secondary Education: An Exploratory Study in the Course of Biology. In 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 595-600). IEEE.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61.
Pellas, N., Kazanidis, I., & Palaigeorgiou, G. (2020). A systematic literature review of mixed reality environments in K-12 education. Education and Information Technologies, 25(4), 2481-2520.
Petrov, P. D., & Atanasova, T. V. (2020). The Effect of augmented reality on students’ learning performance in stem education. Information, 11(4), 209.
Ranieri, M., Bruni, I. & Luzzi, D. (2020). Introducing 360-degree video in higher education: An overview of the literature, In EDEN Conference Proceedings, No. 1, pp. 345-353.
Ranieri, M. (2022). Competenze digitali per insegnare. Modelli e proposte operative. Carrocci Editore. ISBN: 9788874668991
Ranieri, M., Luzzi, D., Cuomo, S., & Bruni, I. (2022). If and how do 360-degree videos fit into education settings? Results from a scoping review of empirical research. Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12683
Roffi, A., Cuomo, S., Ranieri, M. (2021). Using Augmented and Virtual Reality for teaching scientific disciplines. IUL RESEARCH, vol. 2, pp. 185-201, ISSN:2723-9586.
Shu, Y., & Huang, T. C. (2021). Identifying the potential roles of virtual reality and STEM in Maker education. The Journal of Educational Research, 114(2), 108-118.
Tomara, M., & Gouscos, D. (2019). A case study: visualizing coulomb forces with the aid of augmented reality. Journal of Educational Computing Research, 57(7), 1626-1642.
Weng, C., Otanga, S., Christianto, S. M., & Chu, R. J. C. (2020). Enhancing students’ biology learning by using augmented reality as a learning supplement. Journal of Educational Computing Research, 58(4), 747-770.