1. A Social Constructivist Approach to Learning with Augmented
RealityDonna Dancer Becki Powell
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. 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. Results The participantinvestigated the
softwareindependently until hecouldnt advance anyfurther. He
consulted with a peerthen demonstrated lessfear of error in making
moreselections within thesoftware.
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. 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