Potential Abstract:
This research article explores the potential of augmented reality (AR) as an innovative tool to enhance learning science education within democratic programs. In recent years, there has been a growing interest in utilizing AR technology in educational settings to engage learners, promote active participation, and foster deeper understanding of scientific concepts. Despite the increasing popularity of AR in various educational domains, its impact on learning science within democratic programs remains largely unexplored.
This study aims to fill this gap by investigating the effectiveness of AR in promoting democratic practices and fostering scientific literacy among students. By leveraging the interactive and immersive nature of AR, learners are provided with unique opportunities to engage with scientific phenomena, conduct virtual experiments, and collaborate with peers, all of which are essential components of democratic learning environments. Through the integration of democratic principles such as inclusion, equity, and voice, AR has the potential to empower students from diverse backgrounds, encourage critical thinking, and foster active citizenship.
The research design will employ a mixed-methods approach, incorporating both qualitative and quantitative data collection methods. A pre- and post-test experimental design will be used to assess students’ scientific knowledge acquisition, engagement, and attitudes towards science. Additionally, qualitative data will be collected through observations, interviews, and student reflections to gain deeper insights into the impact of AR on democratic practices within the learning science context.
The findings of this study will contribute to the emerging field of AR in education and provide valuable insights for educators, curriculum developers, and policymakers interested in integrating innovative technologies within democratic programs. By understanding how AR can be leveraged to enhance learning science education in democratic settings, educators can design more inclusive and engaging learning experiences that foster scientific literacy and democratic citizenship.
Potential References:
- Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers
- Augmented reality simulations on handheld computers
- Augmented reality games: place-based digital learning
- From information to experience: Place-based augmented reality games as a model for learning in a globally networked society
- Augmented Reality in Education: Enhancing Learning Experiences in Modern Classrooms
