Applying Virtual Reality Scenery in C-STEAM Courses: A Case Study of “Lantern Festival” Virtual Venue

Lyu, Siyuan; Zhan, Zehui; Zhan, Hongbing

doi:10.1109/waie57417.2022.00020

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…Transdisciplinary Education for Cultural Inheritance (C-STEAM), targets cultural inheritance and utilizes multidisciplinary integrated STEAM education as a means to achieve this (Zhan et al, 2020;Qian et al, 2022). This approach contributes to the dual integration of science and humanities education in the Greater Bay Area (Zhan et al, 2022c;Li et al, 2023), and its effectiveness has been demonstrated in multiple rounds of practice (Huo et al, 2020;Zhan et al, 2021;Guan and Zhan, 2021;Yu et al, 2022;He et al, 2022;Lyu et al, 2022;Wu et al, 2022a;Wu et al, 2022b;Sun et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Developing professional capital through technology-enabled university-school-enterprise collaboration: an innovative model for C-STEAM preservice teacher education in the Greater Bay area

Lyu,

Niu,

Yuan

et al. 2024

APJIE

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Purpose Preservice teacher (PST) professional development programs are crucial for cultivating high-quality STEAM teachers of the future, significantly impacting the quality of regional STEAM education. The Guangdong-Hong Kong-Macao Greater Bay Area, as a region of cross-border cooperation, integrates the resources and advantages of Guangdong, Hong Kong, and Macao, possessing rich cultural heritage and innovative capabilities. Transdisciplinary Education for Cultural Inheritance (C-STEAM) is an effective approach to promoting educational collaboration within the Greater Bay Area, facilitating the integration of both technological and humanities education. This study aims to develop a Technology-Enabled University-School-Enterprise (T-USE) collaborative education model and implement it in the Greater Bay Area, to explore its role as a support mechanism in professional development and its impact on C-STEAM PSTs' professional capital. Design/methodology/approach Adopting a qualitative methodology, the study interviewed PSTs who participated in a C-STEAM teacher education course under the T-USE model. Thematic coding is used to analyze their knowledge acquisition, interaction benefits with community members, and autonomous thinking and decision-making in theoretical learning and teaching practice. Findings The findings show that the T-USE model significantly enhanced the PSTs' human capital, including teaching beliefs, knowledge, and skills. In terms of social capital, PSTs benefited from collaboration with PST groups, university teaching teams, in-service teachers, and enterprises, though challenges such as varying levels of expertise among in-service teachers and occasional technical instability emerged. For decisional capital, the T-USE model provided opportunities for autonomous thinking and promoted teaching judgment skills through real teaching challenges and scenarios. Reflective practice activities also supported PSTs' professional growth. Originality/value This study reveals the effectiveness and internal mechanism of the T-USE model in C-STEAM PST training, offering significant theoretical and practical references for future PST education.

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