Integration of Mobile Augmented Reality (MAR) Applications into the 5E Learning Model in Biology Teaching

Abstract

This research aims to determine the effect of MAR′s integration into 5E learning in teaching biology. Particularly, its impact on the academic success of the preservice teachers and their attitudes towards digital technology is studied. To this end, the convergent parallel mixed research method is used. The study was conducted with the 31 preservice science teachers in a General Biology Laboratory Course in the 2018-2019 academic year. As the data collection tools, “Achievement Test with Open-Ended Questions”, “Attitude Scale towards Digital Technology” and “Semi-Structured Interview Form” were used. The evaluation of the research results indicates that MAR practices in the biology laboratory have increased the academic success and positively affected the attitudes of preservice teachers towards digital technology. Moreover, preservice teachers expressed that applications of MAR facilitated their learning and understanding, making the lessons more attractive. Accordingly, the use MAR applications are recommended in teaching Biology to examine various anatomical structures.

Development and Evaluation of an Augmented Reality Microscope for Science Learning: A Design-Based Research

“…Similarly, a recent study stated that using AR technology may have a potential enhancement of students' learning and attitude toward biology (Weng et al, 2020). Another more recent study concluded that mobile AR applications enhanced students' understanding and learning in Biology, making the course more attractive for them (Kozcu Cakir et al, 2021). The findings of the current study corroborate these earlier works.…”

“…AR can have a recognized positive effect on learning (Kozcu Cakir et al, 2021;Turan & Atila, 2021;Yuen et al, 2011), and the idea of implementing AR within an educational environment appears to be accepted by students and teachers. AR can also be suitable for constructivist orientations (Dunleavy & Dede, 2014), which have been highly stressed for learning in the 21 st century.…”

“…In science education, a more recent study investigated the effects of integrating AR applications into General Biology Laboratory course studying with preservice teachers (Kozcu Cakir et al, 2021). The authors studied "dissection procedures related to the anatomy and functions of heart, brain, kidney, and eye together" (p. 98), utilizing the 5E learning model in mobile AR applications.…”

“…AR can be also used in the science laboratory, either to create a virtual laboratory environment or as a combination of the virtual and physical world (Chiu et al, 2015). Previous research has revealed certain benefits to students of augmented/virtual reality laboratories in science or biology education (Chiu et al, 2015;De Jong et al, 2013;Kozcu Cakir et al, 2021;Olympiou & Zacharia, 2012;Zacharia, 2007). In the current study, MicrosAR was developed solely as an augmented reality application grounded upon inquiry-based learning for a middle school science laboratory course.…”

Teachers’ Utilization of Computer-Based Technology in Science Instruction

“…According to Schindler et al (2017), the utilization of computers, web, and cellphones is at its highest level amount to date and expected to persistent increment as innovation turns out to be progressively open, explicitly for clients in developing countries. According to Kozcu Cakir, Guven and Celik (2021), the variety in technological products introduced with the technological development in the world increases the technological utilization by activating individuals' interests and inquisitiveness. Zamfir (2008) mentioned that education today "implies not only a singular, computational use of new technologies, but the promotion of engaged peer interactions with a shared computer activity" (p. 684).…”