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The Effects of Flash Panorama-based Virtual Field Trips on Students' Spatial Visualization Ability and Their Understanding of Volcanic Concept in High School Earth Science Class

고등학교 지구과학 수업에서 플래시 파노라마 기반 가상 야외 답사의 활용이 학생들의 공간 시각화 능력 및 화산 개념 이해에 미치는 영향

  • Heo, Jun-Hyuk (Division of Science Education, Kangwon National University) ;
  • Lee, Ki-Young (Division of Science Education, Kangwon National University)
  • 허준혁 (강원대학교 과학교육학부) ;
  • 이기영 (강원대학교 과학교육학부)
  • Received : 2013.05.15
  • Accepted : 2013.07.22
  • Published : 2013.08.30

Abstract

While virtual field trips (VFT) are considered as an attractive alternative to traditional field experience, it is unclear how VFT are best used in Earth Science curriculum. In this study, we investigated the effects of flash panorama-based VFT on students' spatial visualization ability and their understanding of volcanic concept in high school Earth Science class. To investigate the effects of instructional treatment, we conducted pre and post-test on participants' spatial visualization ability and their understanding of volcanic concept, and analyzed using analysis of covariance (ANCOVA) and linear regression. Findings are as follows: First, the change in students' spatial visualization ability in experimental group was significantly higher than that of control group, especially in spatial manipulation category. Second, the change in students' understanding of volcanic concept in experimental group was higher than that of control group in most of the categories, but it is statistically not significant. Last, the change in correlation between spatial visualization ability and understanding of volcanic concept in experimental group was remarkably high compared to control group.

Acknowledgement

Supported by : 한국연구재단

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