An immersive learning environment on the introduction of power generation systems for pre-service teachers of early childhood education

IRENE IOANNIDOU, NIKI SISSAMPERI, DIMITRIOS KOLIOPOULOS

Abstract

Virtual environments offer innovative and promising solutions for natural science education, benefiting both students and teachers. Research indicates that pre-service teachers struggle to visualize and describe power generation processes, potentially passing on alternative conceptions to students. This study focuses on the design, development, and evaluation of a 3D virtual reality learning environment for large-scale power generation systems, specifically steam power plants. Following an "innovative" teaching framework, the study aimed to explore and reconstruct pre-service teachers' conceptions through interaction with the immersive virtual environment. The research procedure involved four parts of a semi-structured interview with pre-service teachers exploring their ideas and whose analysis results confirm  existing literature on alternative conceptions. The study highlighted cognitive progress, especially in the technological dimension of power generation systems using the virtual reality learning environment.

Keywords

Power generation systems, virtual reality, immersive learning environment, pre-service teachers' conceptions

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References

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DOI: https://doi.org/10.26220/mje.4511

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Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood Education - University of Patras.

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