Abstrakt
The chapter focuses on the educational potential of Augmented Reality for support of scientific literacy in pre-primary education. Development of science abstraction in pre-school children (aged 3-7) is one of the goals of scientific pre-literacy (Jančaříková, 2016).
The chapter presents the opportunities that Augmented Reality brings to development of scientific literacy. In theoretical introduction authors give a brief overview of the area and of selected applications suitable for pre-school children.
Two of them, namely 4D animal and Quiver Vision, were used in a research survey, in which two Czech and two Slovak kindergartens as well as 5 pre-school children's parents were involved. This improvement of the learning process and of teaching methods contributes to a child's complex development in contemporary sociocultural context.
That is why our goal was to identify the impact of the use of Augmented Reality on development of children's scientific literacy as well as the impact of the use of Augmented Reality on teachers' professional development. in teacher education. The research methods that we used in this action type of research conducted within the frame of science education context were semi-structured interviews with teachers from a learning/playing community of children involved in the research and direct and indirect observation of children when involved in Augmented Reality in educational activities.
The research shows that many teachers were not familiar with the technology of Augmented Reality. Some teachers express worries about how to employ it in pre-school age, some share creative ideas on how these technologies can be included in offered activities.
The chapter focuses on the educational potential of Augmented Reality for support of scientific literacy in pre-primary education. Development of science abstraction in pre-school children (aged 3-7) is one of the goals of scientific pre-literacy (Jančaříková, 2016).
The chapter presents the opportunities that Augmented Reality brings to development of scientific literacy. In theoretical introduction authors give a brief overview of the area and of selected applications suitable for pre-school children.
Two of them, namely 4D animal and Quiver Vision, were used in a research survey, in which two Czech and two Slovak kindergartens as well as 5 pre-school children's parents were involved. This improvement of the learning process and of teaching methods contributes to a child's complex development in contemporary sociocultural context.
That is why our goal was to identify the impact of the use of Augmented Reality on development of children's scientific literacy as well as the impact of the use of Augmented Reality on teachers' professional development. in teacher education. The research methods that we used in this action type of research conducted within the frame of science education context were semi-structured interviews with teachers from a learning/playing community of children involved in the research and direct and indirect observation of children when involved in Augmented Reality in educational activities.
The research shows that many teachers were not familiar with the technology of Augmented Reality. Some teachers express worries about how to employ it in pre-school age, some share creative ideas on how these technologies can be included in offered activities.