Skip to main content
SpringerLink
Log in

A Teacher Professional Development Program on Teaching STEM-Related Topics Using Augmented Reality in Secondary Education

  • Chapter
  • First Online:
Emerging Technologies and Pedagogies in the Curriculum

Abstract

Science, Technology, Engineering and Mathematics (STEM) Education is a field in which schools invest considerable resources and time to bring innovative solutions within their curricula. At the same time, Augmented reality (AR) is an emerging technology in the Immersive Learning Landscape. The EU-funded Erasmus + project Enlivened Laboratories in STEM (EL-STEM) aims to introduce a new approach, through the provision of integrated inquiry-based STEM learning approaches supported by Augmented Reality in school classrooms and laboratories. A multifaceted Teacher Professional Development (TPD) program has been designed within EL-STEM to familiarize teachers with the potential of AR technology for enhancing the teaching and learning processes in secondary STEM education . Teachers can, therefore, employ this technology, to further encourage student’s engagement and strengthen their twenty-first-century skills. This chapter highlights the necessity of designing and implementing such a TPD program, provides an overview of the pedagogical framework underlying the current state of the suggested EL-STEM TPD program and outlines its content and structure.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 179.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Aeschlimann, B., Herzog, W., & Makarova, E. (2016). How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice. A study in Swiss high schools. International Journal of Educational Research, 79, 31–41.

    Article  Google Scholar 

  • Akçayir, M., & Akçayir, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.

    Article  Google Scholar 

  • Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133–149.

    Google Scholar 

  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30–35.

    Google Scholar 

  • Cannady, M. A., Greenwald, E., & Harris, K. N. (2014). Problematizing the STEM pipeline metaphor: Is the STEM pipeline metaphor serving our students and the STEM workforce? Science Education, 98(3), 443–460.

    Article  Google Scholar 

  • Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Egitim ve Bilim, 39 (171).

    Google Scholar 

  • Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of computers in education, 1(4), 295–311.

    Article  Google Scholar 

  • Dotong, C. I., De Castro, E. L., Dolot, J. A., & Prenda, M. T. B. (2016). Barriers for educational technology integration in contemporary classroom environment. Asia Pacific Journal of Education, Arts and Sciences, 3(2), 13–20.

    Google Scholar 

  • Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In Handbook of research on educational communications and technology (pp. 735–745). New York, NY: Springer.

    Google Scholar 

  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & education, 59(2), 423–435.

    Google Scholar 

  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2014). Teachers’ beliefs and uses of technology to support 21st-century teaching and learning. International Handbook of Research on Teacher Beliefs, 403.

    Google Scholar 

  • EU Skills Panorama. (2016). STEM skills analytical highlight. Prepared by ICF and Cedefop for the European Commission.

    Google Scholar 

  • Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Collecting research data with questionnaires and interviews. Educational Research: An introduction, 227–261.

    Google Scholar 

  • Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53(2), 229–261.

    Article  Google Scholar 

  • Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52.

    Article  Google Scholar 

  • Howard, S. K., & Mozejko, A. (2015). Teachers: Technology, change and resistance. Teaching and digital technologies: Big issues and critical questions, 307–317.

    Google Scholar 

  • Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education.

    Google Scholar 

  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259–1269.

    Article  Google Scholar 

  • Kriek, J. (2016, March). A modified model of TPACK and SAMR in teaching for understanding. In Society for information technology & teacher education international conference (pp. 23–28). Association for the Advancement of Computing in Education (AACE).

    Google Scholar 

  • Lasica, I. E., Meletiou-Mavrotheris, M., Katzis, K., Dimopoulos, C. & Mavrotheris E. (2018). Designing a Teacher Training Program on the integration of Augmented and Mixed Reality technologies within the educational process. In 12th annual international technology, education and development conference. Valencia, Spain.

    Google Scholar 

  • Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614.

    Article  Google Scholar 

  • Lee, K. (2012). The Future of Learning and Training in Augmented Reality. InSight: A Journal of Scholarly Teaching, 7, 31–42.

    Google Scholar 

  • Lieb, S., & Goodlad, J. (2005). Principles of adult learning.

    Google Scholar 

  • Lytridis, C., Tsinakos, A., & Kazanidis, I. (2018). ARTutor—an augmented reality platform for interactive distance learning. Education Sciences, 8(1), 6.

    Article  Google Scholar 

  • Marrelli, A. F. (2007). Collecting data through case studies. Performance Improvement, 46(7), 39–44.

    Article  Google Scholar 

  • Mavrotheris, E., Lasica, I. E., Pitsikalis, S. & Meletiou-Mavrotheris, M. (2018). Project EL-STEM: Enlivened laboratories within STEM Education. In 12th international technology, education and development conference (pp. 9099–9107). IATED Digital Library.

    Google Scholar 

  • McNair, C. L., & Green, M. (2016). Preservice teachers’ perceptions of augmented reality. Literacy Summit Yearbook, 74–81.

    Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017.

    Article  Google Scholar 

  • OECD. (2016). Education at a Glance 2016. Organisation for Economic Co-Operation and Development Publications.

    Google Scholar 

  • Overbay, A., Patterson, A. S., Vasu, E. S., & Grable, L. L. (2010). Constructivism and technology use: Findings from the IMPACTing leadership project. Educational Media International, 47(2), 103–120.

    Article  Google Scholar 

  • Pedaste, M., Lazonder, A., Raes, A., Wajeman, C., Moore, E., & Girault, I. (2016). Grand Challenge Problem 3: Empowering science teachers using technology-enhanced scaffolding to improve inquiry learning. In Grand challenge problems in technology-enhanced learning II: MOOCs and beyond (pp. 17–20). Springer International Publishing.

    Google Scholar 

  • Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., et al. (2015). Phases of inquiry-based learning: Definitions and inquiry cycle. Educational Research Review, 14, 47–61.

    Article  Google Scholar 

  • Phillips, M. (2013). Investigating in-service teachers’ workplace TPACK development. Australian Educational Computing, 28(2).

    Google Scholar 

  • Phillips, M. (2016). Re-contextualising TPACK: exploring teachers’(non-) use of digital technologies. Technology, Pedagogy and Education, 25(5), 555–571.

    Article  Google Scholar 

  • Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 706–720.

    Article  Google Scholar 

  • Sanders, M. E. (2009). STEM, STEM education, STEMmania. The Technology Teacher (pp. 20–26). Retrieved from https://vtechworks.lib.vt.edu/bitstream/handle/10919/51616/STEMmania.pdf?sequence=1&isAllowed=y.

  • Stake, R. E. (2003). Case Studies. In N. K. Denzin, & Y. S. Lincoln (Eds.). The Sage handbook of qualitative research. Sage Publications, Incorporated.

    Google Scholar 

  • Wang, M. T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 304–340.

    Article  Google Scholar 

  • Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.

    Article  Google Scholar 

  • Xue, Y., & Larson, R. C. (2015). STEM crisis or STEM surplus: Yes and yes. Monthly Lab. Rev., 138, 1.

    Google Scholar 

Download references

Acknowledgements

This work is being funded by the EU, under the Erasmus + Key Action 2 program [Enlivened Laboratories within STEM Education (EL-STEM)—Motivating EU students to choose STEM studies and careers and improving their performance in courses related to STEM education/Project No. 2017-1-CY01-KA201-026775]. Any opinions, findings, and conclusions or recommendations presented in this paper are those of the authors and do not necessarily reflect those of the EU.

Author information

Authors and Affiliations

  1. European University Cyprus, Engomi, Cyprus

    Lasica Ilona-Elefteryja, Maria Meletiou-Mavrotheris & Konstantinos Katzis

Authors
  1. Lasica Ilona-Elefteryja
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Maria Meletiou-Mavrotheris
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Konstantinos Katzis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lasica Ilona-Elefteryja .

Editor information

Editors and Affiliations

  1. School of Educational Technology, Beijing Normal University, Beijing, China

    Shengquan Yu

  2. Athabasca University, Athabasca, AB, Canada

    Mohamed Ally

  3. Department of Computing Science, International Hellenic University, Thermi, Greece

    Avgoustos Tsinakos

Glossary of Terms

Augmented Reality (AR)

an enhanced (augmented) version of the real environment overlaying digital information/objects being viewed through a device (such as a smartphone and/or tablet camera).

ELMG

The Enlivened Laboratories Methodological Guidelines (ELMG) consist of the “heart” of the EL-STEM approach, useful for enhancing the teaching and learning processes in the context of STEM-related disciplines by using the innovative technologies of AR and MR.

Learning Object

online resources or interactive software used for learning. A single image, a page of text, an interactive simulation, or an entire course could all be examples of learning objects.

STEM

Science, Technology, Engineering, and Mathematics.

STEM pipeline

the decrease in the number of students pursuing STEM-related studies and careers.

STEM Skills

those skills expected to be held by people in the subjects of science, technology, engineering, and mathematics.

Teachers

in-service lower and upper secondary education teachers of STEM-related courses, teaching Mathematics, Physics, Chemistry, Computer Science, etc. (unless stated otherwise).

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Ilona-Elefteryja, L., Meletiou-Mavrotheris, M., Katzis, K. (2020). A Teacher Professional Development Program on Teaching STEM-Related Topics Using Augmented Reality in Secondary Education. In: Yu, S., Ally, M., Tsinakos, A. (eds) Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. Springer, Singapore. https://doi.org/10.1007/978-981-15-0618-5_7

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-0618-5_7

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-0617-8

  • Online ISBN: 978-981-15-0618-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation