Instructional Design Using the Virtual Ecological Pond for Science Education in Elementary Schools
Ecological ponds can be a good teaching tool for
science teachers, but they must be built and maintained properly to
provide students with a safe and suitable learning environment.
Hence, many schools do not have the ability to build an ecological
pond. This study used virtual reality technology to develop a webbased
virtual ecological pond. Supported by situated learning theory
and the instructional design of “Aquatic Life" learning unit,
elementary school students can actively explore in the virtual
ecological pond to observe aquatic animals and plants and learn
about the concept of ecological conservation. A teaching experiment
was conducted to investigate the learning effectiveness and
practicability of this instructional design, and the results showed that
students improved a great deal in learning about aquatic life. They
found the virtual ecological pond interesting, easy to operate and
helpful to understanding the aquatic ecological system. Therefore, it
is useful in elementary science education.
[1] Ministry of Education, "General Guidelines of Grade 1-9 Science and
Technology Curriculum," Taipei: Ministry of Education, 2001.
[2] S. Wang, Environmental education and sustainable development
education, Environmental Education Quarterly, 37, 87-103, 1999.
[3] C. J. Luo, A discussion of planning and designing educational gardens in
elementary and junior high schools. Gardening Quarterly, 7, 17-21,
1987.
[4] P. L. Wang, A study on ecological teaching resources of Taiwan-s
elementary schools. Journal of Taipei Municipal Teachers College, 30,
311-346, 1999.
[5] W. D. Fong, Planning an eco-education garden in school. Inservice
Education Bulletin, 15(3), 27-30, 1998.
[6] P. S. Yang & H. Y. Li, "Touring nature-user manual for an ecoeducation
garden in school," Taipei: Executive Yuan Environmental
Protection Administration, 1998.
[7] Y. P. Jhan, "Teaching garden observation," Taichung: Dongsin
Elementary School, 1999.
[8] J. F. Dong, "Research of eco-education garden management and
teaching in elementary schools," National Chiayi University, Graduate
Institute of Elementary and Secondary Education, Masters Thesis, 2001.
[9] S. S. Tsai, "Preface to user manual for campus eco-education Gardens,"
Executive Yuan Environmental Protection Administration, 1998.
[10] J. M. Chu, Research on effectiveness of students with learning
disabilities, Hearing Disabilities, and Autism in Learning 3D Computer
Animation, Scrapbooking and Sign Language Songs. Special Education
Collection. 15-26, 1997.
[11] J. T. Chao & J. C. Cheng, Evaluation and design of virtual learning
environments, Instructional Technology and Media, 4, 2-11, 1999.
[12] T. L. Sun, J. W. Wang, Y. S. Shieh & J. Y. Ren, Application of 3D
virtual interactive visuals in client communication: long distance product
service communication, CA Designer, 187, 40-47, 2003.
[13] S. Y. Li, "Developing interactive computer models shifting attributes in
virtual reality," Chaoyang University of Technology, Department of
Industrial Engineering and Management, unpublished Master-s Thesis,
Taichung County, 2003.
[14] G. L. Taylor & J. F. Disinger, The potential role of virtual reality in
environmental education, Journal of Environmental Education, 28, 38-
43, 1997.
[15] J. Burner, "Actual minds, possible world," Cambridge, MA: Harvard
University Press, 1986.
[16] J. S. Brown, A. Collins & P. Duguid, Situated cognition and the culture
of learning, Educational Researcher, 18(1), 32-42, 1989.
[17] S. M. Wu, "A study of 3D virtual reality teaching using IT integrated
with science and technology: electricity and magnetic curriculum,"
National Taichung University Graduate Department of Natural Science
Education. Masters Thesis, Tainan City, 2004
[18] G. F. Chiou, "Situated learning theories and computer assisted learning:
learning concepts," Taipei: Shih Da Bookstore, 1996.
[19] J. C. Jhen, Computer assisted teaching and new teaching views:
cognitive apprenticeship, Journal of Educational Media & Library
Sciences, 31(1), 55-66, 1993.
[20] B. J. Tsai & J. C. Lee, Using situated learning to improve scientific
knowledge of the public, Science Museum Education. Museology
Quarterly, 18(2), 129-140, 2004.
[1] Ministry of Education, "General Guidelines of Grade 1-9 Science and
Technology Curriculum," Taipei: Ministry of Education, 2001.
[2] S. Wang, Environmental education and sustainable development
education, Environmental Education Quarterly, 37, 87-103, 1999.
[3] C. J. Luo, A discussion of planning and designing educational gardens in
elementary and junior high schools. Gardening Quarterly, 7, 17-21,
1987.
[4] P. L. Wang, A study on ecological teaching resources of Taiwan-s
elementary schools. Journal of Taipei Municipal Teachers College, 30,
311-346, 1999.
[5] W. D. Fong, Planning an eco-education garden in school. Inservice
Education Bulletin, 15(3), 27-30, 1998.
[6] P. S. Yang & H. Y. Li, "Touring nature-user manual for an ecoeducation
garden in school," Taipei: Executive Yuan Environmental
Protection Administration, 1998.
[7] Y. P. Jhan, "Teaching garden observation," Taichung: Dongsin
Elementary School, 1999.
[8] J. F. Dong, "Research of eco-education garden management and
teaching in elementary schools," National Chiayi University, Graduate
Institute of Elementary and Secondary Education, Masters Thesis, 2001.
[9] S. S. Tsai, "Preface to user manual for campus eco-education Gardens,"
Executive Yuan Environmental Protection Administration, 1998.
[10] J. M. Chu, Research on effectiveness of students with learning
disabilities, Hearing Disabilities, and Autism in Learning 3D Computer
Animation, Scrapbooking and Sign Language Songs. Special Education
Collection. 15-26, 1997.
[11] J. T. Chao & J. C. Cheng, Evaluation and design of virtual learning
environments, Instructional Technology and Media, 4, 2-11, 1999.
[12] T. L. Sun, J. W. Wang, Y. S. Shieh & J. Y. Ren, Application of 3D
virtual interactive visuals in client communication: long distance product
service communication, CA Designer, 187, 40-47, 2003.
[13] S. Y. Li, "Developing interactive computer models shifting attributes in
virtual reality," Chaoyang University of Technology, Department of
Industrial Engineering and Management, unpublished Master-s Thesis,
Taichung County, 2003.
[14] G. L. Taylor & J. F. Disinger, The potential role of virtual reality in
environmental education, Journal of Environmental Education, 28, 38-
43, 1997.
[15] J. Burner, "Actual minds, possible world," Cambridge, MA: Harvard
University Press, 1986.
[16] J. S. Brown, A. Collins & P. Duguid, Situated cognition and the culture
of learning, Educational Researcher, 18(1), 32-42, 1989.
[17] S. M. Wu, "A study of 3D virtual reality teaching using IT integrated
with science and technology: electricity and magnetic curriculum,"
National Taichung University Graduate Department of Natural Science
Education. Masters Thesis, Tainan City, 2004
[18] G. F. Chiou, "Situated learning theories and computer assisted learning:
learning concepts," Taipei: Shih Da Bookstore, 1996.
[19] J. C. Jhen, Computer assisted teaching and new teaching views:
cognitive apprenticeship, Journal of Educational Media & Library
Sciences, 31(1), 55-66, 1993.
[20] B. J. Tsai & J. C. Lee, Using situated learning to improve scientific
knowledge of the public, Science Museum Education. Museology
Quarterly, 18(2), 129-140, 2004.
@article{"International Journal of Business, Human and Social Sciences:60097", author = "Wernhuar Tarng and Wen-Shin Tsai and Yu-Si Lin and Chen-Kai Shiu", title = "Instructional Design Using the Virtual Ecological Pond for Science Education in Elementary Schools", abstract = "Ecological ponds can be a good teaching tool for
science teachers, but they must be built and maintained properly to
provide students with a safe and suitable learning environment.
Hence, many schools do not have the ability to build an ecological
pond. This study used virtual reality technology to develop a webbased
virtual ecological pond. Supported by situated learning theory
and the instructional design of “Aquatic Life" learning unit,
elementary school students can actively explore in the virtual
ecological pond to observe aquatic animals and plants and learn
about the concept of ecological conservation. A teaching experiment
was conducted to investigate the learning effectiveness and
practicability of this instructional design, and the results showed that
students improved a great deal in learning about aquatic life. They
found the virtual ecological pond interesting, easy to operate and
helpful to understanding the aquatic ecological system. Therefore, it
is useful in elementary science education.", keywords = "Virtual reality, virtual ecological ponds, situated
learning, instructional design, science education.", volume = "3", number = "1", pages = "98-12", }
