Climate Education through Augmented reality and Responsive TeacHing (hereafter Climate EARTH) aims to investigate best practices for helping teachers provide culturally relevant augmented reality experiences embedded in their science lessons so that learners feel empowered to engage in practices that reduce problematic shifts in our planet’s climate. This project will work with secondary current and future teachers serving diverse populations to develop culturally relevant science lessons that use theory-supported augmented reality (AR) features to help identify long- and short-term practices that reduce our environmental footprint. Climate EARTH focuses on the overarching question: how do secondary pre-service and in-service teachers develop the skills and dispositions to provide accessible climate change education incorporating Culturally Relevant Pedagogy (CRP) and Augmented Reality (AR) technologies for all learners?
I contributed to the conceptualization and initial draft of the Climate EARTH project proposal. I also conducted a systematic literature review on AR affordances.
Learning Affordance 1:
Implementing a mobile AR app in familiar locations (schools, family yards, or neighborhood communities) naturally affords situated and experiential learning by providing learners with personally relevant, authentic, and meaningful contexts.
Learning Affordance 2:
The embodied manipulation of objects in AR affords active learning through multimodal physical motions. Specifically, AR supports learner agency by enabling the manipulation of virtual 3D objects, models, or representations, and through co-use with real-world object equivalents.
Learning Affordance 3:
AR can provide authentic experiences for co-located learners to study complex phenomena using multi-touch screens, and allow learners to ground conversations and develop mutual understandings through collaboratively exploring the environment.
Learning Affordance 4:
AR can help learners visualize the invisible, provide information using coupled representations, and simulate time travels. By overlaying digital objects (e.g., 3D objects, animated avatars, texts or prompts) on real-world things, learners can see the unseen and integrate information from multiple sources.
The Climate EARTH project is built upon ideas generated from the GuARdians Project curated in the DELTA lab. To learn more about the GuARdians Project, check out the poster below.