Using Immersive Technologies to build Primary Preservice Teacher Confidence in Science

This study examined the effects of using a combination two novel technologies on the development of knowledge and understanding of ecological science concepts for a small of preservice primary teachers, who had self-identified as having low prior background knowledge in science concepts and low confidence in their abilities in teaching science. Eight first year preservice teachers participated in an intervention that combined the use of an immersive environment with a modelling environment to deepen their content knowledge of ecology concepts and to build their confidence in learning and teaching science. The results of the study indicate that the participants self-reported that their confidence increased as a result of their engagement with the computer-based activities. The combined use of these two environments was found in this study to support the visualisation of ecological concepts, increase collaboration and promote engagement.