Chinese pre-service chemistry teachers’ perception of augmented reality-assisted secondary chemistry learning

Abstract

This research aims to explore the functional characteristics of Augmented Reality (AR) supported teaching in secondary chemistry learning, based on the theoretical framework of AR research in science education proposed by (JSET 22:449-462, 2013). Grounded theory and interview were used to construct AR related functional models. In the study, pre-service teachers were first asked to experience organic chemistry AR teaching app—“Meet Organic”, and then semi-structured interview was conducted. Secondly, Nvivo12 was used to encode the interview results and finally relevant functional models were obtained. According to the results, AR education functions in science education are mainly divided into three parts: “Visual Presentation”, “Concept Understanding” and “Thinking Construction”, and each function is divided into 2–3 sub-functions based on the interview depth coding. Exploring the functional differences of AR between male and female meanwhile. The results of this research are of great importance to promote the in-depth understanding of the essence of augmented reality supported teaching, and the deep integration of AR teaching with science education. It also provides suggestions for future teachers to design teaching methods based on AR.