Transitioning to virtual reality learning in 5E learning model: pedagogical practices for science learning

Virtual Reality (VR) has been widely adopted in educational research; however, its implementation in the classroom is still not as well known as in the research field. In other words, there is a gap between researchers and practitioners regarding the pedagogical issue. This study aimed to explore how VR could be applied in science classrooms using the 5E learning model approach, thus providing an overview of VR implementation from teachers' perspectives. The method was a qualitative study in which it was validated using methodological triangulation, including open-ended questions, video-recording observations, and field notes. The finding revealed that learning science using VR for visualizing abstract concepts was suitable to be integrated with the 5E learning model, which provided an authentic opportunity for students to become curious and engage in the inquiry process. However, teachers should guide students to avoid misconceptions during the learning process. Moreover, this finding provides practical insights where an elaboration prompt is required before using a VR headset to turn the potential of VR into actual in-depth learning. Finally, 5E learning implementation can be integrated with other learning approaches, such as situated learning and guided inquiry learning, to suit the contents and teachers' pedagogical knowledge.

Automated summary

Virtual Reality (VR) is widely used in research, but its implementation in classrooms is not well known. This study explores how VR can be applied in science classrooms using the 5E learning model, providing an overview of VR implementation from teachers' perspectives. The findings reveal that using VR for visualizing abstract concepts in science education is suitable with the 5E learning model, allowing students to engage in authentic inquiry.