360° VR Video Vignettes in Science Education for (Pre-Service-) Teacher Training
360° virtual reality video vignettes in science education for teacher training with a focus on students’ conceptions and gender aspects.
Duration: January 2025 – December 2025
Status: Completed
Educational Level: Lower Secondary Level, Tertiary Level
Topic: Digital Tools
Keywords: 360° Virtual Reality, Video Vignettes, Science Education, Teacher Training
Initial Situation
Video analysis has become an established and effective tool in teacher education to foster professional vision, i.e. teachers’ ability to perceive, interpret, and make informed decisions in classroom situations. However, conventional video technology is limited in perspective, controllability, and its ability to create a strong sense of presence. These limitations restrict its potential for authentic, immersive learning experiences. Recent innovations with 360° VR videos can overcome these shortcomings by providing highly realistic, interactive environments. While first studies show promising results for generic teaching competencies such as classroom management, subject-specific applications are still rare. In particular, science education faces two pressing challenges:
- addressing students’ preconceptions, which often conflict with scientific explanations yet strongly shape learning processes, and
- fostering gender-sensitive teaching to reduce barriers and inequalities in physics and science classrooms.
Existing training tools do not sufficiently prepare pre-service teachers to consciously handle these aspects. Thus, there is a clear need for innovative, subject-specific VR-based approaches that authentically simulate classroom dynamics and enable targeted reflection and training of professional vision in science education.
Objectives
The project aims to develop and pilot a prototype 360° VR video tool to foster pre-service science teachers’ professional vision, focusing on students’ preconceptions and gender-sensitive science teaching. Within this proof of concept, we seek to implement the tool, evaluate its potential for teacher training, and derive insights into its use. First translation activities will be initiated with CKW, VHS, and within the participating universities, preparing broader transfer to other institutions.
Method
A scripted 360° VR video vignette on electrical circuits was developed, integrating research-based aspects of students’ preconceptions and gender-sensitive teaching. The lesson was filmed with multiple 360° cameras and edited into an interactive environment, accessible via VR glasses or PC. A total of 37 pre-service teachers tested the vignette, providing open responses on observed teaching regarding preconceptions and gender. The data will be analyzed through qualitative content analysis and scored for professional vision (perception, interpretation, decision-making). Interrater reliability will be determined. Additionally, participants’ experiences of immersion and usability were gathered via questionnaire to inform tool refinement and future applications.
Results
We have developed a prototype of a 360° VR-video for teacher training to promote professional vision. The video, recorded with several 360° cameras, can be viewed with VR glasses and shows a teaching situation in the subject of natural sciences. Two subject-specific topics, preconceptions and gender-sensitive teaching, are highlighted in the video. In a pilot study with 37 students at the University of Teacher Education Lucerne, we collected data on the professional vision of subject-specific teaching aspects and on the usability of the training tool. The results of the quantitative and qualitative data show that the use of VR headsets in training is welcome and widely used; moreover, the immersive experience is a definite advantage and motivating and it is considered an ideal complement to school internships. In addition, there were technical insights into the further course of action. This data provides the basis for a planned second phase, which involves the research-based, iterative further development of the 360° VR video.
Implemented Translation
Last autumn semester, the prototype of the 360° VR-video was integrated into a course at the University of Teacher Education Lucerne. The pilot study was conducted as part of this course. The use of this tool and the planned improved tools will be continued in different courses at the University of Teacher Education Lucerne. Exchange with CKW regarding the requested continuation of the project took place, including planning the use in their events for teachers. The project’s end date will be approximately in spring 2030.
