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: Ongoing
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.
Planned Translation
The prototype will be directly integrated into teacher education at PH Luzern and PHBern, where lecturers in science education have confirmed interest. Translation activities are also planned with practice-oriented partners from out-of-school learning environments and teacher training initiatives (e.g. companies, science centers, museums). Examples include Centralschweizer Kraftwerke (CKW) and the Verkehrshaus der Schweiz (VHS). Dissemination through conferences, networks (e.g. P-10, SWiSE, DiNat.ch), and open-access publication of the prototype will ensure scalability to other universities. A manual and good-practice examples will further support adoption.
The project will provide the first subject-specific 360° VR video tool for science teacher education, addressing preconceptions and gender-sensitive teaching. Its impact lies in strengthening pre-service teachers’ professional vision through immersive training. Immediate benefits will be measured via pilot study results (perception, interpretation, decision-making, and user experience). In the longer term, the impact could be assessed by monitoring adoption at PH Luzern, PH Bern, CKW and VHS, as well as by disseminating the project to national networks. By combining research-based development with practice-oriented transfer, the project will set new standards in digital science teacher education.
