| dc.description.abstract | Science is often known to the general public as being difficult and scary. Since science anxiety already starts at primary school, it is argued that it is best to start teaching science at that age. A way to do so is by presenting science in an interactive and entertaining way. Even though science education is seen as important in primary schools it is not realised due to the overcrowded curriculum. This research project proposes to contribute to children’s understanding of proteins by investigating an augmented reality-assisted app that learners can use to gain knowledge about and insight into this topic. While investigating this, it is also examined whether this app tackles the problem of misconceptions that the learners may have about proteins.
The main research question To what extent does an augmented reality assisted protein app support primary school children (aged 9-12) in their understanding and engagement regarding proteins? is answered in a qualitative research through 6 sub-questions by means of surveys, interviews, and observations. 16 participants from two different primary schools completed a pre questionnaire, after which they played the hemoglobin challenge of the BodyBits app, and then completed a post questionnaire. After a period of 8 weeks 7 of the participants were interviewed.
It can be concluded that however the target group’s prior knowledge regarding proteins is limited and they may need more guidance than the app now gives them, the participants are able to deal with abstract and complex information on a sufficient level. On the formative assessment questions of the questionnaire, the participants scored reasonably high, considering they have not been taught about proteins before. However, most participants did not retain this knowledge after a period of 8 weeks. Nonetheless, the game seemed to be engaging to the target audience, which was expressed in the questionnaires and interviews but was also observed when they were playing the game. | |
