Andy Yeh

VRMath: knowledge construction of 3D geometry in virtual reality microworlds

Because of the complexity of 3D geometry (e.g., 3D transformations) and the constraints in our real environments (e.g., body movement and manipulation of objects), most young children have difficulty in learning 3D geometry concepts and processes. Therefore, in order to address this issue, a prototype virtual reality learning environment (VRLE) named VRMath that set out to enable children to move in, manipulate objects, and construct programs to create objects in a 3D environment was designed and evaluated. The design of the HCI components of VRMath was influenced by educational semiotics [2, 5], which connect mathematical meanings with multiple semiotic resources. The evaluation, which involved six children, focused on both the design of VRMath and the learning within VRMath. Many new ways about thinking and doing 3D geometry and issues about the usability of VRMath were identified during the evaluation. These have implications for learning within and design of VRLEs.

Programming driven 3D modeling on the web

This paper introduces an online 3D modeling environment named VRMath2 and discusses its applications. VRMath2 utilises a Logo programming language with a set of extended 3D primitives, to create 3D contents (in HTML5 format) in most modern web browsers. The 3D contents are rendered by X3DOM and VRMath2 can then export and publish the 3D contents in X3D format onto web pages. VRMath2 is an educational application and was originally designed for learning about 3D geometry. After the development in the last four years, its applications have now included science, technology, engineering and mathematics (STEM) education, largely due to its nature of programming driven 3D modeling.

Retooling Asian-Pacific Teachers to Promote Creativity, Innovation and Problem Solving in Science Classrooms

This paper reports on a Professional Learning Programme undertaken by primary school teachers in China that aimed to facilitate the development of ‘adaptive expertise’ in using technology to facilitate innovative science teaching and learning such as that envisaged by the Chinese Ministry of Education’s (2010–2020) education reforms. The study found that the participants made substantial progress towards the development of adaptive expertise manifested not only by advances in the participants’ repertoires of pedagogical content knowledge but also in changes to their levels of confidence and identities as teachers. By the end of the programme, the participants had coalesced into a professional learning community that readily engaged in the sharing, peer review, reuse and adaption, and collaborative design of innovative science learning and assessment activities. The findings from the study indicate that those engaged in the development of Professional Learning Programmes in Asia-Pacific nations need to take cognizance of certain cultural factors and traditions idiosyncratic to the educational systems. This is reflected in the amended set of principles to inform the design and implementation of professional learning programmes presented in the concluding sections of the paper.