IEFInternational Education Forum3083-49022981-8605Bio-Byword Scientific Publishing Pty. Ltd.10.26689/ief.v2i3.6882ArticleExploration of the Perception of Elementary and Secondary Pre-Service Teachers About “Novelty Space” in Learning in Geological Field Trip — A Secondary Publicationhttps://artdesignp.com/journal/IEF/2/3/10.26689/ief.v2i3.6882ChoiYoon-Sung2024232024-05-20The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.

Kim G, Lee K, 2011, Development and Utilization of Web-Based Virtual Outdoor Geological Excursion Using Flash Panorama: Focusing on Volcanic Terrain of Jeju Island. Journal of the Korean Geosciences Association, 32(2): 212–224.

Kim H, 2014, Development and Application of Geological Excursion Learning Materials Using 3D Panoramic Virtual Reality Technology. Korean Geoscience Association J, 35(3): 180–191.

Yoon M, 2019, Development of a Convergence Education Program for Hakseongri Mansapji Outdoor Learning Site Through 3D Panoramic Virtual Reality Creation. Field Science Education, 13(3): 339–358.

Lee K, 2013, Effects of Using Flash Panorama-Based Virtual Outdoor Excursion on Middle School Students’ Spatial Visualization Ability, Conceptual Understanding and Perception. Korean Journal of Geosciences, 34(2): 162–172.

Chun J, Chun H, 2018, Comparison of Teaching Effectiveness of Real and Virtual Outdoor Geology Field Trips. Field Science Education, 12(3): 331–340.

Heo J, Lee K, 2013, The Use of Plane Impact on Students’ Spatial Visualization Ability and Volcano Conceptual Understanding. Korean Journal of Geosciences, 34(4): 345–355.

Choi Y, 2021, Development and Application of Virtual Field Trips Programs in K-12. International Conference on Education Research (ICER), 2021(21): 43.

Dolphin G, Dutchak A, Karchewski B, et al., 2019, Virtual Field Experiences in Introductory Geology: Addressing a Capacity Problem, But Finding a Pedagogical One. Journal of Geoscience Education, 67(2): 114–130.

Zhao J, Sensibaugh T, Bodenheimer B, et al., 2020, Desktop Versus Immersive Virtual Environments: Effects on Spatial Learning. Spatial Cognition & Computation, 20(4): 328–363.

Cheng K, Tsai C, 2019, A Case Study of Immersive Virtual Field Trips in an Elementary Classroom: Students’ Learning Experience and Teacher-Student Interaction Behaviors. Computers & Education, 2019(140): 103600.

Fung F, Choo W, Ardisara A, et al., 2019, Applying a Virtual Reality Platform in Environmental Chemistry Education to Conduct a Field Trip to an Overseas Site. Journal of Chemical Education, 96(2): 382–386.

Han I, 2020, Immersive Virtual Field Trips in Education: A Mixed-Methods Study on Elementary Students’ Presence and Perceived Learning. British Journal of Educational Technology, 51(2): 420–435.

Lin M, Tutwiler M, Chang C, 2011, Exploring the Relationship Between Virtual Learning Environment Preference, Use, and the Learning Outcomes in 10th Grade Earth Science Students. Learning, Media and Technology, 36(4): 399–417.

Makransky G, Lilleholt L, 2018, A Structural Equation Modeling Investigation of the Emotional Value of Immersive Virtual Reality in Education. Educational Technology Research and Development, 66(5): 1141–1164.

Mathews S, Andrews L, Luck E, 2012, Developing a Second Life Virtual Field Trip for University Students: An Action Research Approach. Educational Research, 54(1): 17–38.

Puhek M, Perse M, Perse T, et al., 2013, Perceived Usability of Information and Communication Technology and Acceptance of Virtual Field Trips by Lower Secondary Students, Undergraduate Students and In-Service Teachers. Journal of Baltic Science Education, 12(6): 803–812.

Pham H, Dao N, Pedro A, et al., 2018, Virtual Field Trip for Mobile Construction Safety Education Using 360-Degree Panoramic Virtual Reality. International Journal of Engineering Education, 34(4): 1174–1191.

Rahimi, A., Golshan, N., & Mohebi, H. (2014). Virtual Reality as a Learning Environment in Iranian EFL Context: Personal, Technical, and Pedagogical. Procedia-Social and Behavioral Sciences, 2014(136): 234–239.

Seifan M, Dada O, Berenjian A, 2020, The Effect of Real and Virtual Construction Field Trips on Students’ Perception and Career Aspiration. Sustainability, 12(3): 1200.

Tutwiler M, Lin M, Chang C, 2013, Determining Virtual Environment ‘‘Fit’’: The Relationship Between Navigation Style in a Virtual Field Trip, Student Self-Reported Desire to Visit the Field Tip Site in the Real World, and the Purposes of Science Education. Journal of Science and Educational Technology, 36(4): 399–417.

Orion N, 1989, Development of a High School Geology Course Based on Field Trips. Journal of Geological Education, 1989(37): 13–17.

Orion N, Hofstein A, 1994, Factors that Influence Learning During a Scientific Field Trip in a Natural Environment. Journal of Research in Science Teaching, 31(10): 1097–1119.

Xie P, Cheng K, 2021, Exploring the Concept of Novelty Space to Recreational Vehicle Travels. Journal of China Tourism Research, 17(2): 273–290.

Lee C, Shea M, 2020, Exploring the Use of Virtual Reality by Preservice Elementary Teachers for Teaching Science in the Elementary Classroom. Journal of Research on Technology in Education, 52(2): 163–177.

Cotton D, 2009, Field Biology Experiences of Undergraduate Students: The Impact of Novelty Space. Journal of Biological Education, 43(4): 169–174.

Elkins J, Elkins N, 2007, Teaching Geology in the Field: Significant Geoscience Concept Gains in Entirely Field-Based Introductory Geology Courses. Journal of Geoscience Education, 55(2): 126–132.

Xie P, Garner K, 2009, An Analysis of Students’ Photos of the Novelty Space on a Field Trip. Journal of Teaching in Travel & Tourism, 9(3): 176–192.

Orion N, 1993, A Model for the Development and Implementation of Field Trips as an Integral Part of the Science Curriculum. School Science and Mathematics, 93(6): 325–331.

Anderson D, Lucas K, 1997, The Effectiveness of Orienting Students to the Physical Features of a Science Museum Prior to Visitation. Research in Science Education, 27(4): 485–495.

Boeve-de Pauw J, Van Hoof J, Van Petegem P, 2019, Effective Field Trips in Nature: The Interplay Between Novelty and Learning. Journal of Biological Education, 53(1): 21–33.

Hurd D, 1997, Novelty and It’s Relation to Field Trips. Education, 118(1): 29–36.

Garner K, 2008, Why Do Students Take Photographs on Geology Field Trips: Connections Between Motivations and Novelty Space, Doctoral dissertation, Bowling Green State University.

Cheng K, 2021, Teachers’ Perceptions of Exploiting Immersive Virtual Field Trips for Learning in Primary Education. Journal of Research on Technology in Education, 2021: 1–18.

Cheng K, 2019, Parents’ User Experiences of Augmented Reality Book Reading: Perceptions, Expectations, and Intentions. Educational Technology Research and Development, 67(2): 303–315.

Tsai C, 2009, Conceptions of Learning Versus Conceptions of Web-Based Learning: The Differences Revealed by College Students. Computers & Education, 53(4): 1092–1103.

Farber M, Hall T, 2007, Emotion and Environment: Visitors’ Extraordinary Experiences Along the Dalton Highway in Alaska. Journal of Leisure Research, 39(2): 248–270.

Hardy A, Gretzel U, Hanson D, 2013, Travelling Neo-Tribes: Conceptualising Recreational Vehicle Users. Journal of Tourism and Cultural Change, 11(1–2): 48–60.

Kang M, Gretzel U, 2012, Effects of Podcast Tours on Tourist Experiences in a National Park. Tourism Management, 33(2): 440–455.

McCabe S, Johnson S, 2013, The Happiness Factor in Tourism: Subjective Well-Being and Social Tourism. Annals of Tourism Research, 2013(41): 42–65.

Wu M, Pearce P, 2014, Chinese Recreational Vehicle Users in Australia: A Netnographic Study of Tourist Motivation. Tourism Management, 2014(43): 22–35.

Kavanagh S, Luxton-Reilly A, Wuensche B, et al., 2017, A Systematic Review of Virtual Reality in Education. Themes in Science and Technology Education, 10(2): 85–119.