New Perspectives in Science Education

The central focus of the research project was to enable chemistry teachers to independently design augmented reality teaching and learning material for their chemistry lessons. To achieve the goal, the AR authoring tool BlippAR was selected as an exemplary tool [1,2] and a practical and chemistry-didactically specific teacher training program was designed in three formats (1 h online, 3 h presence, 5 h presence) and carried out with 56 chemistry teachers. An essential aspect of the research is the study of the technology acceptance of the selected AR tools, based on the technology acceptance model (TAM) by Davis [3]. Furthermore, the potential of augmented reality (AR) for teaching chemical subject content was analyzed from the perspective of teachers. The analysis was based on qualitative content analysis [4] and included data from a teacher survey as well as teacher interviews. The results show that chemistry teachers have a positive attitude towards the authoring tool BlippAR and recognize great potential for teaching chemistry content in school lessons. A reason for this is the visualization of the particle level with the help of dynamic animations and three-dimensional models and their connection to the phenological and symbolic level [5]. The results of the technology acceptance study and the qualitative part of the study will be presented in this talk.