Assessing Student Understanding of Contour Maps Using Non-Immersive Virtual Reality Panoramas and 3-D Modeling
John Park, Leonard Annetta, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: For the past one hundred years, science teachers have used contour lines to represent three-dimensional landforms on a two-dimensional page. Teachers have implemented a variety of activities to assist student understanding of the meaning of contour lines. However the transfer of understanding of the two-dimensional representations to the actual 3-D landforms is not uniformly successful at the middle school level. It is not totally understood if the problem is with cognitive development at that age or with the lack of experience in problem solving in three-dimensional environments. To assist in the practice in thinking "three-dimensionally" when working with contour maps and landforms, we developed and tested a series of activities implementing the use of non-immersive virtual reality panoramas and the 3-D modeling features of Google EarthTM.
Park, J. & Annetta, L. (2006). Assessing Student Understanding of Contour Maps Using Non-Immersive Virtual Reality Panoramas and 3-D Modeling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 4039-4045). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).