The integration of digital technologies into education has opened new avenues for teaching and learning in the sciences, particularly in the field of physics.
In this context, the article "Argumentation in a Virtual Reality Environment: An Approach with Future Physics Teachers" by Fernando Cesar Ferreira and colleagues delves into the exploration of how virtual reality (VR) can serve as an effective medium to foster scientific argumentation among future physics teachers.
Utilizing a VR platform, the authors designed a simulation that poses a specific problem to be resolved through argumentation, involving students from the exact sciences in an exercise that not only seeks solutions but also promotes the development of critical thinking and the ability to argue scientifically.
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This study is situated at the intersection of educational technology and physics didactics, offering an innovative perspective on how VR simulations can be used to enrich the training of future teachers.
By immersing students in virtual environments where they can dynamically interact with physical concepts, they are provided with the opportunity to directly experience the phenomena under study, which enhances their understanding and fosters more active participation in the learning process.
The research conducted by Ferreira and his team thus becomes a significant contribution to the field of scientific education, underscoring the importance of integrating advanced digital tools in the preparation of future educators.
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How to cite: Ferreira, F. C., Lourenço, A. B., Alves da Cruz, A. J., Paza, A. H., Botero, E. R., & Rocha, E. M. (2021). Argumentation in a virtual reality environment: an approach with future Physics teachers. RIED-Revista Iberoamericana de Educación a Distancia, 24(1), 179–195. https://doi.org/10.5944/ried.24.1.27511
