The integration of virtual reality into Physics education has proven to be a promising tool for fostering argumentation among future teachers. In this study, researchers analyzed how the use of the Sandbox platform can facilitate reasoning construction and argumentative debate in a collaborative environment.
To achieve this, they designed a simulation on the oblique launch of an object, where participants had to solve a specific problem by interacting in pairs through a chat. By analyzing the recorded interactions, the impact of the virtual environment on the development of argumentative skills within the learning process was assessed. The conversation analysis was conducted using the Rainbow Analytical Framework, a methodological tool that examines the quality of argumentation in collaborative computer-supported learning environments.
The results showed that future educators progressively structured their discussions, transitioning from basic task organization interactions to more elaborate argumentation, including data, justifications, and conclusions. The virtual environment not only enabled content immersion but also encouraged the development of critical thinking and active knowledge construction.
This study highlights the potential of virtual reality as an innovative tool in teacher training, particularly in Physics education. By providing an interactive and collaborative environment, these technologies help future teachers engage with the challenges of the digital world and strengthen their argumentation skills.
The findings suggest that implementing simulations in educational settings could be a valuable strategy for improving science teaching, promoting both conceptual understanding and the development of essential argumentative skills in contemporary education.
---
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
