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Ms. Cothern's Classroom Edit display name

  • Pisgah High School
  • Brandon, MS
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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As a physics and chemistry teacher, I’ve seen first hand how developmental differences impact adolescents’ abilities to comprehend and apply scientific knowledge. A vast majority of high school students may still be described as concrete operational learners, meaning that they require instructional materials that provide stimulation of their 5 senses in order to form true understanding. These students have yet to fully develop the ability to form complex mental images, connections, etc. that enable them to understand and apply principles regarding tiny subatomic particles or astronomical objects of the cosmos. Augmented reality (AR) technologies close this gap for our students by providing a visual, auditory, and tactile learning experience that makes even the most complex topics accessible. During my time at Mississippi State University, I completed undergraduate research regarding best practices in applying virtual reality and augmented reality technologies to the instruction of NGSS concepts, skills, and thought processes. I have been blown away by the ability of these technologies to reach every learner in an effective, engaging matter, and I am thrilled to bring these technologies to my own classroom. While students may use their own personal devices to access these learning experiences, I have seen a need to keep a few ARCore/ARKit supported devices available in the classroom: the primary reason being that not all students have access to a sufficiently powerful device. I do not want these students to miss out on these exciting learning experiences due to lack of access to technology. Another reason is that, due to Apple’s publishing requirements, I need to have administrative capabilities to utilize some of the AR/VR learning experiences that I have designed. Thank you for helping physical and chemical science come to life for MS kids!

About my class

As a physics and chemistry teacher, I’ve seen first hand how developmental differences impact adolescents’ abilities to comprehend and apply scientific knowledge. A vast majority of high school students may still be described as concrete operational learners, meaning that they require instructional materials that provide stimulation of their 5 senses in order to form true understanding. These students have yet to fully develop the ability to form complex mental images, connections, etc. that enable them to understand and apply principles regarding tiny subatomic particles or astronomical objects of the cosmos. Augmented reality (AR) technologies close this gap for our students by providing a visual, auditory, and tactile learning experience that makes even the most complex topics accessible. During my time at Mississippi State University, I completed undergraduate research regarding best practices in applying virtual reality and augmented reality technologies to the instruction of NGSS concepts, skills, and thought processes. I have been blown away by the ability of these technologies to reach every learner in an effective, engaging matter, and I am thrilled to bring these technologies to my own classroom. While students may use their own personal devices to access these learning experiences, I have seen a need to keep a few ARCore/ARKit supported devices available in the classroom: the primary reason being that not all students have access to a sufficiently powerful device. I do not want these students to miss out on these exciting learning experiences due to lack of access to technology. Another reason is that, due to Apple’s publishing requirements, I need to have administrative capabilities to utilize some of the AR/VR learning experiences that I have designed. Thank you for helping physical and chemical science come to life for MS kids!

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