Using VR/AR to develop research skills in schoolchildren

Abstract

The article is devoted to the analysis of the pedagogical possibilities of virtual (VR) and augmented reality (AR) technologies in the formation of research skills among schoolchildren. The theoretical foundations of the use of VR/AR in an educational environment are considered, and the mechanisms for developing key research competencies through interactive digital environments are described. Examples of the use of VR/AR in the educational process are presented, revealing the potential of technologies in modeling objects and processes, conducting virtual experiments and visualizing complex phenomena. The use of virtual laboratories, AR models of objects, and research in the fields of biology, ecology, history and engineering is shown, where the technologies provide clarity and student engagement. Particular attention is paid to the use of VR/AR in problem-based learning, which stimulates the development of critical thinking and independent research activity of schoolchildren. The advantages and limitations of using these tools are highlighted, including high student motivation and the development of critical thinking on the one hand, and the cost of equipment and the need for teacher training on the other. Methodological recommendations for introducing VR/AR into students’ research activities are proposed. The material is aimed at teachers, methodologists and specialists in the field of digital transformation of education for the formation of research skills among schoolchildren.