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The purpose of this study is to investigate the effects of flash panorama-based virtual field trips (VFT) as a supporting tool for geological field activity on middle school students` spatial visualization ability, conceptual understanding, and perceptions. A total of 17 middle school students participated in a three day long actual geological field trip around Jeju Island where a three-phase instructional model is applied for utilization of flash panorama-based VFT, which was proposed by Kim and Lee (2011). With one-group pretest-posttest pre-experimental design, data were collected using questionnaire and were analyzed to find out a change in students` spatial visualization ability and volcanic concept understanding, and their perceptions about the utilization of flash panorama-based VFT. Findings are as follows: First, the effect of utilizing flash panorama-based VFT in actual field trip revealed that there was meaningful increase in `spatial relation` category of spatial visualization ability and `knowledge` and `comprehension` domains of volcanic concept understanding. Second, majority of students showed positive gain index in both spatial visualization ability and volcanic concept understanding. Lastly, participating students showed much interest and high satisfaction, and positive perception on the use of VFT. They also perceived that the utilization of flash panorama-based VFT could help in carrying out an actual field trip in terms of cognitive and geographical factors.

han'gug ji'gu gwahag hoeji/han-guk jigu gwahak hoeji

The Effects of Flash Panorama-based Virtual Field Trips on Middle School Students' Spatial Visualization Ability, Conceptual Understanding, and Perceptions