The perspectives of elementary teachers regarding the integration of the JASON Project into the science curriculum.

摘要

This phenomenological narrative study was to explore nine elementary teachers' perspectives of the integration of the JASON Project virtual field trip into the science curriculum. Study findings indicated that the teachers saw an increase in student participation when implementing the JASON Project virtual field trip. The most significant findings of the study were the impact on creativity, hands-on learning, familiarity, student engagement, fostering a love for learning, time, age appropriateness, and cross curricular teaching.