An Investigation of Pre-Service Social Studies Teachers' Perceptions Regarding the Introduction of Türkiye's UNESCO World Heritage Sites to Secondary School Students Through VR Technology
DOI:
https://doi.org/10.5281/zenodo.15498772Keywords:
UNESCO World Heritage List, VR technology, Cultural heritage, Natural heritage, Social studiesAbstract
This study aims to examine the perceptions of social studies teacher candidates regarding the process of introducing Türkiye’s UNESCO World Heritage Sites to secondary school students through Virtual Reality (VR) technology. Conducted using the phenomenological design, the study involved four teacher candidates enrolled at a public university and twenty secondary school students attending a public school during the 2024–2025 academic year. Data were collected through the “Student Observation Form,” based on the teacher candidates’ observations of students during the implementation process, and the “Virtual Reality Technology Experience – Teacher Candidate Opinion Form,” which focused on their post-implementation experiences. One of the findings of the study revealed that the secondary school students observed during the implementation process exhibited self-control and participated in the activity with high levels of motivation and enthusiasm. Other findings of the study revealed that the teacher candidates who carried out the implementation developed an awareness of the importance of contributing to the ownership and preservation of local heritage sites, recognized the necessity of actively engaging the local community in these efforts, and gained insights into UNESCO’s work and contributions in the protection of heritage sites.
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