Background/Question/Methods When ecologists and environmental scientists investigate an ecosystem, they activate relevant conceptual knowledge, engage with tools and practices that are specific to the discipline, and adopt a systems perspective. Instructors aim to help students develop the knowledge and perspectives of scientists, yet through typical classroom instruction students seldom apply tools and practices to understand a rich setting though inquiry. Immersive environments (like virtual environments, games and augmented reality) can activate deep engagement in situated learning contexts, and enable students to apply knowledge and skills to realistic problems and scenarios--even when it is not possible to access or visit the real ecosystem. I will review a number of case studies—including NSF funded projects like EcoLearn, AquaLab 9, STEMports and AR Girls--to explore the question: how can we engage learners in the practices of ecological science through immersive and virtual environments? Results/Conclusions I will describe the theoretical work that guides design of these immersive virtual worlds, games and augmented reality experiences, and summarize research findings that show how these emerging technologies support young people in learning perspectives and practices that are foundational to ecology, including causal reasoning, computational modeling, data analysis and interpretation, and evidence-based reasoning. Through delineating general principles and approaches to design, and sharing specific examples that demonstrate these tools and principles, I hope to provide multiple entry points into a discussion of the affordances and challenges of teaching ecological practices through emerging technologies.
