Impact of data loggers on science teaching and learning - European ...

<strong>Impact</strong> <strong>of</strong> <strong>data</strong> <strong>loggers</strong> on science teaching and learninguse <strong>of</strong> ICT in general; 7 - Make the pupils better understand the research activities carried out in laboratories;8 - Integrate better and longer the knowledge and skills acquired by the pupils; 9 - Facilitate pupils’understanding and learning <strong>of</strong> sciences; 10 - Stimulate the interest and motivation <strong>of</strong> the pupils for science.EFFECT ON PUPILS’ MOTIVATIONEven better, over 80% <strong>of</strong> the teachers found that the activities developed the pupils’ ability touse scientific methods and stimulated their interest and motivation for science: “Generallyspeaking, our students are not highly motivated, their learning styles vary a lot and levels <strong>of</strong>performance may rise only if some “hands-on” experience is introduced along with theoryand frontal lessons” (Italy). For the Italian teachers who participated in the pilot, it seemedthat “learning by doing” was the best teaching practice to carry out with their students. Theystated that in their educational context, lab practices, sharing experiences, netbook teachingproject and 1:1 pedagogies became essential and that the supply <strong>of</strong> such technology wascreating big expectations in both students (and their parents) and teachers involved.The pilot also had a positive impact on pupils’ confidence with ICT: “We have really enjoyedusing the sensors with our pupils. They have become much more confident in the use <strong>of</strong> ICTin science lessons and [the school is] now extending the project with other pupils in theschool” (UK).PUPILS’ AUTONOMOUS LEARNINGIt is also positive to note that the teachers felt that the use <strong>of</strong> sensors allowed learning forpupils at their own pace and speed, which would allow for better education in classeswhere there are more advanced students alongside students who require more time tograsp difficult concepts. This autonomous learning is not contradictory to the team workwhich the sensors also encourage (as seen in Figure 34). According to the teachers: “thepupils have worked very well together, supporting and helping each other. They have usedthe equipment well and achieved some good results” (UK).It seems that, while the sensors supported autonomous learning and therefore personaldevelopment at the pupil’s learning speed, they also enhanced teamwork and networking,which are a key element in science research nowadays (Halford B., 2008).In France, a teacher also reported that some pupils took the sensors home or outside to35