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

As for the teachers, provided the <strong>data</strong> <strong>loggers</strong> and materials correspond to topics included intheir national science curricula, they consider they positively influence the interest, motivationand skills <strong>of</strong> their pupils, and are very willing to continue to use sensors in their classes.Recommendations on science educationRecommendation 1 – Address the gender issue at an early ageAs was shown in the study, interest for science tend to be similar for girls and boys beforeage 14, but then it appears that there is a decrease in girls’ interest and motivation forscience. Therefore, the gender gap must be tackled at an early stage, starting in primaryschool, so that girls can develop a curiosity and solid knowledge in science before the age<strong>of</strong> 14. This needs to rely on innovative pedagogical approaches but it should also mobilisethe other key educational actors such as careers advisers and even parents, as prejudiceagainst women working in science is an issue throughout the school world.Recommendation 2 – Integrate hands-on and digital-based activities at primary schoolWe also noted that the interest in science was already starting to decrease after age 14, for bothgirls and boys. As the use <strong>of</strong> ICT tools and hands-on activities have proved to be efficient factorsin raising pupils’ interest, it is recommended to address this negative trend by integrating morehands-on and digital-based sciences activities in primary school. At the societal level, it is alsoimportant to fight against the popular image <strong>of</strong> scientists working in isolated environments whichdiscourages young people from studying STEM subjects further.Recommendation 3 – Upscale the use <strong>of</strong> digital tools in the classroomYoung people currently studying in primary and secondary schools belong to the so called“digital native” generation, being well equipped with mobile phones and computers at homeand having access to many learning resources online, which teach them autonomouslearning. However, only a few schools integrated digital tools into their daily lessons, creatinga gap between the two dimensions <strong>of</strong> pupils’ lives: inside and outside <strong>of</strong> the school. Thestudy showed that for more than 75% <strong>of</strong> pupils, their understanding <strong>of</strong> sciences could beenhanced thanks to the use <strong>of</strong> digital hands-on activities. There is a need for innovativeand interdisciplinary teaching methods making the most <strong>of</strong> available tools and giving pupilsthe means to play an active role in their learning. Pre- and in-service teachers should betrained in the use <strong>of</strong> these methods and the latest technology advances.40