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 learningList <strong>of</strong> figuresFIGURE 1: Supply development indicator, indicating trends in the supply <strong>of</strong> human resources in MST. ......................7FIGURE 2: Number and gender <strong>of</strong> pupils who completed the questionnaires before the activities started.................19FIGURE 3: Number and gender <strong>of</strong> pupils who completed the questionnaires after the activities ended.....................19FIGURE 4: Age <strong>of</strong> pupils who completed the questionnaires before the activities started.........................................19FIGURE 5: Age <strong>of</strong> pupils who completed the questionnaires after the activities ended. ...........................................19FIGURE 6: Pupils’ self-assessment <strong>of</strong> their interest, motivation and abilityto learn sciences before the activities started. .....................................................................................20FIGURE 7: German pupils’ self-assessment <strong>of</strong> their interest, motivationand ability to learn sciences before the activities started. .....................................................................21FIGURE 8: French pupils’ self-assessment <strong>of</strong> their interest, motivationand ability to learn sciences before the activities started. .....................................................................21FIGURE 9: Turkish pupils’ self-assessment <strong>of</strong> their interest, motivationand ability to learn sciences before the activities started. .....................................................................22FIGURE 10: British pupils’ self-assessment <strong>of</strong> their interest, motivationand ability to learn sciences before the activities started. .....................................................................22FIGURE 11: Pupils’ self-assessment <strong>of</strong> their interest, motivationand ability to learn sciences after the activities ended. ........................................................................23FIGURE 12: German pupils’ self-assessment <strong>of</strong> their interest, motivationand ability to learn sciences after the activities ended. .........................................................................24FIGURE 13: French pupils’ self-assessment <strong>of</strong> their interest, motivationand ability to learn sciences after the activities ended. .........................................................................24FIGURE 14: Turkish pupils’ self-assessment <strong>of</strong> their interest, motivationand ability to learn sciences after the activities ended. .........................................................................25FIGURE 15: British pupils’ self-assessment <strong>of</strong> their interest, motivationand ability to learn sciences after the activities ended. .........................................................................25FIGURE 16: Self-assessment <strong>of</strong> pupils who used one probe during the projecton their interest, motivation and ability to learn sciences. .....................................................................26FIGURE 17: Self-assessment <strong>of</strong> pupils who used two probes during the projecton their interest, motivation and ability to learn sciences. .....................................................................26FIGURE 18: Self-assessment <strong>of</strong> pupils who used three probes during the projecton their interest, motivation and ability to learn sciences. .....................................................................27FIGURE 19: Self-assessment <strong>of</strong> pupils who used four probes during the projecton their interest, motivation and ability to learn sciences. .....................................................................2745