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

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FIGURE 20: Self-assessment <strong>of</strong> pupils under 14 on their interest, motivation and ability to learn sciences.................28FIGURE 21: Self-assessment <strong>of</strong> pupils over 14 on their interest, motivation and ability to learn sciences. ..................28FIGURE 22: Self-assessment <strong>of</strong> French pupils under 14 on their interest, motivation and ability to learn sciences......29FIGURE 23: Self-assessment <strong>of</strong> French pupils over 14 on their interest, motivation and ability to learn sciences........29FIGURE 24: Self-assessment <strong>of</strong> German pupils under 14 on their interest, motivation and ability to learn sciences.....30FIGURE 25: Self-assessment <strong>of</strong> German pupils over 14 on their interest, motivation and ability to learn sciences. .....30FIGURE 26: Self-assessment <strong>of</strong> girls on their interest, motivation and ability to learn sciences afterthe activities ended............................................................................................................................31FIGURE 27: Self-assessment <strong>of</strong> boys on their interest, motivation and ability to learn sciences after the activities ended......31FIGURE 28: Self-assessment <strong>of</strong> girls under 14 on their interest, motivation and ability to learn sciences. ..................32FIGURE 29: Self-assessment <strong>of</strong> girls over 14 on their interest, motivation and ability to learn sciences. ....................32FIGURE 30: Self-assessment <strong>of</strong> boys under 14 on their interest, motivation and ability to learn sciences. .................33FIGURE 31: Self-assessment <strong>of</strong> boys over 14 on their interest, motivation and ability to learn sciences. . ..................33FIGURE 32: Selection criteria used by the teachers to choose experiments. ............................................................34FIGURE 33: Teachers’ assessment <strong>of</strong> the impact <strong>of</strong> the use <strong>of</strong> sensors in their classes on pupils’motivations and interest after the project. ...........................................................................................35FIGURE 34: Teachers’ assessment <strong>of</strong> the impact <strong>of</strong> the use <strong>of</strong> sensors in their classes on pupils’ skills after the project......37FIGURE 35: Final evaluation from teachers – Interest in continuing working with sensors.........................................38List <strong>of</strong> tablesTABLE 1: Description <strong>of</strong> the pilot activities. ........................................................................................................11TABLE 2: Schools participating in the project, level <strong>of</strong> education, number <strong>of</strong> teachers includedin the project, teachers who filled in their pre and post questionnaire, students who filledin the pre and post-questionnaire, previous experience <strong>of</strong> pupils in working with ICT based toolsin science subjects and indication <strong>of</strong> which tools. ..................................................................................17TABLE 3: Total number <strong>of</strong> pupils who completed the pre and post questionnaires, including country split. .............18TABLE 4: Average number <strong>of</strong> probes used per country. ......................................................................................25TABLE 5: Average positive answers from the post-pilot questionnaire by the pupils<strong>of</strong> the French and German schools. ....................................................................................................3046
<strong>Impact</strong> <strong>of</strong> <strong>data</strong> <strong>loggers</strong> on science teaching and learningList <strong>of</strong> imagesIMAGE 1: USB <strong>data</strong> logger connected to a laptop and a sensor .................................................................................15IMAGE 2: Temperature sensor .................................................................................................................................15IMAGE 3: Heart rate sensor .....................................................................................................................................15IMAGE 4: pH sensor................................................................................................................................................16IMAGE 5: Force sensor............................................................................................................................................16IMAGE 6: Distance sensor.......................................................................................................................................16IMAGE 7: Photogate sensor.....................................................................................................................................16IMAGE 8: Teachers working on the greenhouse effect experiment during the training in January 2011 in Brussels .....17IMAGE 9: Teacher making force measurements .......................................................................................................1747
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