Data‐logging: effects on practical science

Rogers, Laurence; Wild, Phil

doi:10.1111/j.1365-2729.1996.tb00046.x

Cited by 41 publications

(27 citation statements)

References 11 publications

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“…This concurs with the earlier research of Rogers & Wild (1996), who observed in practical science lessons that the use of ICT and an investigative mode of working were mutually beneficial. Investigative methods of working imply a constructivist teaching approach and research has established a strong compatibility between this and ICT tasks.…”

Section: What Constitutes Successful Use Of Ict In Subject Teaching?supporting

confidence: 78%

“…The use of ICT cannot succeed on its own merits (Kennewell, 2001), but needs the actions of a teacher. Numerous studies have pointed to the importance of the teacher's role in integrating ICT into classroom teaching (Pedretti et al, 1999), the setting of parameters for learning (Scrimshaw, 1997), the definition and management of appropriate learning objectives (Rogers & Wild, 1996), supporting students with procedural strategies (Jessel, 1997;Smith, 1997) and establishing the norms and culture of the classroom (Olson, 1988).…”

Section: What Constitutes Successful Use Of Ict In Subject Teaching?mentioning

confidence: 99%

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Developing successful pedagogy with information and communications technology: how are science teachers meeting the challenge?

Rogers¹,

Finlayson²

2004

Technology, Pedagogy and Education

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From the diversity of views on the role of information and communications technology (ICT) in education, this article focuses on ICT as a tool for enhancing learning in the subject-defined context. Drawing from evidence gathered from teachers' evaluations of over 300 lessons taught using ICT, we examine the implementation strategies and teacher variable factors which define the pedagogy of ICT use and contribute to the frequently reported successful lesson outcomes. Teachers' perception of success was largely expressed in terms of achievement of subject learning objectives and suggested criteria strongly rooted in their pedagogy developed with conventional resources. The role of teachers' beliefs in underpinning their professional practice is examined and the tendency towards conservative teaching styles is discussed.

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Section: What Constitutes Successful Use Of Ict In Subject Teaching?supporting

confidence: 78%

Section: What Constitutes Successful Use Of Ict In Subject Teaching?mentioning

confidence: 99%

Developing successful pedagogy with information and communications technology: how are science teachers meeting the challenge?

Rogers¹,

Finlayson²

2004

Technology, Pedagogy and Education

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“…Newton (2000) revealed the benefits of data recorder applications in secondary schools in England. Rogers and Wild (1996) explored students' views after data recorder applications. At the end of the applications, the students who used the digital experiment tools showed improvement with time-management had enough time to interpret and discuss data without difficulty, and etc.…”

Section: Resultsmentioning

confidence: 99%

Application and evaluation of biology laboratory experiments with computer-based digital experimental tools

2016

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It is widely accepted that learning-science-by-doing and/or facilitating meaningful experience is preferred over rote memorization in the science classrooms. To this end, this study shows that using the computer-based digital experimental tools in the biology laboratory can function as activities that can facilitate their learning to be more effective, and foster positive attitudes towards learning science and high level of self-efficacy in the subject area. The aim of this research is to determine the students' perception on their self-efficacy in teaching science, their attitudes towards the laboratory course, and their self-efficacy in using the computer-based digital experimental tools. The research was carried out with 28 students who were registered in the Department of Biology Education, at a major university in Turkey. The research employed one group pretestposttest model experimental design. As a data collection tools, Teaching Self-Efficacy Scale developed by Tschannen-Moran & Hoy (2001), Laboratory Self Efficacy Scale developed by (2009) and Laboratory Attitude Scale developed by Ekici (2002) were used in this study. The analyses of the study were carried out using SPSS 20 program. The descriptive statistics, normality test, T-test and Wilcoxon signed rank test were used. The results of the research showed that the computer-based learning with digital experimental tools had a positive impact on the students' perception on their self-efficacy for teaching science and self-efficacy levels for using the computer-based digital technology.

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“…Thus, datalogging frees students from taking complex measurements, tabulating data, drawing graphs by hand and executing complex calculations (Osborne & 112 K.C.D. Tan et al Hennessy, 2003) in order to tackle more conceptually demanding tasks such as the planning of experiments and, in particular, the analysis and interpretation of data (Rogers & Wild, 1994, 1996Barton, 1997b;Rogers, 1997;Newton, 2000). The benefits of datalogging depend on the quality of students' thinking about the experiment and data, for example, asking questions about data, making links with other information, making comparisons and prediction and looking for trends.…”

Section: Introductionmentioning

confidence: 99%

Datalogging in Singapore schools: supporting effective implementations

Tan

Hedberg

Koh

et al. 2006

Research in Science & Technological Education

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This paper reports the findings of a national survey on the use of dataloggers in secondary schools (grades 7-10) and junior colleges (grades 11-12). In particular, it explores the types of learning activities that teachers conduct using dataloggers, the support structures they deem necessary and the difficulties they face. Of the 593 respondents, 394 (67%) had used dataloggers in the last two years, mainly in demonstrations and set experiments. The three most important support structures included: supportive laboratory technicians, training on the use of dataloggers, and instructional material on how to use dataloggers within the curriculum. The difficulties which deterred the respondents from using dataloggers included the logistics and time taken to set up datalogging equipment and activities, insufficient numbers of computer workstations, and the mishandling of equipment by students, leading to equipment malfunctions. To expand the use of dataloggers in school, the respondents suggest that dedicated laboratories be set up for datalogging activities, more curricular material to support datalogging be prepared, more familiarisation courses be run for teachers and laboratory technicians and, in particular, how dataloggers fit within an inquiry science learning approach.

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Data‐logging: effects on practical science

Cited by 41 publications

References 11 publications

Developing successful pedagogy with information and communications technology: how are science teachers meeting the challenge?

Developing successful pedagogy with information and communications technology: how are science teachers meeting the challenge?

Application and evaluation of biology laboratory experiments with computer-based digital experimental tools

Datalogging in Singapore schools: supporting effective implementations

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