A matter of interpretation: developing primary pupils’ enquiry skills using position-linked datalogging

Abstract

This article reports on an evaluation study of a two-phase project involving 16 primary schools in England, seeking to develop the use of position-linked datalogging with pupils aged 9-10 years and hence improve their data interpretation skills. The study found that datalogging had become a regular feature of practical science in nearly all project schools up to 30 months after the end of the project, but that the use of position-linked logging had not been sustained. Whilst there is evidence of pupils developing a range of scientific enquiry skills through the project, the extent to which their interpretation of data improved is unclear.All participating schools made greater use of scientific data than before the project to develop their environmental education. These findings are discussed in relation to teachers' uptake of new technologies to support scientific enquiry; the relevance of data interpretation skills to pupils' scientific literacy; and the relationship between science and environmental education in primary schools.

The Evaluation of Inquiry Learning Skills towards Math of Middle School Students in terms of Inquiring, Evaluating, Reasoning, and Reflective-Thinking Skills for Problem-Solving

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Reflective Thinking and Inquiry Skills as Predictors of Self-Efficacy in Teaching Mathematics

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