APPs in sound measurements to gain a school-work experience

Abstract

To gain autonomy in studies and work competences, the Italian Ministry of Education introduced a mandatory school-work integration in upper secondary school curriculum. University is one of the possible work area for that students, offering lot of different proposals and experiences. University of Udine and Flaminio Liceum in Vittorio Veneto, in cooperation with University of Salento in Italy, planned to focus on innovation in using ICT for that aim. The research-based formative intervention module of the project phases are the following: choice of a topic (sound), exploration of some suggested mobile APPs for sound measurements, writing of technical reports on APPs by students and relative discussion, the use of City SoundScape APP to monitor landscape from city centre to natural reserve. Problems and learning needs of students have been monitored during the activities to find out the autonomy strategies, paying particular attention to the stimuli and motivational role of the APP use for measurements in developing study and work competences.

Answering to physics teachers’ needs in professional development

“…This type of laboratory has a great educational value for teachers in providing them with transversal skills related to guidance, collaboration between institutions, contents addressed and experimental methodologies. The publications performed by the teachers on this kind of laboratories, and the other last two, are the main validation feedback and confirmation of effectiveness of this type of laboratories, where one can find documented the quality of the products developed by the students, the outcome of the monitoring of the process implemented by the schools and the impact on the teacher formation [79][80][81][82][83].…”

Evaluation of a High School Practical Experience on Noise Pollution With Smartphones

“…Although currently there are many proposals for practical experiences in which smartphones and/or tablets are used as measurement tools on mechanics (Hochberg et al, 2014;Vieyra & Vieyra, 2014;Vogt & Kuhn, 2012a, 2012b, acoustics (González & González, 2016;Kuhn & Vogt, 2013b;Kuhn et al, 2014;Parolin & Pezzi, 2015, 2013 or optics (Sitar, 2012;Monteiro et al, 2017;Sans et al, 2017), there are few works that have included them in teaching proposals (Buongiorno et al, 2019) or tested the effectiveness of these in the students' learning of Physics (Esteve et al, 2019).…”