Bringing School Science to Life: Personalization, Contextualization and Reflection of Self-Collected Data

Abstract

We investigate the use of mobile and sensor technologies for school science investigations, to bring about a more engaging and hands-on approach to science learning. We report early findings from two trials carried out within the Participate project, where schoolchildren were given a range of off the shelf and newly developed technologies to carry out data collection and analysis tasks. Indications are that, not only are the tasks engaging for the pupils, but aspects such as personalization of data, contextual information, and reflection upon both the data and its collection, are important factors in obtaining and retaining their interest.

What Do Students’ Explanations Look Like When They Use Second-Hand Data?

“…In summary, previous studies have noted the importance of evaluating second-hand data when creating explanations (Duschl et al, 2007;NRC, 2012;Osborne, 2010), and several studies have supported the use of second-hand data by providing existing data sets (Gordin et al, 1994;Hug & McNeill, 2008;Sandoval & Reiser, 2004) or enabling data sharing (Kuhn et al, 2012;Songer, 2006;Woodgate et al, 2008). After examining how students personalize data, Woodgate et al (2008) underlined the importance of investigating students' use of second-hand data.…”

“…Data that students collect on their own is more contextualized and learners see value in the work they are doing (Gordin, Polman, & Pea, 1994;Rivet & Krajcik, 2008;Tal, Krajcik, & Blumenfeld, 2006;Woodgate et al, 2008). When students are involved in the data collection process, this increases their involvement in the work they are doing.…”

“…In this process, students analyzed the data coming from other students; and the experimental group increased their ability to build scientific explanations with respect to biodiversity (Songer, 2006). Woodgate et al (2008) used several sensors to measure carbon monoxide, sound, and temperature in the Participate project. Students collected data individually.…”

“…Then the data were combined by using Google Earth to create a data trail. When analyzing the trail, some student groups first focused on finding and discussing their own data, and then they examined other parts of the trail to investigate the data collected by other students (Woodgate et al, 2008).…”

“…After examining how students personalize data, Woodgate et al (2008) underlined the importance of investigating students' use of second-hand data. Up to this date, only Hug and McNeill (2008) investigated how different sources of data influence the quality of the students' explanations by enabling students to generate data (firsthand data), and to examine various data sets as second-hand data.…”