Datalogging in Singapore schools: supporting effective implementations

Abstract

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.

The distinctiveness and effectiveness of science teaching in the Malaysian ‘Smart school’

“…Email: engtek@upsi.edu.my changes proposed for Smart schools. This expectation might be regarded as optimistic in the light of findings that, at the classroom level, such development does not unfold readily, particularly in secondary schools and in more academic subjects (Cuban, Kirkpatrick, and Peck 2001;Ng and Gunstone 2003;Tan et al 2006). Indeed, the director of the Curriculum Development Centre of the Malaysian Ministry of Education has acknowledged many challenges to be overcome (Zin 2003).…”

Computers and cognitive development at work

“…While we do not dispute these benefits, it has been assumed that with suitable scaffolding or provision of contexts by instructors, pupils are able to meaningfully comprehend the scientific experimental variables being investigated (Newton, 2000). In other words, within the confines of the enacted curriculum, learners should be able to gain working familiarity with the variables, allowing them to interpret and explain the graphical output from data loggers (Tan et al , 2006).…”

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

“…Newton 2000; Tan et al 2006;Dixon 2008), very little has been published in the field of primary science, other than general advocacy and guidance (e.g. Warwick & McFarlane 1998).…”