Datalogging in Singapore Schools: Supporting Effective Implementations

Autor/inn/en	Tan, Kim Chwee Daniel; Hedberg, John; Koh, Thiam Seng; Seah, Whye Choo
Titel	Datalogging in Singapore Schools: Supporting Effective Implementations
Quelle	In: Research in Science & Technological Education, 24 (2006) 1, S.111-127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
Schlagwörter	Foreign Countries; Secondary Schools; Two Year Colleges; Educational Technology; Instructional Effectiveness; Singapore + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Unterrichtsmedien; Unterrichtserfolg; Singapur
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. (Contains 11 tables and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10