This case study examines students’ perception, motivation, and learning gain of a teaching unit featuring wireless sensors as tools to collect scientific data in the classroom. Students analyze data using the corresponding cellphone app, communicate findings to the class, and learn about a changing environment. Wireless sensors are produced for technology-based science lessons and are therefore suitable for our teaching unit to implement into the secondary school curriculum in the context of ecology. We aimed for very simple experimental setups in order to put the focus on handling the modern technical equipment, to make analyzing and learning from the collected data a priority, and to reduce expenses for teachers on busy schooldays. We validated the approach in German school settings with 67 students aged between 16 and 19 years. We found that our practical approach not only leads to high learning gains combined with learning enjoyment, a feeling of competence, and little perceived pressure but also improves students’ understanding of scientific data.
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January 2024
Research Article|
January 01 2024
Ecology Lessons 2.0 – A Wireless Approach: The Impact of Using Wireless Sensors and Mobile Devices in Ecology Instruction Available to Purchase
Liane Becker,
LIANE BECKER is a PhD student in the Department of Biology Education at Johannes Gutenberg-University, 55128 Mainz, Germany.
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Daniel C. Dreesmann
DANIEL C. DREESMANN is a professor of biology in the Department of Biology Education at Johannes Gutenberg-University.
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The American Biology Teacher (2024) 86 (1): 16–23.
Citation
Liane Becker, Daniel C. Dreesmann; Ecology Lessons 2.0 – A Wireless Approach: The Impact of Using Wireless Sensors and Mobile Devices in Ecology Instruction. The American Biology Teacher 1 January 2024; 86 (1): 16–23. doi: https://doi.org/10.1525/abt.2024.86.1.16
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