ABSTRACT

While the use of ICT technologies in biology lessons is becoming more pronounced, it is not yet the case for those related to the use of advanced technologies. In this article, we focus on the use of an infrared camera for developing applications in biology. Infrared thermal imaging has become increasingly affordable, and it is now time for biology educators to take advantage of this development. We present some ideas for the use of thermal imaging for enhancing students’ learning in biology using animals, humans and plants as subjects. The target student age group is middle school to high school level. Some fieldwork was involved in the studies while others can be carried out in a laboratory or classroom setting. There are unique advantages that render an infrared thermal imaging camera suitable and convenient for the studies in this article – it is compact in size and portable, which makes it ideal for fieldwork as well as allows for non-contact measurements which enable data acquisition from a distance from physically inaccessible subjects. We also provide a discussion on the strengths and limitations of using infrared thermal imaging in biology education.

摘要

虽然 ICT 技术在生物学课程中的使用变得越来越明显，但与使用先进技术相关的情况尚未如此。在本文中，我们专注于使用红外相机开发生物学应用。红外热成像变得越来越便宜，现在是生物教育工作者利用这一发展的时候了。我们提出了一些关于使用热成像技术提高学生以动物、人类和植物为主题的生物学学习的想法。目标学生年龄组是初中到高中水平。一些实地考察参与了研究，而另一些则可以在实验室或教室环境中进行。红外热像仪具有独特的优势，适合和方便本文中的研究——它体积小、便于携带，非常适合野外工作，并允许进行非接触式测量，从而可以从外部采集数据与物理上无法接近的对象的距离。我们还讨论了在生物教育中使用红外热成像的优势和局限性。