ABSTRACT

Background

To contribute to smart, inclusive, sustainable, and multisensory practices in science education, this paper presents research that studied the use of electronic sensors by children to address a sound pollution problem in their school. A didactic sequence was specifically designed and implemented to that purpose.

Participants

The participants of this study were a project Teacher/Researcher, and the children of eight 4th grade classes (four experimental groups and four control groups), in four primary schools.

Purpose

The research aim was to study whether and how, throughout the didactic sequence, children developed practices that are needed to understand and mitigate sound pollution in school, including acquiring, analysing, interpreting, and sharing environmental data, as well as interpreting, and applying information, making suggestions to solve the problem. The importance of the use of the electronic sensors was also assessed.

Design and methods

To answer to the research questions, during the didactic sequence, data were collected through the data collection forms, the collaborative platform, the pre and post-tests, and the children’s suggestions to solve the sound pollution problem. Statistical methods were used to process pre- and post-tests results, and a content analysis allowed the treatment of the children’s suggestions.

Results

The vast majority of children properly collected, registered, classified, and shared the acquired data. The statistical analysis showed that there was an improvement from the pre to the post-tests results, with the experimental group having more significant improvements. The content analysis of the children’s suggestions revealed that all the children made productive suggestions, but the experimental group made more specific and diversified suggestions.

Conclusion

Those results suggest that the experimental didactic sequence allowed and scaffolded children in using ICT tools to develop science education hands-on experimental practices, while understanding, analysing and contributing to solve a sound pollution problem in their schools.

中文翻译：

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小学生用电子感应器实践认识和减轻声污染

摘要

背景

为了促进科学教育中的智能、包容、可持续和多感官实践，本文介绍了研究儿童使用电子传感器解决学校声音污染问题的研究。为此目的专门设计和实施了一个教学顺序。

参加者

本研究的参与者是项目教师/研究员，以及四所小学八个四年级班级（四个实验组和四个控制组）的孩子。

目的

该研究的目的是研究在整个教学过程中，儿童是否以及如何发展出理解和减轻学校声音污染所需的实践，包括获取、分析、解释和共享环境数据，以及解释和应用信息，提出解决问题的建议。还评估了使用电子传感器的重要性。

设计与方法

为了回答研究问题，在教学过程中，通过数据收集表格、协作平台、前后测试以及儿童解决声音污染问题的建议收集了数据。统计方法用于处理测试前和测试后的结果，内容分析允许处理孩子们的建议。

结果

绝大多数儿童对获取的数据进行了适当的收集、登记、分类和共享。统计分析表明，从前测到后测结果均有改善，其中实验组的改善更为显着。对幼儿建议的内容分析发现，所有幼儿都提出了富有成效的建议，但实验组提出的建议更为具体和多样化。

结论

这些结果表明，实验教学序列允许并搭建了儿童使用 ICT 工具开发科学教育实践实验实践的平台，同时理解、分析并有助于解决学校的声音污染问题。