Dataloggers and inquiry science

Daniel K. C. Tan, John G. Hedberg, Koh Thiam Seng, Seah Whye Choo

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review


    This paper reports the findings of an online survey aimed at exploring the use of dataloggers in learning inquiry science and project work in secondary schools and junior colleges. It examines the type of activities which teachers conduct using dataloggers, the support structures they deem necessary and the difficulties they faced. Out of the 593 Heads of Department (Science) and science teachers who responded to the online questionnaire survey, 394 (67%) have used dataloggers in the last 2 years, mainly in demonstrations and set experiments. The three most important support structures that were listed by the respondents included: supportive laboratory technicians who were able to use dataloggers, training on the use of dataloggers, and instructional material about how to use dataloggers in the curriculum. The difficulties which deterred the respondents from using dataloggers included the difficulty and time taken to set up the datalogging equipment and activities, insufficient computer workstations, and the mishandling of equipment by students. Recommendations about facilitating the use of dataloggers in school include the setting up of laboratories dedicated for datalogging activities, having courses on datalogging for teachers and laboratory technicians, and the preparing curricular materials on datalogging.
    Original languageEnglish
    Title of host publicationRedesigning pedagogy
    Subtitle of host publicationresearch, policy, practice : papers
    Place of PublicationSingapore
    PublisherNational Institute of Education, Nanyang Technological University
    Number of pages10
    Publication statusPublished - 2005
    EventRedesigning pedagogy : research, policy, practice - Singapore
    Duration: 30 May 20051 Jun 2005


    ConferenceRedesigning pedagogy : research, policy, practice


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