Loading...
4 results
Search Results
Now showing 1 - 4 of 4
- The Use of Mobile Sensors by Children: A Review of Two Decades of Environmental Education ProjectsPublication . Silva, Maria João; Gouveia, Cristina; Gomes, Cristina AzevedoOver the past twenty years, the use of electronic mobile sensors by children and youngsters has played a significant role in environmental education projects in Portugal. This paper describes a research synthesis of a set of case studies (environmental education projects) on the use of sensors as epistemic mediators, evidencing the technological, environmental, social, and didactical dimensions of environmental education projects over the last two decades in Portugal. The triggers of the identified changes include: (i) the evolution of sensors, information and communication platforms, and mobile devices; (ii) the increasing relevance of environmental citizenship and participation; (iii) the recognition of the role of multisensory situated information and quantitative information in environmental citizenship; (iv) the cause–effect relation between didactical strategies and environmenta. education goals; (v) the potential of sensory and epistemic learners’ practices in the environment to produce learning outcomes and new knowledge. To support the use of senses and sensors in environmental education projects, the SEAM model was created based on the developed research synthesis.
- Framework for a research-based and interdisciplinary use of sensors in elementary teacher educationPublication . Silva, Maria João; Rodrigues, Margarida; Tempera, TiagoSensors should be integrated into teacher education, as they are essential tools in the digital practices needed for full participation in society. Electronic sensors can be used as laboratory/scientific tools, as everyday mobile learning tools, and as epistemic mediators in several scientific fields, as well as in interdisciplinary approaches. In this way, electronic sensors can play multiple roles in the main dimensions of teacher education. The aim of the research presented in this paper was to create a framework for the research-based and interdisciplinary use of sensors in elementary teacher education, based on the thematic analysis of seven case studies implemented in Portugal. The thematic categories used in the cross-case analysis were fundamental in revealing the different roles played by sensors in the different phases of the didactic sequences of the cases. Subsequently, the thematic analysis made it possible to identify patterns of affordances of sensors and to relate the multiple roles of electronic sensors to different areas of the Portuguese elementary teacher education model. The research synthesis made it possible to outline the framework perspectives. The resulting framework systematized and highlighted the affordances of sensors in pre-service and in-service elementary teacher education as scientific, epistemic, interdisciplinary, and didactic mediators. These affordances were revealed to be particularly important in data-driven inquiry problem-solving, pedagogical content knowledge, and professional knowledge development. The framework created can be expanded in future related research.
- A didactic model to support the use of senses and sensors in environmental education problem solvingPublication . Silva, Maria JoãoProblem solving, and specifically the goal of developing problem-solving competences, is a significant dimension of environmental education. Moreover, human senses and electronic sensors have been recognized as important tools in authentic problem-based learning. The purpose of this paper is to present a model to support teachers in creating didactic activities that use human senses and electronic sensors as epistemic mediators in participatory environmental education problem-based learning. The EcoSolvingS model is based on a set theoretical and practical perspectives, and on a cross analysis of a selection of environmental education problem-solving case studies. In a first part, this paper presents the dimensions of the theoretical foundations of the EcoSolvingS model. Subsequently, the results of the cross analysis of the environmental education problem-solving case studies are presented and related to the components of the EcoSolvingS model. Finally, the model is described, and its utility and future developments are discussed.
- Empowering in-service teachers to support students in using sensors to address environmental problemsPublication . Silva, Maria João; Ribeiro, MargaridaElectronic sensors can be used by teachers and students as epistemic mediators in environmental knowledge creation. A workshop was designed and developed, on the basis of the Eco-SolvingS Model, in order to train in-service teachers in using electronic sensors with their students to identify and explore school environmental problems. In this paper, the authors describe that workshop, and analyze its results, presenting evidences of the significant use of sensors by students. This way, this paper make available a simple, brief and validated strategy to empower in-service teachers to support students in using sensors to address environmental problems.