Abstract
This study examined the effect of online technical lessons of how ocean sensors function on student interest in ocean science technology, as well as knowledge gain outcomes. Additionally, the study contributes novel findings to sensor-based learning literature by measuring changes to self-efficacy and confidence gains stemming from sensor-based learning, as well as changes in interest in ocean careers. The area of educational focus was also novel—focusing on how the sensors themselves function, not just what they do. Precipitated by COVID-19 pandemic constraints, the team used a remote learning approach to provide lessons on sensors at a distance, providing an additional opportunity to contrast this approach with previously studied hands-on learning modes. A sample of students from four high school marine science classes completed two assessments both before and after a series of lessons on ocean sensors. This included a self-reported survey (N = 48), and an open-ended knowledge assessment (N = 40). Results showed modest gains in knowledge assessments, and students experienced statistically significant gains in confidence in their ability to explain what sensors are, confidence in their ability to use sensors and understand resulting data, and confidence in accuracy of sensor data (p < 0.05). No changes were observed for several measures of interest in ocean technology, nor were there changes in an already high belief that understanding these sensors is important to marine science careers. Notably, these findings measure a positive shift in several measures of self-efficacy and confidence, which is a new finding for sensor-based learning. The findings also contrast with prior related work that included hands-on activities with sensors, which reported an increase in interest after working with sensors, whereas this intervention did not. This suggests a hands-on component is key to increasing interest in ocean technology.
Highlights
Student confidence and self-efficacy is of interest in career and STEM learning research
This fundamental intervention in this study consisted of presenting a series of lessons on the precise physical and chemical mechanisms that six types of ocean sensors use to function to a sample student population
Student confidence in the accuracy of data generated by ocean science sensors increased by 0.74 points, student confidence in their ability to use ocean science sensors increased by 1.78 points, and student confidence in their ability to understand data from the sensors increased 1.76 points
Summary
The background of this work consists of prior research on student learning with sensors and is situated alongside the body of work exploring the efficacy of teaching marine and environmental science with sensor technology. With the rise of inexpensive microcontrollers such as Raspberry Pi and Arduino, and low-cost environmental sensors that work with these devices, there is increased interest from educators in exploring the potential of this technology in learning settings [1,2] This interest is an extension of an existing movement towards integrating hands-on instrumentation as part of experiential learning in the classroom [3]. Hotaling & Stolkin [6] used a four-module sensor development and deployment program called SENSE-IT (Student Enabled Network of Sensors for the Environment using Innovative Technology) to explore student learning with sensors This involved using a set of sensors, such as temperature and turbidity sensors, to explore water quality and provide a meaningful learning context. Sensors 2022, 22, 1534 in the study, including time management tools, designed opportunities for questioning and self-reflection, and interactive engagement strategies during the lessons
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