Foundry10, Seattle, WA 98105, USA.
Sensors (Basel). 2022 Feb 16;22(4):1534. doi: 10.3390/s22041534.
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 ( < 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.
本研究考察了在线学习海洋传感器功能的技术课程对学生对海洋科学技术的兴趣以及知识获取成果的影响。此外，该研究通过测量源自基于传感器的学习的自我效能感和信心的变化，以及对海洋职业兴趣的变化，为基于传感器的学习文献做出了新颖的贡献。教育重点领域也很新颖——重点关注传感器本身的功能，而不仅仅是它们的作用。由于 COVID-19 大流行的限制，该团队采用远程学习方法远距离提供传感器课程，这为对比这种方法与之前研究过的动手学习模式提供了额外的机会。来自四所高中海洋科学课程的学生样本在一系列海洋传感器课程前后完成了两项评估，包括一份自我报告的调查（N = 48）和一份开放式知识评估（N = 40）。结果显示，知识评估略有提高，学生在解释传感器是什么的能力、使用传感器和理解产生的数据的能力以及对传感器数据准确性的信心方面都有统计学上显著的提高（<0.05）。对几种海洋技术兴趣的测量没有观察到变化，对理解这些传感器对海洋科学职业很重要的信念也没有变化。值得注意的是，这些发现衡量了自我效能感和信心的几个方面的积极转变，这是基于传感器的学习的一个新发现。研究结果还与之前包括使用传感器进行动手活动的相关工作形成对比，后者报告在使用传感器后兴趣增加，而这种干预则没有。这表明动手部分是增加对海洋技术兴趣的关键。
