Possible Technical Problems Encountered by The Teacher in The Incorporation of Mobile Phone Sensors in The Physics Lab
Abstract
Several suggestions for the use of Mobile Phone (MP) sensors in science teaching are found in the literature, and most of them focus on proposing physics experiments that can be conducted with the aid of the sensors that commonly exist in smartphones. The proposed experiments rely on the Bring Your Own Devices (BYOD) approach, that is, students are allowed to bring and use their own MPs in the classroom or school science lab. The present study investigates (a) the variations in the results of experiments, and (b) other possible "technical" difficulties which arise when students use their personal MPs to take measurements with acceleration, sound, and light sensors because of the fact that the devices may be technologically different. According to the findings, as regards the acceleration and sound sensors, the teacher who decides to use the students' MPs in classroom experiments will not encounter problems with statistically significant differences in the results of the same experiment conducted with different devices. In contrast, the use of light sensors resulted in considerable difficulties, which made it possible to use only a small percentage of devices. Finally, the illuminance indications vary significantly between the devices, making it impossible to use them as reliable photometers.References
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Wong, WK., Chao, TK., Chen, PR., Lien, YW., Wu, CJ., et al. (2015). Pendulum experiments with three modern electronic devices and a modeling tool. Journal of Computers in Education. 2(1): 77–92
Zacharia, Z. C., Lazaridou C., & Avraamidou L. (2016). The Use of Mobile Devices as Means of Data Collection in Supporting Elementary School Students’ Conceptual Understanding about Plants. International Journal of Science Education, 38 (4): 596–620.
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Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge, & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3-14). Florence: Routledge.
Crompton, H., Burke, D., Gregory, K.H., Gräbe, C. (2016). The Use of Mobile Learning in Science: A Systematic Review. Journal of Science Education and Technology, 25(2): 149-160.
González, M. Á., & González M. Á. (2016). Smartphones as Experimental Tools to Measure Acoustical and Mechanical Properties of Vibrating Rods. European Journal of Physics, DOI:10.1088/0143-0807/37/4/045701
Hochberg, K., Kuhn, J., Müller, A., (2018). Using Smartphones as Experimental Tools Effects on Interest, Curiosity, and Learning in Physics Education. Journal of Science Education and Technology, 27:385–403.
Iliaki G., Velentzas A., Michailidi E. & Stavrou D. (2019) Exploring the music: a teaching-learning sequence about sound in authentic settings, Research in Science & Technological Education, 37:2, 218-238.
Kearney, M., Schuck S., K. Burden, & Aubusson P., (2012). Viewing Mobile Learning from a Pedagogical Perspective. Research in Learning Technology, 20 (1): 14406, DOI:10.3402/rlt.v20i0.14406.
Klein, P., Hirth M., Gröber S., Kuhn J., & Müller A. (2014). Classical Experiments Revisited: Smartphones and Tablet PCs as Experimental Tools in Acoustics and Optics. Physics Education, 49 (4): 412. DOI:10.1088/0031-9120/49/4/412.
Kuhn, J., Vogt, P. (2013a). Applications and Examples of Experiments with Mobile Phones and Smartphones in Physics Lessons. Frontiers in Sensors, 1(4), 67-73.
Kuhn, J., Vogt, P. (2013b). Smartphones as Experimental Tools: Different Methods to Determine the Gravitational Acceleration in Classroom Physics by Using Everyday Devices. European Journal of Physics Education, 4(1), 47-58.
Laurillard, D. (2007). Pedagogical forms for mobile learning: Framing research questions. In N. Pachler (Ed.), Mobile learning: Towards a research agenda (pp.153-175). London: W1.E Centre.
Monteiro, M., Cabeza, C. Marti, A. (2015). Acceleration measurements using smartphones sensors: Dealing with the equivalence principle. Revista Brasileira de Ensiro de Fisica, 37(1), 1303.
Nielsen, W., Miller, K.A., Hoban G. (2015) Science Teachers' Response to the Digital Education Revolution. Journal of Science Education and Technology, 24 (4) 417-431.
Purba, S.W.D., & Hwang W.Y. (2016) Investigation in Learning Behaviors and Achievement of Vocational High School Students Using a Ubiquitous Physics Tablet PC App. Journal of Science Education and Technology, 26(3) 322-331
Song, Y. (2014). “Bring Your Own Device (BYOD)” for seamless science inquiry in a primary school. Computers & Education, 74, 50–60.
Stavert B. (2013). BYOD in Schools Literature Review 2013, State of NSW Australia. Resource document, https://education.nsw.gov.au/policy-library/related-documents/BYOD_2013_Literature_Review.pdf. Accessed 15 June 2019.
Traxler, J. (2010). Will student devices deliver innovation, inclusions, and transformation? Journal of the Research Center for Educational Technologies, 6(1), 3-15.
Vogt, P., Kuhn, J., (2014). Acceleration Sensors of Smartphones Possibilities and Examples of Experiments for Application in Physics Lessons. Frontiers in Sensors (FS) V.2, 1-9.
Wong, WK., Chao, TK., Chen, PR., Lien, YW., Wu, CJ., et al. (2015). Pendulum experiments with three modern electronic devices and a modeling tool. Journal of Computers in Education. 2(1): 77–92
Zacharia, Z. C., Lazaridou C., & Avraamidou L. (2016). The Use of Mobile Devices as Means of Data Collection in Supporting Elementary School Students’ Conceptual Understanding about Plants. International Journal of Science Education, 38 (4): 596–620.
Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers & Education, 94, 1–17.
Published
2020-02-13
How to Cite
ALEXANDROS, Kateris et al.
Possible Technical Problems Encountered by The Teacher in The Incorporation of Mobile Phone Sensors in The Physics Lab.
European Journal of Physics Education, [S.l.], v. 11, n. 2, p. 5-23, feb. 2020.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/275>. Date accessed: 25 apr. 2024.
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