=Paper=
{{Paper
|id=Vol-2733/paper5
|storemode=property
|title=Empowering In-Service Teachers to Support Students in Using Sensors to Address Environmental Problems
|pdfUrl=https://ceur-ws.org/Vol-2733/paper5.pdf
|volume=Vol-2733
|authors=Maria João Silva,Margarida Ribeiro
|dblpUrl=https://dblp.org/rec/conf/siie/SilvaR20
}}
==Empowering In-Service Teachers to Support Students in Using Sensors to Address Environmental Problems==
https://ceur-ws.org/Vol-2733/paper5.pdf
Empowering In-Service Teachers to Support
Students in Using Sensors to Address
Environmental Problems
Maria João Silva Margarida Ribeiro
Escola Superior de Educação de Lisboa Escola Superior de Educação de Lisboa
Instituto Politécnico de Lisboa Instituto Politécnico de Lisboa
Lisboa, Portugal Lisboa, Portugal
mjsilva@eselx.ipl.pt margaridar@eselx.ipl.pt
Abstract— Electronic sensors can be used by teachers and The next section will describe the theoretical framework,
students as epistemic mediators in environmental knowledge including: the context of indoor environmental problems in
creation. A workshop was designed and developed, on the basis schools; and the presentation of the Eco-SolvingS Model. The
of the Eco-SolvingS Model, in order to train in-service teachers methodology is explained in the succeeding section. In the
in using electronic sensors with their students to identify and
fourth and fifth sections, the results of the implemented
explore school environmental problems. In this paper, the
authors describe that workshop, and analyze its results, workshop are presented. The conclusion is the closing section.
presenting evidences of the significant use of sensors by students.
II. THEORETHICAL FRAMEWORK
This way, this paper make available a simple, brief and validated
strategy to empower in-service teachers to support students in In the last two decades, sensors have been used in schools
using sensors to address environmental problems. to sense the environment in diversified activities, namely in
inquiry tasks, in which data are collected, analyzed and
Keywords— sensors, environmental problems, teachers, communicated [9] [10] [11]. Globe [12], TEEMS [13],
students, workshop POLLEN [14], and Eco-Sensors4Health [15] are four
examples of projects that are developed through curricular
I. INTRODUCTION activities to improve scientific inquires, and used sensors to
Human senses are the primary interface of children with acquire, analyze and make sense of environmental data.
the environment. Consequently, embodiment is in everything
The workshop, analyzed in this paper, was developed on
children see, feel, think and do, and must be addressed in
the basis of the Eco-SolvingS Model, which facilitates the
children’s constructions of meanings, with these constructions creation of didactic sequences that allows teachers to mediate
being made in practice [1]. This way, any educational the use of sensors by children to solve environmental school
approach should privilege the knowledge and experimentation problems.
of body [2].
In this paper, the authors follow the framework of the Eco-
Sensors can measure or detect physical, chemical, and Sensors4Health Project, in what concerns the focus on the
biological quantities [3], and nowadays they are integrated in main indoor environmental school problems [15]. According
ICT devices, such as smartphones, and tablets. Therefore, to the Portuguese National Plan for School Health, the main
sensors are portable, affordable, wireless, connectible, and schools’ environmental risks include air and water quality,
widely available [4] [5]. noise, thermal (dis)comfort, solid wastes, and transportations
With teacher mediation, electronic sensors can be used by [16]. The sound pollution and thermal (dis)confort are two
children, together with human senses, as epistemic mediators specific problems, whose variables can be sensed by human
to collect and make sense of qualitative and/or quantitative senses, and which can be addressed by children, using
affordable and robust sensors.
environmental data [6] [7]. Sensors, as epistemic mediators,
allow children to codify and make sense of unexpressed A. Sound Pollution and Thermal (dis)Confort in Schools
information, through manipulation of those external devices Sound pollution and termal disconfort are important
[8]. environmental school problems, at a national but also at an
In this paper, the authors present a workshop that was international level [16] [17] [18] [19]. These problems can
designed and developed, on the basis of the Eco-SolvingS cause concentration difficulties [16] [20], with negative
consequences in teaching and learning performance and well-
(Solving Environmental Problems, using Sensors) Model, in
being [19] [21].
order to train in-service teachers to mediate the use of
electronic sensors by students, to identify and explore school Noise can cause hearing damage and has negative effects
indoor and outdoor environmental problems. The Eco- on speech, communication and learning [21], which are
SolvingS is an educational model developed to produce fundamental processes in schools. Noise affect children in a
didactic sequences that empower in-service teachers to more significant way, since they are often exposed to noise for
support students in using sensors to address environmental long periods in schools [21], and their cognitive functions are
problems. less automatized than the adults’ ones [22].
The thermal conditions of classrooms can affect students’
motivation, concentration and performance [20]. This way,
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
learning results are influenced by the thermal conditions of the new data”, “to represent”, “to interpret”, and “making
classroom, where teaching and learning take place [20]. decisions based on data” [26] [24].
Noise and thermal discomfort are perceived, in a sensorial The joint use of students’ senses and sensors in sensorial
way, by students in schools, and the assessment of such and epistemic practices make it possible [6]: i) to improve
perceptions, together with students’ opinions, can be used to students’ awareness to sensors’ affordances and
identify the sources of the problems and to address significant environmental phenomena; ii) to complement sensory
solutions [19] [23]. information with sensors’ data, this ways improving sensorial
observation; iii) to proceed from concrete sensory observation
B. Eco-SolvingS Model of reality towards more abstract representations, such as
The Eco-SolvingS Model resulted from the analysis of sensors’ data, through concreteness fading; iv) to enhance
multiple case studies, based on the use of electronic sensors to observation and description, facilitating better interpretations,
solve environmental problems. It is a model to develop predictions, and decisions.
didactic sequences, and uses some of the components of the
METILOST Model, Model for Effective Teaching of Intended Teacher mediation is related to: i) providing the relevant
Learning Outcomes in Science and Technology [24], namely: information to the learning of the main concepts; ii) assigning
Tasks, Teacher Mediation, Epistemic practices, Resources, the tasks, as challenges, making resources available, such as
and Learning outcomes. sensors, registration forms, scales… ; iii) perform the needed
interactions to scaffold students’ activities, such as
The METILOST model define that [24]: i) tasks are what contextualize the problem; ask questions, stimulating the
students are asked to perform, are related to problems, ask for sharing of ideas and valuing students’ thoughts; respect and
action, induce the development of competences, allow encourage students’ autonomy; synthesize information; guide
assessment, and can be exemplary for autonomous work; ii) and support students in the development of tasks; make
teacher mediation includes the assignment of tasks, and a set resources available; conduct formative evaluation [26] [27].
of frequent interactions, during and after the performance of
tasks; iii) epistemic practices are students’ practices that In the Eco-SolvingS Model, the resources include:
produce knowledge, and have as reference the Science and everyday objects, as bottles or hangers to the sensory
Technology practices that produce Science and Technology exploration of air and sound properties; electronic sensors that
knowledge; iv) resources can be diverse equipment, tools, and are usually linked to mobile devices, such as smartphones;
facilities, being important to assure that the intended activity registration forms that support the organization of the acquired
take place; v) learning outcomes include knowledge learning, data; information tools, such as sound or carbon dioxide
attitude change, and development of competences. scales, which support the interpretation of the acquired data;
surveys to assess knowledge and attitudinal outcomes.
Nevertheless, the Eco-SolvingS Model is more specific
than the METILOST Model. While the METILOST Model Resources, such sensors and registration forms, are
can be used with diverse teaching methods, the Sensors4Eco- epistemic mediators designed to support students in reifying,
Problems Model is linked to the Problem-based teaching and making sense of environmental information in knowledge
mode. The Eco-SolvingS Model supports the creation of building (epistemic) practices.
didactic sequences encompassing the following components: III. METHODOLOGY
i) problem question/s that will inform the students’ tasks; ii)
the main concepts and processes related to the problem; iii) a The study here presented adopts a qualitative methodology
set of sensorial tasks related to the main concepts and [28], and investigates the efficacy of a Workshop in supporting
problems, which ask students to use their multiple senses, in-service teachers to scaffold students in using sensors to
together with everyday resources, to explore, and understand address school environmental problems.
such concepts and processes; iv) a set of students’ tasks The workshop was developed with in-service teachers,
(epistemic practices) that makes use of students senses supporting them to implement a set of activities in classroom,
together with electronic sensors, and registration forms, to aiming to identify, explore, and solve school indoor
acquire and interpret data, fostering the identification and environmental problems. A fundamental resource in the
characterization of processes/problems related to the global workshop was the Eco-Sensors4Health Toolkit (Eco-
problem question/s; v) a set of students’ tasks to allow decision Sensors4Health, 2019) – a teacher guide to develop activities
making to solve the identified problems; vi) teacher mediation; that follow the Eco-SolvingS Model. The goals of the
vii) resources, and viii) learning outcomes. workshop were to: (i) recognize the importance of sensors to
Problem questions are fundamental components of the participation in environmental health; (ii) reflect on the
model, since they guide the diverse set of tasks. Examples of potential of using sensors in science education; (iii)
problem questions are: “How does sound level change, when characterize environmental health problems in schools in
I change my location in school?”, “How does sound level Portugal; (iv) use sensors to identify environmental health
change, when I change the class activity?”, “How does carbon problems at school and in the school environment; (v) reflect
concentration change, when I change my location in school?”, critically on case studies, centred on the use of sensors in the
“How does carbon concentration change, when I open the 2nd and 3rd cycle of basic education (CBE) to identify and solve
classroom door or window?” environmental health problems; and (vi) conceive, implement
and reflect on didactic activities that use sensors in the 2nd and
Epistemic practices are “ways of proposing, 3rd CBE, to identify and solve environmental health problems
communicating, evaluating, and legitimizing knowledge in schools, which can be addressed within the scope of the
claims” [26], as for instance “to observe”, “to describe”, “to Portuguese Curricular Autonomy and Flexibility Project.
recognize phenomena in context”, “to predict”, “to acquire
TABLE I. WORKSHOP STRUCTURE AND SCHEDULE
Sessions Activities
1st session Information and debate on case studies presented by the trainer. Experimentation of
sensors by the teachers.
2nd session Design of didactic sequences to be implemented with students. Structuring and
planning work related to these didactic sequences.
3rd session Investigative reflection on implemented activities with students focusing on the
treatment and interpretation of the collected data.
4th session Communication and discussion of the results of the implemented didactic
sequences.
A. Workshop Structure and Content ideal sound conditions to be able to be exercised with minimal
The workshop was developed along four presential quality” (WR, Group 2, p. 1). The students of grades 5, 6 and
sessions (see Table 1), lasting three hours each. The workshop 8 measured the sound level in several school locations, using
also involved autonomous work, in which the participants Decibel X app (Fig. 1). Group 4 chose thermal (dis)comfort
developed and implemented the didactic sequences with the problem to work with 6th graders who measured the
students, scaffolding them in identifying environmental temperature using sensors (probes), in several days of January,
problems, and in proposing solutions. hours and school locations. The students also answered a
survey on thermal comfort sensations.
The presential sessions were designed in order to establish
a strong connection between the theoretical ideas and the
teachers’ practices, using case studies, based on the Eco-
SolvingS Model that was reified in the Eco-Sensors4Health
Toolkit. This Toolkit offer structured and illustrated examples
of problem question/s, main concepts and processes related to
the problem, resources, sensorial tasks, epistemic practices,
and learning outcomes, in what concerns sound pollution, air
pollution, and thermal discomfort proble.
The diverse sensors were explored, and the in course
didactic sequences were shared, with the support of the three Fig. 1. Collecting data with the smartphone Decibel X app (WR, Group 1,
trainers (two of them are the authors of this paper). p. 7).
B. Data Collection and Analysis Afterwards, all students analyzed and interpreted data
Data collection used the techniques of participant collected, using registration forms, adapted from the Eco-
observation and documents collection (group reports and Sensord4Health Toolkit. Table III presents groups’ activities.
individual reflections). The participant observation of the
TABLE III. ACTIVITIES OF THE FOUR GROUPS OF IN-SERVICE
presential sessions was driven by the authors and was TEACHERS
complemented by field notes. The activities were described,
interpreted and reflected by in-service teachers in written Group Problem Sensor Sampling School
Locations Discipline
reports (WR). A content analysis [29] of these reports and 1 Sound Decibel X Classroom Mathematics
reflections was carried out. pollution app with Courtyard Natural
mobile Mini Golf Sciences
IV. WORKSHOP RESULTS phone Course
At the beginning of the workshop, there were 11 Gym
Refectory
participants, 11 in-service teachers of several schools that Library
were teaching different disciplines of different grades. Playroom
However, one of the participants gave up, due to difficulties Students room
of scheduling the didactic sequence with the students. The 10 2 Sound Decibel X Classroom Mathematics
participants organised themselves collaboratively in four pollution app with Bar Physics
mobile Courtyard Chemistry
according to the school they belonged (Table II). phone
3 Sound Decibel X Classroom Mathematics
TABLE II. GROUPS OF IN-SERVICE TEACHERS pollution app with Refectory Physico-
Group Women Men mobile Lobby/garden Chemistry
phone Hallway Natural
1 2 0
Bar Sciences
2 2 0
Ping pong Citizenship and
3 3 0
table Development
4 1 2
A. Groups’ Activities
Three of the four groups selected the sound pollution
problem. This option relates to their sensibility to the problem
in the sense that “didactic-pedagogical processes depend on
Group Problem Sensor Sampling School C. Constraints and Facilitators
Locations Discipline
4 Thermal Temperature Courtyard Mathematics In the first session of the workshop, all the teachers shared
(dis) probes Hallway Natural that they had no prior knowledge or experience regarding the
comfort Bar Sciences use of electronic sensors for educational purposes. Thus, it
Refectory was required a high commitment and dedication from them to
Classroom achieve the workshop's objectives. On one hand, the small
Teachers
Room
number of sessions in the workshop required the in-service
Tap water teachers to concentrate highly on the work developed in the
Library sessions, taking advantage, efficiently and effectively, of all
Students room sessions’ time and trainers' support. On the other hand, the
Girls WC workshop's autonomous work schedule coincided with the
Concierge
interval between semesters in the schools of some teachers; so
B. Exploration and Solution of the Identified Problems the pressure on the fulfilment of the curricular programs at the
end of the semester made it difficult to deepen the didactic
Concerning the sound pollution problem, the students
intervention. Group 2 (WR) referred the difficulty of students
identified some locations as presenting harmful sound levels
performing the pretended work, due to lack of active learning
(mean superior to 80 dB) such as the refectory (Fig. 2), the
habits. All of these challenges were overcome by the
library, the hallway and the classroom (lesson final), being
participants in the workshop. The teachers decided to return to
that these locations registered maximum values considered as
the project intervention in the following semester. Group 3
dangerous (superior to 100 dB) (WR, Group 1; WR, Group 2;
also decided to involve the school Direction and extend the
WR, Group 3).
project to elementary classes, in the scope of an ongoing
project called “To do Science”, contributing to the awareness
of the sound pollution problem to a wider school community.
There are multiple factors that facilitated the achievement
of the workshop's objectives. One of them was the
collaborative work between the teachers and also between
students.
As trainees, we feel that the collaborative and
participatory work of everyone, both students and
teachers, or others is an aspect of great relevance.
Since we are from such different areas of
knowledge, we used the different perspectives to,
in a participatory way, conceive a project that is in
Fig. 2. Sound level graphic in the refectory (WR, Group 2).
everyone's interest, that concerns everyone and,
The students proposed several solutions to the sound with everyone's contribution, it can grow even
pollution problem, which are related to: (i) behavior changes, more. (WR, Group 3)
such as “speak quietly”, “don't shout when leaving” (WR,
Another facilitator was the interdisciplinary approach
Group 3, p. 18), “put up posters in refectory to alert to sound
(WR, Group 1) that contributes to citizenship education, being
level” (WR, Group 1); “create relaxation sessions at school”
coherent with the recent curriculum guidelines consigned in
(WR, Group 1), “avoid using music speakers at a high
the Curricular Autonomy and Flexibility Project, as referred
volume” (WR, Group 2); and (ii) intervention measures, such
by Group 3:
as “line the walls with insulator materials”, “in the library we
could put cork on the walls and ceiling and put giant origami The articulation of several disciplines/knowledge,
hanging from the ceiling”, “hang more exhibition work this to generally considered isolated, gives students a
muffle the sound”, “to have cork sculptures and decorate the global view of knowledge and allows them to give
walls and ceiling with egg cartons” (WR, Group 3). meaning and intention to knowledge and to
conceive more meaningful learning. They were
With regard to thermal (dis)comfort problem, according to
active and non-passive agents in the process of
data from the survey, “it was found that more than 50% of
building their own learning, allowing learning for
students felt uncomfortable and symptomatically cold” (WR,
life. (WR, Group 3)
Group 4). The temperature measured in the school's outdoor
space and in the classrooms varied between 13ºC and 20ºC. The use of the mobile phone in a didactic situation was a
The mean temperature was 16.8ºC (WR, Group 4). facilitator to the achievement of the workshop’s goals (WR,
Groups 2 and 3). Nowadays, the mobile phone is a device
About half of the students proposed solutions to thermal
owned by all students. Despite its recurring use to
(dis)comfort problem, such as to install conditioned air or to
communicate, it can be explored with an educational proposal.
use oil heaters in classrooms, hallways and bar. The energy
Decibel X is a free and interactive app which is easy to access
consumption of these solutions were not discussed. Two
and read/interpret, allowing students to be aware of a problem
students reported that simple glasses and PVC blinds are not
that affects their health and, in an informed, creative and
very good for keeping warm. Other students suggested
conscious way to adopt behaviours and attitudes that promote
insulation of walls with cork (WR, Group 4) or “I think we
their health and the environment”. Through the use of this
could arrange lamps of various colors, to give us a feeling of
application, “it is possible to motivate students and involve
hot or cold” (WR, Group 4).
them in the construction of learning” (WR, Group 3),
promoting their responsibility, autonomy and the possibility of an app and of mobile phones as educational resources; and
of working collaboratively. v) the active role of students as environmental agents.
All workshop’s participants did a very positive global The trainers positively highlighted the developed
evaluation of the implemented activities, as illustrated in the competences of the in-service teachers and their students, the
following transcript: hard-autonomous work of the in-service teachers, and the
efficacy of the 12 presential workshop hours in attaining the
Overall, this project was considered very defined objectives.
interesting, taking students (at the same time that
they experience and develop contextualized This way, the workshop was successfully implemented
essential curricular learning), to be agents in their with ten in-service teachers, validating this simple, and short
school environment, identifying problems and strategy to empower in-service teachers to support students in
being part of the solution. (WR, Group 2) using sensors to address environmental problems.
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