WHY USE DATA LOGGING IN PRIMARY SCHOOL?

The Revised Primary School Curriculum

Data logging technology is not an educational methodology but rather an ICT medium that can be used to teach the curriculum.

It is acknowledged in the curriculum that ICT can be used in a constructivist approach as a “tool for learning in science” (Science SESE Curriculum, 1999. p. 9). In the Teacher Guidelines (pp 140-141) it is suggested that ICT can be used in the following ways:

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  Data handling programs

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  interactive programs

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  word processing

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  the internet provides children with access to a range of sources of scientific and technological information

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  the internet can be used as a communication tool to link schools and pupils nationally and internationally

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  computer programs can enrich the range of sources and information available

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  sensors attached to the computer can help children to extend the range and sensitivity of information that they can measure

It is the later suggestion that this project is concerned with; the use of sensors in science. This is commonly referred to as data logging.

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The benefits of using data logging technology in education.

Practicals are often utilised in the teaching of science. They are used for two reasons: to demonstrate or to investigative scientific principles. Practicals allow a constructive approach to education to take place in the classroom. Practical work encourages active participation in which the children/learners have a first hand, visual experience of the experiment. A constructivist approach to education, as mentioned previously, is a corner stone in the Revised Primary School Science Curriculum, and therefore teachers should be encouraged to use practical work in their teaching.

Data logging according, to Burton (1998), can be useful in science practical work as it:
• provides an immediate link between the investigation and the result
• provides time for pupils to think and watch, rather than spending all their time recording data
• enabling pupils to look at graphs and gradients on the graph
• making first experiences qualitative
• encourage pupils to predict and to test their predictions

Kennedy and Finn (2000) have incorporated the above points in their list of advantages of using data logging in teaching science. In addition they have also recognized that
• Speed of capture
• Ease of capture
• Better learning outcomes
• Appreciation of modern technology
• Increased level of interest
• Mixed ability teaching

can also be seen as advantages of using the technology in the classroom.

Their findings are supported by other research into this use of data logging in science education. Mokros and Tinker (1987) discovered that when pupils, in second level school, used ICT (Information Communication Technology) in their practical work, their graphing skills were improved. They believed that this was so because “it uses multiple modalities, it pairs real time events with their symbolic representation, it provides a genuine scientific experience and eliminates the drudgery of graph production” (Barton, 1988, p. 66).

Brasell (1985), conducted practical using motion sensors with pupils, at secondary school level. His research showed that the group who used the sensors and saw the information relayed to the computers immediately, scored higher in the post test than other groups. Rodgers and Wild (1994), had similar results from their case study.

Brasell, also observed that pupils who used the sensors but experienced a time delay of approximately 20 seconds in seeing the graphs, scored as low as the group that did not use the data logging equipment. This highlighted the fact that even a short time delay nullified the positive gains from using the sensors.

Nakhleh and Krajcik (1993) noted that when they observed pupils performing titrations, the group that used data logging equipment had better results. They suggested that technology had the effect of narrowing the focus of attention of the pupil’s attention on the evolving graph on the screen and there by allowing them to spend the time they normally spent plotting the graph, analysing it instead.

Although most research in this area has concluded that there was overwhelming benefits to be gained from using the technology, it is important to note that some researchers have recorded negative reactions to the technology. Barton cited that Nachmias and Linn (1987),
“ reported that pupils tend to view computer generated graphs uncritically, in much the same way as they are uncritical of graphical information in textbooks. They contrast this with the way pupils are willing to question graphs they draw themselves”

Barton countered this finding, by commenting that the merits of the following benefits, from his research, could possibly overshadow Nachmias and Linn’s negative finding:

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  computers can avoid the serious problems children face when trying to overcome manual plots of moderately difficult data

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  no matter how the data are plotted, many pupils find data analysis and interpretation difficult…

Perhaps by giving pupils time to focus on these skills rather than those of data processing, data logging will be a major factor in improving pupils’ skills in this area.

Researchers have also discovered that to obtain the full benefit from “hands –on experiences” pupil’s need “time and opportunities to reflect on what was done” (Barton, 1998, p. 65). If the graph is computer generated it leaves the teacher with class time to “help develop the language to describe graphs” with the pupils. (Frost, 1999, p15)


Data logging equipment enables “weaker students to benefit from automated graph drawing as the reduced effort in obtaining graphs, gives pupils of lower ability better access to the visual medium for analysing data (Kennedy and Finn, 2000, Chap. 1 p.7). For the pupils of higher ability it allows them extra time to manipulate the results and explore their results in greater depth. Therefore the speed and ease of capture of the data and the immediate production of the graph for analysis leaves the teacher and the pupils with valuable teaching time. This time enables the pupils to engage in higher order activities.

Another limitation/disadvantage of the data logging technology is the difference between the software packages. Most data logging equipment suppliers have special packages for secondary school and an increasing number for the primary school market. Each piece of equipment and software should be tested/ inspected before purchase to ensure that the package is what the user requires and is capable of being used within the school by both staff and pupils.

Data Logging equipment is also limited by its availability in schools. In Ireland, following the success of the SIP project The Use of Data Logging in Teaching Physics and Chemistry in Second-Level Schools in Ireland, grants were made available to secondary schools to purchase Data Logging equipment.

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