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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. |
