E-learning behaviours in scattering sciences
In preparation for the European Spallation Source (ESS) (https://europeanspallationsource.se/) a number of e-learning teaching/learning initiatives was launched. However, little is known on how the various learning tools prepare students for actively participating in scattering experiments.
This project investigated student behaviour when they learn to do scattering science by using a combination of server logs, eye-tracking, and observations of learners in an authentic experimental environment. We expect some students to display behaviour which can be identified as deep learning strategies, while other students display behaviours more associate with surface learning. However, a given student may display deep learning strategies at one point in time, and surface learning strategies at other points in time. The question is how different strategies prepare students for active participation in authentic research situations.
Data material came from activities where students were asked to express their knowledge, solve problems, and perform experimental-like exercises on-line and at a large scale scattering facility. This meant that we had access to both student learning processes in the form of their behaviour, and the outcome of these process in the form of answers to problems and exercises.
Founding institution MAX4ESSFUN
Linda Udby (Niels Bohr Insitute)
Daniel Spikol (Malmø University)
Jesper Bruun, Assistant professor (Department of Science Education)