Using Eco-Sensors to Support Children's Participation in Environmental Health

Maria João Silva, Eduarda Ferreira, Alexandra Souza, Ana Rita Alves and Susana Batista
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Maria João Silva: School of Education, Polytechnic Institute of Lisbon, Lisbon, Portugal
Eduarda Ferreira: Interdisciplinary Centre of Social Sciences (CICS.NOVA), Lisbon, Portugal & Faculty of Social Sciences and Humanities (FCSH/NOVA), Lisbon, Portugal
Alexandra Souza: Ciência Viva School, Pavilion of Knowledge, Lisbon, Portugal
Ana Rita Alves: Ciência Viva School, Pavilion of Knowledge, Lisbon, Portugal
Susana Batista: Interdisciplinary Centre of Social Sciences (CICS.NOVA), Lisbon, Portugal & Faculty of Social Sciences and Humanities (FCSH/NOVA), Lisbon, Portugal

International Journal of Digital Literacy and Digital Competence (IJDLDC), 2018, vol. 9, issue 4, 33-45

Abstract: School has a major role in preparing young people to participate meaningfully in a context where digital technologies are increasingly mediating the way people interact with the surrounding environment. The goal of the research reported in this paper is to study how children can participate in school environmental health, using eco-sensors and digital technologies in scientific inquiries. Eco-sensors are used by children to acquire, analyze, interpret, and communicate data, as a support to the identification of problems and to their own environmental health decisions. This paper presents two case studies, one centered on noise and one on indoor air quality, in Portuguese elementary schools. It is a qualitative research that highlights that children can participate in authentic and meaningful environmental health problem solving in schools. Problem solving is developed through scientific inquiries that include children epistemic practices, scaffolded by teacher mediation and epistemic mediators, such as eco-sensors and other digital technologies.

Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jdldc0:v:9:y:2018:i:4:p:33-45

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