Probeware
What: Probeware, sometime known as computer aided data collection devices, refers to technology that can both capture and analyze data with the use of a computer or other digital interface such as a calculator or hand held device.
Why: Probeware has it's origin in research and engineering where sensors connected to computers allow for quick data collection, with often having the ability to see real-time results displayed graphically. In the classroom, many vendors have created both software for display on computers, calculators, and now handheld mobile devices, hardware that connects the sensors to the computers, and hundreds of sensors that can be used in multiple disciplines. These devices can be used within the classroom or remotely (e.g. within the field for environmental stream studies or on roller coasters for physics studies) and have different interfaces for use within elementary and secondary settings. For example, in elementary settings probeware often uses one sensor, such as temperature. In secondary settings, the probeware can be used with multiple sensors such as force and acceleration probes to discover Newton's 2nd law of motion.
Research: Research supports the use of probes for real time data collection that allows students to move quickly into the analysis phase of their studies. Probeware is best used when data cannot be collected any other way. Finally, probeware is also best when students can see the results of their changes in variables in real time. (See Park, 2008)
Best Practices: Probeware has long been encouraged for student use within inquiry based science education. Minnesota Academic Standards in Science state that students should "determine and use appropriate safety procedures, tools, computers and measurement instruments in science and engineering contexts" by grade 9 (9.1.3.3._). Probeware also helps students see how in grade 3, "tools and mathematics help scientists and engineers see more, measure more accurately, and do things that they could not otherwise accomplish."(3.1.3.3._) Probeware allows for conversations on the relationship between how science guides the technology created by engineers and how the use of this technology helps support the work of scientists. Probeware, may be used with guided activities, open investigations and whole class instruction. For example, a teacher could either allow students to individually use the probes when exploring the relationship between carbon dioxide and temperature on germinating peas or could have one setup projected for a whole class investigation of the phenomena.
Example: A teacher who is helping students explore the relationships between different types of motion (changing velocity and constant velocity) and how they are displayed graphically, could use a motion detector in a large classroom setting. Groups of students could make predictions as to how a student walking at a constant velocity towards the detector would be displayed graphically. The teacher would then solicit student responses and then the student would walk. The students would then compare the shape of the graph displayed to their predicted graphs. This would continue with students walking away and towards the detector with different motions. After a summary of what can be learned by these changes in motion from the graphs, the teacher would then allow groups of students to design their own experiments to measure the changes of motion.