Researches On Applications Of The Wireless Sensor Network Based Behavior Response And Cognitive Computing System In Inquiry Science Education

Inquiry teachinghas become a hot researchtopicin education because it helpsto enhance students’understanding of scientific knowledge, develop students’inquiry ability and improve their attitudes toward science. However, the implementation of inquiry teaching in science education is not all wellto what is expected due to teachers’understanding of science knowledge and their attitudes toward it.It is difficult to monitor and measure students’ real time learning status, understanding level, thinking activities, and learning results during theprocess. This studytends tosolve the above difficulties by designing a wireless based response and cognitive computing system (WBRCCS) in inquiry classroom.The main results are as follows:WBRCCShasthe EEG acquisition functionfor measurement ofstudents’attention and behaviorby using head wearing wireless sensor and collecting and analyzingwith computer spontaneously.Students’attention index and the distribution of students’focus statuscan be calculated through mathematical analysisand clearly visualizedwhich help teachers monitor the teaching situation and adjust the teaching activities in real time. The interference signal of the acquired EEG signal can givestudents’ blink times, frequency, mode, etc. which prompt teachers to adjust and optimize the teaching strategies according to the situation of students throughthe analysis of the blink information.Scientific reasoning ability is both the premise and results of inquiry-based science education. This studyuses WBRCCS to evaluate students’ scientific reasoning ability, through the application of LCTSR measure tool (Lawson’s Classroom Test of Scientific Reasoning, 2000). Concerning students’scientific reasoning ability of middle school students, such as the overall development, dimensional development, stage developmentand gender difference, have been analyzed and discussed. The result is also shown that the system can be used for the studies to discover students’thinking activities such as observation, conceptual understanding, critical thinking, etc..We have usedWBRCCS to evaluate students’performancein inquiry classroom in the form of formative assessment. By using formative assessment in appropriate teaching period through WBRCCS, teachers can obtain and analyze data in real time if neededand the feedback can help teachers adjust the inquiry process. On the other hand, teachers can trace and analyzethe difference between classes, students, genders and grades. In addition, teachers can offer personal service and targeted guidance for needed students. Experimental results have shown that formative assessment can improve teaching quality, strengthen students’ understanding of scientific concepts and enhance their learning motivation.WBRCCS system and its-based empirical research has fundamental value to answering the questions, such as how teachers’teaching and students’learning, how to get the data illustrating the true state of teaching and learning, and how to help teachers to understand and apply the inquiry teaching method, etc.Therefore, the research not only strengthens the teachers’inquiry teaching ability and quality, but also provides data support for the development of educational reform and educational policyThe following three aspects in this study reveal high theoretical and application values.Firstly,this study establishesa relationship between students’internal mental activity and external behaviors.In classroom, students’learning behavior is the external representation of their inner thoughts on scientific inquiry. In assessment, the accuracy, time spent for answers, performance differences are all representation of students’effort, grasping, and motivation. With the help of WBRCCS, students’inner thoughts and activities can be measured by their external behaviors to some extent, and the use of the system reduces errors compared to manual operation. This study promotes the reform of inquiry teaching both in "real time" and "deep" dimensions.Secondly, this study helps teachers to capture "teachable moments", to set up a scaffold between students and knowledge, and to create a better teaching situation in line with their psychological needs. Though "teachable moments" is hard to capture, this study shows that it can be arranged to occur and turn into learnable moment, and thus to improve the teaching results of science education.Thirdly, this study applies the achievements of multiple researches of science education to automatically identify the learners’characteristics, learning styles and results and offer them appropriate content, practice and guidance and in the end to establishan adaptive and personalized learning system.Furthermore, this study creates a new path for the study of middle school students’critical thinking and innovative behavior in inquiry science education.