| 1. |
- Dolo, Gilbert, et al.
(författare)
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Infrared cameras support inquiry-based science education in a township school in South Africa
- 2016
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Konferensbidrag (refereegranskat)abstract
- There is a directive in the South African Curriculum and Assessment Policy Statement (CAPS) that teaching should include inquiry-based approaches, where learning is guided by students’ own questions and curiosity. In practice, teachers and students at schools in disadvantaged areas in South Africa find it challenging to adapt to inquiry-based learning. The current study concerns stimulating and supporting inquiry-based learning activities in Grade 7-8 physics education in Khayelitsha township in the Western Cape. Students have been introduced to infrared cameras in learning thermal science. The intuitive nature of the technology, where warm objects appear as red against a colder blue background, makes it attractive to inquiry-based approaches to education. With a predict-observe-explain design, students have studied heat conduction as hot water is poured into cups of different materials and thickness, and as they hold wooden and metal objects. In this way, thermal phenomena that are otherwise invisible are made visible through this visualization technology. Students’ engagement with the activities and technology has been video and audio recorded, and the transcripts of the dialogues have been subjected to qualitative analysis with regards to their use and interpretation of central thermal concepts. For instance, one of the students’ utterances: “When you pour hot water in the cups, both will have a lot of heat in them”, reveals an everyday, substance-like idea of heat, which we find adequate and useful at this level of education. Similarly, “I’ve noticed that the metal takes in the heat while the wood ignores it” shows an understanding of the difference in heat conductivity between metal and wood, as expressed in everyday language. In our interpretation, infrared cameras afford seeing heat conduction as a heat flow between objects of different temperature, thereby providing multimodal experiences combining real-time dynamic images with the sense of touch in learning thermal science.
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| 2. |
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| 3. |
- Haglund, Jesper, 1973-, et al.
(författare)
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Introduction
- 2022
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Ingår i: Thermal cameras in science education. - Cham : Springer. - 9783030852887 ; , s. 1-3
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Bokkapitel (refereegranskat)abstract
- Studying thermal phenomena involves exploring physical processes beyond what we can see. Central concepts in thermal science, such as energy, heat and temperature are not visible to the naked eye. These concepts permeate physics, chemistry, and biology as scientific areas of study, but also teaching of the corresponding subjects at multiple levels of education. As witnessed in the educational research literature through decades, learning thermal concepts continues to be a significant obstacle in science teaching across the world.
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| 4. |
- Haglund, Jesper, 1973-, et al.
(författare)
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Thermal cameras in school laboratory activities
- 2015
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Ingår i: Physics Education. - : Institute of Physics (IOP). - 0031-9120 .- 1361-6552. ; 50:4, s. 424-430
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Tidskriftsartikel (refereegranskat)abstract
- Thermal cameras offer real-time visual access to otherwise invisible thermal phenomena, which are conceptually demanding for learners during traditional teaching. We present three studies of students’ conduction of laboratory activities that employ thermal cameras to teach challenging thermal concepts in grades 4, 7 and 10–12. Visualization of heat-related phenomena in combination with predict-observe-explain experiments offers students and teachers a pedagogically powerful means for unveiling abstract yet fundamental physics concepts.
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| 5. |
- Hallström, Jonas, 1969-, et al.
(författare)
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Experts’ Views on the Role of the ‘T’ and ‘E’ in Integrated STEM Education and Implications for Out-of-Field Teaching
- 2024
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Ingår i: Locating Technology Education in STEM Teaching and Learning. - Singapore : Springer Nature. - 9789819719945 - 9789819719952 - 9789819719976 ; , s. 237-248
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Bokkapitel (refereegranskat)abstract
- The STEM acronym permeates educational research and practice. While the potential pedagogical merits of STEM as an opportunity to integrate knowledge from the contributing disciplines and achieve a holistic understanding are well-documented, little is known about how out-of-field teachers contend with contributing to such a vision in practice. With an intended audience of STEM teacher practitioners in mind, this chapter focuses on international expert views of technology (T) and engineering (E) in out-of-field teaching of integrated STEM. The presented views were solicited from experienced international researchers, education practitioners, and professionals in science, technology, engineering, and mathematics. Experts’ views emerged as five overarching themes that primarily identified: the importance of maintaining subject integrity, the implicit nature of technology and engineering in teaching activities, the centrality of engineering design processes, the necessity of collaboration and cooperation, and the need for specialised teacher competence. The emergent views have practical implications regarding engineering design and design-based teaching for informing curriculum design, teacher education programmes, as well as STEM textbooks and resource composition. The chapter closes by illuminating the question as to whether integrated STEM remains a sought epistemological position or only a method to teach STEM subjects, a dilemma whereupon our future work with STEM experts shall continue to explore.
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| 6. |
- Höst, Gunnar E., 1976-, et al.
(författare)
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A Case-Based Study of Students' Visuohaptic Experiences of Electric Fields around Molecules : Shaping the Development of Virtual Nanoscience Learning Environments
- 2013
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Ingår i: Education Research International. - : Hindawi Publishing Corporation. - 2090-4002 .- 2090-4010. ; 2013
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Tidskriftsartikel (refereegranskat)abstract
- Recent educational research has suggested that immersive multisensory virtual environments offer learners unique and exciting knowledge-building opportunities for the construction of scientific knowledge. This paper delivers a case-based study of students’ immersive interaction with electric fields around molecules in a multisensory visuohaptic virtual environment. The virtual architecture presented here also has conceptual connections to the flourishing quest in contemporary literature for the pressing need to communicate nanoscientific ideas to learners. Five upper secondary school students’ prior conceptual understanding of electric fields and their application of this knowledge to molecular contexts, were probed prior to exposure to the virtual model. Subsequently, four students interacted with the visuohaptic model while performing think-aloud tasks. An inductive and heuristic treatment of videotaped verbal and behavioural data revealed distinct interrelationships between students’ interactive strategies implemented when executing tasks in the virtual system and the nature of their conceptual knowledge deployed. The obtained qualitative case study evidence could serve as an empirical basis for informing the rendering and communication of overarching nanoscale ideas. At the time of composing this paper for publication in the current journal, the research findings of this study have been put into motion in informing a broader project goal of developing educational virtual environments for depicting nanophenomena.
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| 7. |
- Höst, Gunnar E., et al.
(författare)
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Investigating the effectiveness and efficiency of three visual representational systems for assigning chemical polarity
- 2010
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Ingår i: Proceedings of EDULEARN10. - Valencia : International Association of Technology, Education and Development (IATED). - 9788461393862 ; , s. 941-947
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study aimed to investigate students’ assignment of chemical polarity using three visual modes representing electrostatic potential. The modes consisted of coloured lobes that indicate regions of negative (red) and positive (blue) potential, a colour gradient that maps the potential on the molecular surface and a novel representation that uses green surface(s) to show the interface between regions of positive and negative potential. Students’ ability to assign polarity using the three visual modes was evaluated using a web-questionnaire. Mean scores indicated that students were able to successfully assign polarity to molecules using all the modes. However, students were less successful in identifying polar molecules in comparison with non-polar molecules using the map mode. A possible explanation for the lower scores for this mode is that the representational power of the map as a polarity assignment tool could be compromised by the visual complexity of the colour gradient, especially when a molecule is polar. The green surface representation was found to be a sensitive visual tool for assigning polarity to molecules, an encouraging finding since students were exposed to this visual mode for the first time. Given the possible perceptual constraints associated with the map mode, the results of this study might serve as a basis for uncovering the best conditions for pursuing a multiple representations approach to teaching chemical polarity.
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| 8. |
- Höst, Gunnar E., 1976-, et al.
(författare)
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Methods for investigating students’ learning and interaction with a haptic virtual biomolecular model
- 2010
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Ingår i: Contemporary Science Education Research: International Perspectives. - Ankara : Pegem Akademi. - 9786053640318 ; , s. 115-121
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Konferensbidrag (refereegranskat)abstract
- Although immersive haptic virtual technologies are emerging rapidly in modern education, few methods exist for delivering data on the pedagogical merits of such models in the molecular life sciences. This paper reports on a selection of methods that we have used to obtain and analyse data on students’ learning and interaction with a haptic virtual model of protein-ligand docking, previously designed by author PBP. The methods have been developed and employed during four consecutive years in which the model has been part of an advanced biomolecular interactions course. In this regard, we present data-collection methods that include written items, interviews, think-aloud tasks and automated time-stamped logs and, corresponding quantitative and qualitative analytical procedures such as pre/posttest statistical comparisons, word usage analysis and, visualised profiling of students’ interaction with the model. Our results suggest that these methods are useful for generating valuable information on students’ learning gain, changes in conceptual understanding, reasoning processes and patterns of interactivity with the model. Dissemination of such methods could provide an empirical contribution to the dearth of research instruments in this domain. Future research will develop these methodologies to explore the relationship between using the model and students’ conceptual and embodied learning.
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| 9. |
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| 10. |
- Höst, Gunnar E., 1976-, et al.
(författare)
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Students' Use of Three Different Visual Representations To Interpret Whether Molecules Are Polar or Nonpolar
- 2012
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Ingår i: Journal of Chemical Education. - Washington, DC : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 89:12, s. 1499-1505
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Tidskriftsartikel (refereegranskat)abstract
- Visualizing molecular properties is often crucial for constructing conceptual understanding in chemistry. However, research has revealed numerous challenges surrounding students' meaningful interpretation of the relationship between the geometry and electrostatic properties of molecules. This study explored students' (n = 18) use of three visual representations of electrostatic potential to interpret whether molecules are polar or nonpolar. The representations consisted of red and blue 'lobes' (termed RB) indicating regions of negative and positive potential, a color gradient mapping electrostatic potential on a molecular surface (MAP), and a rendering of the interface between regions of positive and negative potential (ISO). Data on students' accuracy, time-on-task, and evaluation related to the three visual modes were collected via a Web-based questionnaire. ANOVA indicated that students were significantly more accurate in interpreting ISO representations, although almost half evaluated this mode as the most difficult to use. Furthermore, students took significantly longer to interpret complex molecules than simple molecules using ISO and RB. The results indicate that there may be possible pedagogical benefits in using unconventional visual representations that reduce visual complexity by making molecular relationships explicit. Hence, this has implications for future work on the role of cognitively mapping between different instructional visualizations in the development of fundamental chemical concepts.
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| 11. |
- Lundin Palmerius, Karljohan, et al.
(författare)
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An Interactive and Multi-sensory Learning Environment for Nano Education
- 2012
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Ingår i: Haptic and Audio Interaction Design. - Berlin Heidelberg : Springer Berlin/Heidelberg. - 9783642327957 - 9783642327964 ; , s. 81-90
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Konferensbidrag (refereegranskat)abstract
- This book constitutes the refereed proceedings of the 7th International Conference on Haptic and Audio Interaction Design, HAID 2012, held in Lund, Sweden, in August 2012. The 15 full papers presented were carefully reviewed and selected from numerous submissions. The papers are organized in topical sections on haptics and audio in navigation, supporting experiences and activities, object and interface, test and evaluation.
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| 12. |
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| 13. |
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| 14. |
- Norström, Per, 1971-, et al.
(författare)
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Increasing Authenticity in Pre-College Software Engineering Education through Role-Play
- 2024
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Ingår i: 2024 ASEE Annual Conference & Exposition. - Washington D.C. : The American Society for Engineering Education.
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Konferensbidrag (refereegranskat)abstract
- Contemporary secondary technology education often does not mirror engineering practice. Whilethere is much rhetoric on the need for promoting active, authentic, and real-world professionalexperiences in upper secondary school, most technology education teaching remains traditional,and teacher centered. This study investigates the affordances for authenticity of role-play-basedproject work in a Swedish upper secondary software engineering course. The project requiredstudents (aged 17–18) to assume the role of software engineer employees at a web-designbusiness with the task of creating a website for a gaming company, where the course instructorassumed the role of the web business owner. The six-week project included the formulation of adesign plan, back-end programming, developing and refining the design and layout, adjustingcontent for accessibility, and publication of the web site. Inductive analysis of observations fromthe unfolding role-play in five student groups (total 22 students), and interviews with fourstudents and the teacher exposed salient themes related to authenticity of the role-play-basedproject exposed within teacher-student interactions and student intragroup interactions. Teacherstudent interactions revealed that the teacher exhibited various roles in the project, initially actingas a customer but also the responsibilities of a boss and a teacher-mentor. In the latter instance,students perceived the project as more school-oriented than authentic, expressing a preference foran external customer, and at the same time, the teacher tried to align the task with the project’scurriculum requirements. Student intragroup interactions showed that despite highly varied roles,students felt that their assigned roles enhanced the authenticity of their experience, although theywere unaware of what a real scenario might entail. Successful students emphasized theimportance of structured work and clear responsibilities to meet the project goal. The findingsshow that while role-playing is not necessarily always equivalent to reality, it was viewed as afulfilling and situated learning experience that simulated a real-world scenario, but which reliedon mutual confidence and responsibility between the role-players. Future work will combine thefindings with existing frameworks of authenticity to inform the development of role-playscenarios in upper secondary engineering education.
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| 15. |
- Schönborn, Konrad J., et al.
(författare)
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Bridging the Educational Research-Teaching Practice Gap: Foundations for assessing and developing biochemistry students’ visual literacy
- 2010
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Ingår i: Biochemistry and molecular biology education. - Hoboken, NJ, USA : Wiley. - 1470-8175 .- 1539-3429. ; 38:5, s. 347-354
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Tidskriftsartikel (refereegranskat)abstract
- External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for interpreting and visualizing ERs. In this article, first we describe a model of seven factors influencing students’ ability to learn from ERs. Second, we use this model and relevant literature to identify eight cognitive skills central to visual literacy in biochemistry. Third, we present simple examples of tasks as a foundation for designing more sophisticated and complex items for assessing and developing students’ visual literacy. We conclude that visual literacy is fundamental to the development of sound conceptual understanding and it is crucial to develop visual skills in parallel with meaningful learning outcomes in all biochemistry curricula.
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| 16. |
- Schönborn, Konrad J., et al.
(författare)
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Exploring relationships between students’ interaction and learning with a haptic virtual biomolecular model
- 2011
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Ingår i: Computers and education. - : Elsevier. - 0360-1315 .- 1873-782X. ; 57:3, s. 2095-2105
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Tidskriftsartikel (refereegranskat)abstract
- This study explores tertiary students’ interaction with a haptic virtual model representing the specific binding of two biomolecules, a core concept in molecular life science education. Twenty students assigned to a haptics (experimental) or no-haptics (control) condition performed a “docking” task where users sought the most favourable position between a ligand and protein molecule, while students’ interactions with the model were logged. Improvement in students’ understanding of biomolecular binding was previously measured by comparing written responses to a target conceptual question before and after interaction with the model. A log-profiling tool visualized students’ movement of the ligand molecule during the docking task. Multivariate parallel coordinate analyses explored any relationships in the entire student data set. The haptics group produced a tighter constellation of collected final docked ligand positions in comparison with no-haptics students, coupled to docking profiles that depicted a more fine-tuned ligand traversal. Students in the no-haptics condition employed double the amount of interactive behaviours concerned with switching between different visual chemical representations offered by the model. In the no-haptics group, this visually intense processing was synonymous with erroneously ‘fitting’ the ligand closer distances to the protein surface. Students who showed higher learning gains tended to engage fewer visual representational switches, and were from the haptics group, while students with a higher spatial ability also engaged fewer visual representational switches, irrespective of assigned condition. From an information-processing standpoint, visual and haptic coordination may offload the visual pathway by placing less strain on visual working memory. From an embodied cognition perspective, visual and tactile sensorimotor interactions in the macroworld may provide access to constructing knowledge about submicroscopic phenomena. The results have cognitive and practical implications for the use of multimodal virtual reality technologies in educational contexts.
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| 17. |
- Schönborn, Konrad J., et al.
(författare)
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Using logging data to visualize and explore students’ interaction and learning with a haptic virtual model of protein-ligand docking
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This study explores students’ interaction and learning with a haptic virtual model of biomolecular recognition. Twenty students assigned to a haptics or no-haptics condition performed a protein-ligand docking task where interaction was captured in log files. Any improvement in understanding of recognition was measured by comparing written responses to a conceptual question before and after interaction. A log-profiling tool visualized students’ traversal of the ligand while multivariate parallel coordinate analyses uncovered trends in the data. Students who experienced force feedback (haptics) displayed docked positions that were more clustered in comparison with no-haptics students, coupled to docking profiles that depicted a more focused traversal of the ligand. Students in the no-haptics condition employed double the amount of behaviours concerned with switching between multiple visual representations offered by the system. In the no-haptics group, this visually intense processing was associated with ‘fitting’ the ligand closer distances to the surface of the protein. A negative relationship between high representational switching activity and learning gain as well as spatial aptitude was also revealed. From an information-processing perspective, visual and haptic coordination could permit engagement of each perceptual channel simultaneously, in effect offloading the visual pathway by placing less strain on visual working memory.
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| 18. |
- Schönborn, Konrad J., et al.
(författare)
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Visualizing the Positive−Negative Interface of Molecular Electrostatic Potentials as an Educational Tool for Assigning Chemical Polarity
- 2010
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 87:12, s. 1342-1343
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Tidskriftsartikel (refereegranskat)abstract
- To help in interpreting the polarity of a molecule, charge separation can be visualized by mapping the electrostatic potential at the van der Waals surface using a color gradient or by indicating positive and negative regions of the electrostatic potential using different colored isosurfaces. Although these visualizations capture the molecular charge distribution efficiently, using them to deduce overall polarity requires students to engage in the potentially demanding process of interpreting the relative positions of electron-rich and electron-poor areas. We present a visual tool that could help students assign polarity by exploiting the unique topography of the interface between negative and positive regions of electrostatic potential surrounding a molecule. Specifically, the tool renders the electrostatic potential isosurface(s) of a molecule obtained when the isovalue is set at 0. Examples of polar and nonpolar molecules are discussed.
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| 19. |
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