| 1. |
- 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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| 2. |
- 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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| 3. |
- Höst, Gunnar E., 1976-, et al.
(författare)
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Student Learning about Biomolecular Self-Assembly Using Two Different External Representations
- 2013
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Ingår i: CBE - Life Sciences Education. - Bethesda, USA : American Society for Cell Biology. - 1931-7913. ; 12:3, s. 471-482
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Tidskriftsartikel (refereegranskat)abstract
- Self-assembly is the fundamental but counterintuitive principle that explains how ordered biomolecular complexes form spontaneously in the cell. This study investigated the impact of using two external representations of virus self-assembly, an interactive tangible three-dimensional model and a static two-dimensional image, on student learning about the process of self-assembly in a group exercise. A conceptual analysis of self-assembly into a set of facets was performed to support study design and analysis. Written responses were collected in a pretest/posttest experimental design with 32 Swedish university students. A quantitative analysis of close-ended items indicated that the students improved their scores between pretest and posttest, with no significant difference between the conditions (tangible model/image). A qualitative analysis of an open-ended item indicated students were unfamiliar with self-assembly prior to the study. Students in the tangible model condition used the facets of self-assembly in their open-ended posttest responses more frequently than students in the image condition. In particular, it appears that the dynamic properties of the tangible model may support student understanding of self-assembly in terms of the random and reversible nature of molecular interactions. A tentative difference was observed in response complexity, with more multifaceted responses in the tangible model condition.
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| 4. |
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| 5. |
- 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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| 6. |
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| 7. |
- Larsson, Caroline, et al.
(författare)
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Using a teaching-learning sequence (TLS), based on a physical model, to develop students' understanding of self-assembly
- 2011
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Ingår i: Authenticity in Biology Education. - Braga, Portugal : CIEC, Universidade do Minho. - 9789728952198 ; , s. 67-77
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Self-assembly is a biological process in which free subunits combine to form molecular complexes. Despite being considered one of the ‘big ideas’ in molecular life sciences, only limited education research has been performed on this topic. The objectives of this study were to investigate students’ learning of self-assembly in an authentic learning environment: a teaching-learning sequence (TLS). Twenty third-year biochemistry students in South Africa participated in the study. The TLS included a tutorial exercise with a physical model of a poliovirus capsid. A mixed-methods approach was employed to collect qualitative and quantitative data from interviews and written pre- and post-tests. A significant improvement in test scores was found, and it was observed that the TLS could support students’ understanding of self-assembly. Some conceptual and visualization difficulties were also identified. Using the model in a TLS was associated with positive attitudes and engagement among the participants.
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| 8. |
- 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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| 9. |
- 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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| 10. |
- Strömfors, Lina, et al.
(författare)
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Condition-related knowledge among children and adolescents with spina bifida in a Swedish county
- 2014
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Ingår i: Scandinavian Journal of Disability Research. - : Taylor & Francis Group. - 1501-7419 .- 1745-3011. ; 16:2, s. 127-140
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Tidskriftsartikel (refereegranskat)abstract
- Spina bifida is a congenital birth defect, resulting in physical and cognitive dysfunctions. Condition-related knowledge among children and adolescents with spina bifida is essential to facilitate independent management of their condition. The aim was to describe the condition-related knowledge among children and adolescents with spina bifida in a Swedish county. Thirteen persons with spina bifida (10 to 17 years) participated. Condition-related knowledge was assessed (n = 13) using a questionnaire (KOSB) and a semi-structured interview (n = 8). Interview data were analyzed using qualitative content analysis. The participants had well-developed knowledge concerning proper bladder management, but were lacking knowledge of signs of shunt malfunctioning and etiology. Some participants were uninterested in learning about their condition, despite being aware that they lacked knowledge. The findings indicate potential areas that may be included in local educational initiatives. It should be considered that persons with spina bifida may not be motivated to learn more about their condition.
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