| 1. |
- 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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| 2. |
- Tibell, Lena A. E., 1952-, et al.
(författare)
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Educational Challenges of Molecular Life Science- Characteristics and implications for education and research
- 2010
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Ingår i: CBE - Life Sciences Education. - Bethesda, MD, United States : American Society for Cell Biology. - 1931-7913. ; 9:1, s. 25-33
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life, often with deep ethical dimensions. At the same time the content is inherently complex, highly abstract and deeply rooted in diverse disciplines ranging from “pure sciences,” such as maths, chemistry, and physics, through “applied sciences”, such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together these features pose diverse, important, and exciting challenges for tomorrow’s teachers and educational establishments.With backgrounds in molecular life science research and secondary life science teaching, we (LT and CJR, respectively) bring different experiences, perspectives, concerns, and awareness of these issues. Taking the nature of the discipline as a starting point, we highlight important facets of molecular life science that are both characteristic of the domain and challenging for learning and education. Of these challenges we focus in most detail on content, reasoning difficulties, and communication issues. We also discuss implications for education research and teaching in the molecular life sciences.
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| 3. |
- Andersson, Johanna, et al.
(författare)
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Children's reasoning and representations about living and non-living things
- 2013
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Konferensbidrag (refereegranskat)abstract
- Understanding of the concept ‘life’ and what characterise ‘living things’ is important as a foundation for learning in biology. In a more general view, this understanding can make children develop awareness, respect and responsibility for life as members of a society and in decision making for sustainable development. The present pilot study aim to investigate 5-6 year old pre-school children’s reasoning and representations about living and nonliving things. In cognitive developmental research, the concept of life is well investigated but, questions still remain regarding how children reason around and represent these concepts. Previous research has found that children have difficulties in including plants as living things. Moreover, it is found that young children include e.g. the sun, clouds and rocks as living things. The methods that have been used are often quantitative and use picture-cards with different objects for the children to categorize. In the present pilot study a modified methodology was applied. Children’s drawings of what they consider as living and non-living were collected and picture-cards were used as point of departure for reasoning. In interviews the children were encouraged to explain and express their ideas. The drawings and the cards mainly worked as a meaning making tool for the children. Results from the study will be presented and discussed.
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| 4. |
- Bivall, Petter, 1979-, et al.
(författare)
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Do Haptic Representations Help Complex Molecular Learning?
- 2011
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Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 95:4, s. 700-719
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Tidskriftsartikel (refereegranskat)abstract
- This study explored whether adding a haptic interface (that provides users with somatosensory information about virtual objects by force and tactile feedback) to a three-dimensional (3D) chemical model enhanced students' understanding of complex molecular interactions. Two modes of the model were compared in a between-groups pre- and posttest design. In both modes, users could move and rotate virtual 3D representations of the chemical structures of the two molecules, a protein and a small ligand molecule. In addition, in a haptic mode users could feel the interactions (repulsive and attractive) between molecules as forces with a haptic device. Twenty postgraduate students (10 in each condition) took pretests about the process of protein--ligand recognition before exploring the model in ways suggested by structured worksheets and then completing a posttest. Analysis addressed quantitative learning outcomes and more qualitatively students' reasoning during the learning phase. Results showed that the haptic system helped students learn more about the process of protein–ligand recognition and changed the way they reasoned about molecules to include more force-based explanations. It may also have protected students from drawing erroneous conclusions about the process of protein–ligand recognition observed when students interacted with only the visual model.
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