| 1. |
- Bivall Persson, Petter, 1979-, et al.
(author)
-
Improved Feature Detection over Large Force Ranges Using History Dependent Transfer Functions
- 2009
-
In: Third Joint Eurohaptics Conference and Symposium on Haptic Interfaces for Virtual Environments and Teleoperator Systems, WorldHaptics 2009. - : IEEE. - 9781424438587 ; , s. 476-481
-
Conference paper (peer-reviewed)abstract
- In this paper we present a history dependent transfer function (HDTF) as a possible approach to enable improved haptic feature detection in high dynamic range (HDR) volume data. The HDTF is a multi-dimensional transfer function that uses the recent force history as a selection criterion to switch between transfer functions, thereby adapting to the explored force range. The HDTF has been evaluated using artificial test data and in a realistic application example, with the HDTF applied to haptic protein-ligand docking. Biochemistry experts performed docking tests, and expressed that the HDTF delivers the expected feedback across a large force magnitude range, conveying both weak attractive and strong repulsive protein-ligand interaction forces. Feature detection tests have been performed with positive results, indicating that the HDTF improves the ability of feature detection in HDR volume data as compared to a static transfer function covering the same range.
|
|
| 2. |
- Bohlin, Gustav, 1981-
(author)
-
Evolving germs – Antibiotic resistance and natural selection in education and public communication
- 2017
-
Doctoral thesis (other academic/artistic)abstract
- Bacterial resistance to antibiotics threatens modern healthcare on a global scale. Several actors in society, including the general public, must become more involved if this development is to be countered. The conveyance of relevant information provided through education and media reports is therefore of high concern. Antibiotic resistance evolves through the mechanisms of natural selection; in this way, a sound understanding of these mechanisms underlies explanations of causes and the development of effective risk-reduction measures. In addition to natural selection functioning as an explanatory framework to antibiotic resistance, bacterial resistance as a context seems to possess a number of qualities that make it suitable for teaching natural selection – a subject that has been proven notoriously hard to teach and learn. A recently suggested approach for learning natural selection involves so-called threshold concepts, which encompass abstract and integrative ideas. The threshold concepts associated with natural selection include, among others, the notions of randomness as well as vast spatial and temporal scales. Illustrating complex relationships between concepts on different levels of organization is one, of several, areas where visualizations are efficient. Given the often-imperceptible nature of threshold concepts as well as the fact that natural selection processes occur on different organizational levels, visual accounts of natural selection have many potential benefits for learning.Against this background, the present dissertation explores information conveyed to the public regarding antibiotic resistance and natural selection, as well as investigates how these topics are presented together, by scrutinizing media including news reports, websites, educational textbooks and online videos. The principal method employed in the media studies was content analysis, which was complemented with various other analytical procedures. Moreover, a classroom study was performed, in which novice pupils worked with a series of animations explaining the evolution of antibiotic resistance. Data from individual written assignments, group questions and video-recorded discussions were collected and analyzed to empirically explore the potential of antibiotic resistance as a context for learning about evolution through natural selection.Among the findings are that certain information, that is crucial for the public to know, about antibiotic resistance was conveyed to a low extent through wide-reaching news reporting. Moreover, explanations based on natural selection were rarely included in accounts of antibiotic resistance in any of the examined media. Thus, it is highly likely that a large proportion of the population is never exposed to explanations for resistance development during education or through newspapers. Furthermore, the few examples that were encountered in newspapers or textbooks were hardly ever visualized, but presented only in textual form. With regard to videos purporting to explain natural selection, it was found that a majority lacked accounts of central key concepts. Additionally, explanations of how variation originates on the DNA-level were especially scarce. These and other findings coming from the content analyses are discussed through the lens of scientific literacy and could be used to inform and strengthen teaching and scientific curricula with regards to both antibiotic resistance and evolution. Furthermore, several factors of interest for using antibiotic resistance in the teaching of evolution were identified from the classroom study. These involve, among others, how learners’ perception of threshold concepts such as randomness and levels of organization in space and time are affected by the bacterial context
|
|
| 3. |
- Bohlin, Gustav, 1981-, et al.
(author)
-
Evolving germs – Introducing novice pupils to the evolution of bacterial resistance to antibiotics
- 2017
-
Conference paper (other academic/artistic)abstract
- There is a dual relationship between antibiotic resistance and biological evolution. Antibiotic resistance is typically used as a motivation for why we need an efficient evolution education given that evolutionary reasoning improves our understanding of causes and suggested countermeasures. On the other hand, antibiotic resistance has also been suggested as a useful context in which evolution can be taught, based primarily but not solely on the quick generation times of bacteria. In the present study, we explore the potential benefits with using antibiotic resistance as an example when introducing evolution to novice pupils (aged 13-14). We created a series of animations that pupils interacted with in groups of 3-5 (total n=32). Data was collected on both individual (pre-posttest) and group (collaborative group questions) level. In addition, the exercise was video-taped and the full transcripts were analyzed inductively. The results show that a majority of the pupils succeeded in applying basic evolutionary reasoning to make predictions on antibiotic resistance during and after the exercise, suggesting that this may be a successful approach. Cautions to be aware of include pupils’ use of teleological and antropomorphic reasoning, especially in discussions on submicroscopical phenomena such as genetic processes. Implications for teaching include both lessons from the design of animations as well as the identification of common misunderstandings. The analysis also identifies and points toward several possible future research endeavours.
|
|
| 4. |
- Höst, Gunnar E., 1976-, et al.
(author)
-
Methods for investigating students’ learning and interaction with a haptic virtual biomolecular model
- 2010
-
In: Contemporary Science Education Research: International Perspectives. - Ankara : Pegem Akademi. - 9786053640318 ; , s. 115-121
-
Conference paper (peer-reviewed)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.
|
|
| 5. |
- Höst, Gunnar E., 1976-, et al.
(author)
-
Student Learning about Biomolecular Self-Assembly Using Two Different External Representations
- 2013
-
In: CBE - Life Sciences Education. - Bethesda, USA : American Society for Cell Biology. - 1931-7913. ; 12:3, s. 471-482
-
Journal article (peer-reviewed)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.
|
|
| 6. |
- Tibell, Lena A.E. 1952-, et al.
(author)
-
Haptic Influences on Reasoning and Learning in Protein Education
- 2008
-
In: Proceedings of the 9th Nordic Research Symposium on Science Education. - : Science Education Research Group, School of Education, University of Iceland. - 9789979985174 ; , s. 165-168
-
Conference paper (other academic/artistic)abstract
- An emerging viewpoint of cognition suggests that the body has a central role in shaping the mind and that cognitive processes are deeply rooted in the body´s interaction with the world that, “embodied cognition or learning”. If so, the documented difficulties for learners to grasp and to engage in molecular sciences might, at least in part, explained by the lack of direct experience of the micro world. The term haptics encompasses the tactual sensation and the human interaction with the external environment through touch. When integrated as part of a computer-based virtual environment, haptics refers to the artificial tactual sensation used to simulate the experience of actually touching or feeling a real object that occur in response to user movements. The present work aims to evaluate the gains of a haptic element from a learning perspective, when haptics is added to an educational virtual reality environment for students learning the concepts of molecular interactions in proteins. A combined qualitative and quantitative approach is taken, using data from tests and interviews (with a subset of the subjects). The study is an attempt to fill some of the gaps in the research about possible benefits from using force feedback technology, focusing specifically on the learning gains from a study of a virtual protein model. The computer model did not help the students to solve their tasks faster, but it appears to help them to gain a deeper understanding of the docking process, partly by challenging their preconceptions. Further, we propose that the force feedback might constitute a critical feature for understanding the involvement of the dynamics and forces involved in the process.
|
|
