HapticV1, PascalFrancis, Corpus, bibRecord, 001126

Remote atomic force microscopy of microscopic organisms: Technological innovations for hands-on science with middle and high school students

Identifieur interne : 001126 ( PascalFrancis/Corpus ); précédent : 001125; suivant : 001127

Remote atomic force microscopy of microscopic organisms: Technological innovations for hands-on science with middle and high school students

Auteurs : M. G. Jones ; T. Andre ; D. Kubasko ; A. Bokinsky ; T. Tretter ; A. Negishi ; R. Taylor ; R. Superfine

Source :

Science education : (Saleem, Mass.) [ 0036-8326 ] ; 2004.

RBID : Francis:520-04-11661

Descripteurs français

Pascal (Inist)
- Science, Elève du secondaire, Etats-Unis, Technologie, Mesure, Conceptualisation, Microscope, Virus.

English descriptors

KwdEn :
- Conceptualization, Measurement, Science, Secondary School Student, Technology, USA.

Abstract

This study examined hands-on experiences in the context of an investigation of viruses and explored how and why hands-on experiences may be effective. We sought to understand whether or not touching and manipulating materials and objects could lead to a deeper, more effective type of knowing than that we obtain from sight or sound alone. Four classes of high school biology students and four classes of seventh graders participated in the study that examined students' use of remote microscopy with a new scientific tool called the nanoManipulator, which enabled them to reach out and touch live viruses inside an atomic force microscope. Half of the students received full haptic (tactile and kinesthetic) feedback from a haptic joystick, whereas half of the students were able to use the haptic joystick to manipulate viruses but the tactile feedback was blocked. Results showed that there were significant gains from pre- to postinstruction across treatment groups for knowledge and attitudes. Students in both treatment groups developed conceptual models of viruses that were more consistent with current scientific research, including a move from a two-dimensional to a three-dimensional understanding of virus morphology. There were significant changes in students' understandings of scale; after instruction, students were more likely to identify examples of nanosized objects and be able to describe the degree to which a human would have to be shrunk to reach the size of a virus. Students who received full-haptic feedback had significantly better attitudes suggesting that the increased sensory feedback and stimulation may have made the experience more engaging and motivating to students.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

A01	`01`	`1`		`@0 0036-8326`
A02	`01`			`@0 SEDUAV`
A03		`1`		`@0 Sci. educ. : (Saleem Mass.)`
A05				`@2 88`
A06				`@2 1`
A08	`01`	`1`	`ENG`	`@1 Remote atomic force microscopy of microscopic organisms: Technological innovations for hands-on science with middle and high school students`
A11	`01`	`1`		`@1 JONES (M. G.)`
A11	`02`	`1`		`@1 ANDRE (T.)`
A11	`03`	`1`		`@1 KUBASKO (D.)`
A11	`04`	`1`		`@1 BOKINSKY (A.)`
A11	`05`	`1`		`@1 TRETTER (T.)`
A11	`06`	`1`		`@1 NEGISHI (A.)`
A11	`07`	`1`		`@1 TAYLOR (R.)`
A11	`08`	`1`		`@1 SUPERFINE (R.)`
A14	`01`			`@1 University of North Carolina at Chapel Hill @2 Chapel Hill, NC 27599-3500 @3 USA @Z 1 aut. @Z 3 aut.`
A14	`02`			`@1 Department of Curriculum and Instruction, Iowa State University @2 Ames, IA 50011-3190 @3 USA @Z 2 aut.`
A14	`03`			`@1 University of North Carolina at Wilmington @2 Wilmington, NC 28403 @3 USA @Z 4 aut. @Z 5 aut. @Z 6 aut. @Z 7 aut. @Z 8 aut.`
A20				`@1 55-71`
A21				`@1 2004`
A23	`01`			`@0 ENG`
A43	`01`			`@1 INIST @2 16064 @5 354000119182660030`
A44				`@0 0000 @1 © 2004 INIST-CNRS. All rights reserved.`
A45				`@0 1 p.1/2`
A47	`01`	`1`		`@0 520-04-11661`
A60				`@1 P`
A61				`@0 A`
A64	`01`	`1`		`@0 Science education : (Saleem, Mass.)`
A66	`01`			`@0 USA`
A68	`01`	`1`	`FRE`	`@1 Microscopie atomique à distance des organismes microscopiques : innovations technologiques pour des cours de science pratiques dans le secondaire`
C01	`01`		`ENG`	@0 This study examined hands-on experiences in the context of an investigation of viruses and explored how and why hands-on experiences may be effective. We sought to understand whether or not touching and manipulating materials and objects could lead to a deeper, more effective type of knowing than that we obtain from sight or sound alone. Four classes of high school biology students and four classes of seventh graders participated in the study that examined students' use of remote microscopy with a new scientific tool called the nanoManipulator, which enabled them to reach out and touch live viruses inside an atomic force microscope. Half of the students received full haptic (tactile and kinesthetic) feedback from a haptic joystick, whereas half of the students were able to use the haptic joystick to manipulate viruses but the tactile feedback was blocked. Results showed that there were significant gains from pre- to postinstruction across treatment groups for knowledge and attitudes. Students in both treatment groups developed conceptual models of viruses that were more consistent with current scientific research, including a move from a two-dimensional to a three-dimensional understanding of virus morphology. There were significant changes in students' understandings of scale; after instruction, students were more likely to identify examples of nanosized objects and be able to describe the degree to which a human would have to be shrunk to reach the size of a virus. Students who received full-haptic feedback had significantly better attitudes suggesting that the increased sensory feedback and stimulation may have made the experience more engaging and motivating to students.
C02	`01`	`C`		`@0 520226 @1 VII`
C02	`02`	`C`		`@0 520`
C03	`01`	`C`	`FRE`	`@0 Science @5 01`
C03	`01`	`C`	`ENG`	`@0 Science @5 01`
C03	`02`	`C`	`FRE`	`@0 Elève du secondaire @5 02`
C03	`02`	`C`	`ENG`	`@0 Secondary School Student @5 02`
C03	`03`	`C`	`FRE`	`@0 Etats-Unis @2 NG @5 03`
C03	`03`	`C`	`ENG`	`@0 USA @2 NG @5 03`
C03	`04`	`C`	`FRE`	`@0 Technologie @5 04`
C03	`04`	`C`	`ENG`	`@0 Technology @5 04`
C03	`05`	`C`	`FRE`	`@0 Mesure @5 05`
C03	`05`	`C`	`ENG`	`@0 Measurement @5 05`
C03	`06`	`C`	`FRE`	`@0 Conceptualisation @5 06`
C03	`06`	`C`	`ENG`	`@0 Conceptualization @5 06`
C03	`07`	`C`	`FRE`	`@0 Microscope @2 NI @4 INC @5 31`
C03	`08`	`C`	`FRE`	`@0 Virus @2 NI @4 INC @5 32`
N21				`@1 131`
N82				`@1 PSI`

Format Inist (serveur)

NO :	FRANCIS 520-04-11661 INIST
FT :	(Microscopie atomique à distance des organismes microscopiques : innovations technologiques pour des cours de science pratiques dans le secondaire)
ET :	Remote atomic force microscopy of microscopic organisms: Technological innovations for hands-on science with middle and high school students
AU :	JONES (M. G.); ANDRE (T.); KUBASKO (D.); BOKINSKY (A.); TRETTER (T.); NEGISHI (A.); TAYLOR (R.); SUPERFINE (R.)
AF :	University of North Carolina at Chapel Hill/Chapel Hill, NC 27599-3500/Etats-Unis (1 aut., 3 aut.); Department of Curriculum and Instruction, Iowa State University/Ames, IA 50011-3190/Etats-Unis (2 aut.); University of North Carolina at Wilmington/Wilmington, NC 28403/Etats-Unis (4 aut., 5 aut., 6 aut., 7 aut., 8 aut.)
DT :	Publication en série; Niveau analytique
SO :	Science education : (Saleem, Mass.); ISSN 0036-8326; Coden SEDUAV; Etats-Unis; Da. 2004; Vol. 88; No. 1; Pp. 55-71; Bibl. 1 p.1/2
LA :	Anglais
EA :	This study examined hands-on experiences in the context of an investigation of viruses and explored how and why hands-on experiences may be effective. We sought to understand whether or not touching and manipulating materials and objects could lead to a deeper, more effective type of knowing than that we obtain from sight or sound alone. Four classes of high school biology students and four classes of seventh graders participated in the study that examined students' use of remote microscopy with a new scientific tool called the nanoManipulator, which enabled them to reach out and touch live viruses inside an atomic force microscope. Half of the students received full haptic (tactile and kinesthetic) feedback from a haptic joystick, whereas half of the students were able to use the haptic joystick to manipulate viruses but the tactile feedback was blocked. Results showed that there were significant gains from pre- to postinstruction across treatment groups for knowledge and attitudes. Students in both treatment groups developed conceptual models of viruses that were more consistent with current scientific research, including a move from a two-dimensional to a three-dimensional understanding of virus morphology. There were significant changes in students' understandings of scale; after instruction, students were more likely to identify examples of nanosized objects and be able to describe the degree to which a human would have to be shrunk to reach the size of a virus. Students who received full-haptic feedback had significantly better attitudes suggesting that the increased sensory feedback and stimulation may have made the experience more engaging and motivating to students.
CC :	520226; 520
FD :	Science; Elève du secondaire; Etats-Unis; Technologie; Mesure; Conceptualisation; Microscope; Virus
ED :	Science; Secondary School Student; USA; Technology; Measurement; Conceptualization
LO :	INIST-16064.354000119182660030
ID :	520

Links to Exploration step

Francis:520-04-11661

Le document en format XML

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<front><div type="abstract" xml:lang="en">This study examined hands-on experiences in the context of an investigation of viruses and explored how and why hands-on experiences may be effective. We sought to understand whether or not touching and manipulating materials and objects could lead to a deeper, more effective type of knowing than that we obtain from sight or sound alone. Four classes of high school biology students and four classes of seventh graders participated in the study that examined students' use of remote microscopy with a new scientific tool called the nanoManipulator, which enabled them to reach out and touch live viruses inside an atomic force microscope. Half of the students received full haptic (tactile and kinesthetic) feedback from a haptic joystick, whereas half of the students were able to use the haptic joystick to manipulate viruses but the tactile feedback was blocked. Results showed that there were significant gains from pre- to postinstruction across treatment groups for knowledge and attitudes. Students in both treatment groups developed conceptual models of viruses that were more consistent with current scientific research, including a move from a two-dimensional to a three-dimensional understanding of virus morphology. There were significant changes in students' understandings of scale; after instruction, students were more likely to identify examples of nanosized objects and be able to describe the degree to which a human would have to be shrunk to reach the size of a virus. Students who received full-haptic feedback had significantly better attitudes suggesting that the increased sensory feedback and stimulation may have made the experience more engaging and motivating to students.</div>
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<fC01 i1="01" l="ENG"><s0>This study examined hands-on experiences in the context of an investigation of viruses and explored how and why hands-on experiences may be effective. We sought to understand whether or not touching and manipulating materials and objects could lead to a deeper, more effective type of knowing than that we obtain from sight or sound alone. Four classes of high school biology students and four classes of seventh graders participated in the study that examined students' use of remote microscopy with a new scientific tool called the nanoManipulator, which enabled them to reach out and touch live viruses inside an atomic force microscope. Half of the students received full haptic (tactile and kinesthetic) feedback from a haptic joystick, whereas half of the students were able to use the haptic joystick to manipulate viruses but the tactile feedback was blocked. Results showed that there were significant gains from pre- to postinstruction across treatment groups for knowledge and attitudes. Students in both treatment groups developed conceptual models of viruses that were more consistent with current scientific research, including a move from a two-dimensional to a three-dimensional understanding of virus morphology. There were significant changes in students' understandings of scale; after instruction, students were more likely to identify examples of nanosized objects and be able to describe the degree to which a human would have to be shrunk to reach the size of a virus. Students who received full-haptic feedback had significantly better attitudes suggesting that the increased sensory feedback and stimulation may have made the experience more engaging and motivating to students.</s0>
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<server><NO>FRANCIS 520-04-11661 INIST</NO>
<FT>(Microscopie atomique à distance des organismes microscopiques : innovations technologiques pour des cours de science pratiques dans le secondaire)</FT>
<ET>Remote atomic force microscopy of microscopic organisms: Technological innovations for hands-on science with middle and high school students</ET>
<AU>JONES (M. G.); ANDRE (T.); KUBASKO (D.); BOKINSKY (A.); TRETTER (T.); NEGISHI (A.); TAYLOR (R.); SUPERFINE (R.)</AU>
<AF>University of North Carolina at Chapel Hill/Chapel Hill, NC 27599-3500/Etats-Unis (1 aut., 3 aut.); Department of Curriculum and Instruction, Iowa State University/Ames, IA 50011-3190/Etats-Unis (2 aut.); University of North Carolina at Wilmington/Wilmington, NC 28403/Etats-Unis (4 aut., 5 aut., 6 aut., 7 aut., 8 aut.)</AF>
<DT>Publication en série; Niveau analytique</DT>
<SO>Science education : (Saleem, Mass.); ISSN 0036-8326; Coden SEDUAV; Etats-Unis; Da. 2004; Vol. 88; No. 1; Pp. 55-71; Bibl. 1 p.1/2</SO>
<LA>Anglais</LA>
<EA>This study examined hands-on experiences in the context of an investigation of viruses and explored how and why hands-on experiences may be effective. We sought to understand whether or not touching and manipulating materials and objects could lead to a deeper, more effective type of knowing than that we obtain from sight or sound alone. Four classes of high school biology students and four classes of seventh graders participated in the study that examined students' use of remote microscopy with a new scientific tool called the nanoManipulator, which enabled them to reach out and touch live viruses inside an atomic force microscope. Half of the students received full haptic (tactile and kinesthetic) feedback from a haptic joystick, whereas half of the students were able to use the haptic joystick to manipulate viruses but the tactile feedback was blocked. Results showed that there were significant gains from pre- to postinstruction across treatment groups for knowledge and attitudes. Students in both treatment groups developed conceptual models of viruses that were more consistent with current scientific research, including a move from a two-dimensional to a three-dimensional understanding of virus morphology. There were significant changes in students' understandings of scale; after instruction, students were more likely to identify examples of nanosized objects and be able to describe the degree to which a human would have to be shrunk to reach the size of a virus. Students who received full-haptic feedback had significantly better attitudes suggesting that the increased sensory feedback and stimulation may have made the experience more engaging and motivating to students.</EA>
<CC>520226; 520</CC>
<FD>Science; Elève du secondaire; Etats-Unis; Technologie; Mesure; Conceptualisation; Microscope; Virus</FD>
<ED>Science; Secondary School Student; USA; Technology; Measurement; Conceptualization</ED>
<LO>INIST-16064.354000119182660030</LO>
<ID>520</ID>
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Remote atomic force microscopy of microscopic organisms: Technological innovations for hands-on science with middle and high school students

Remote atomic force microscopy of microscopic organisms: Technological innovations for hands-on science with middle and high school students

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