Literaturnachweis - Detailanzeige
Autor/inn/en | Bivall, Petter; Ainsworth, Shaaron; Tibell, Lena A. E. |
---|---|
Titel | Do Haptic Representations Help Complex Molecular Learning? |
Quelle | In: Science Education, 95 (2011) 4, S.700-719 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8326 |
DOI | 10.1002/sce.20439 |
Schlagwörter | Molecular Structure; Science Instruction; Tactual Perception; Educational Technology; Computer Uses in Education; Models; Chemistry; Graduate Students; Pretests Posttests; College Science; Qualitative Research; Cognitive Processes; Scientific Concepts; Motion; Computer Software; Foreign Countries; Semantics; Worksheets; Concept Formation; Sweden Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Taktile Wahrnehmung; Unterrichtsmedien; Computernutzung; Analogiemodell; Chemie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Qualitative Forschung; Cognitive process; Kognitiver Prozess; Bewegungsablauf; Ausland; Semantik; Concept learning; Begriffsbildung; Schweden |
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. (Contains 5 tables and 2 figures.) (As Provided). |
Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |