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

Abstract

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

Interactive Visualization for Learning and Teaching Nanoscience and Nanotechnology

“…1), which employs a haptic force-feedback device that translates SPM signals into kinesthetic sensory experiences [Taylor et al, 1993]. This tool has been introduced into educational settings by Jones and colleagues, who have employed a web-based interactive interface to allow school learners to remotely operate an AFM [Jones et al, 2004]. The same research group has also used pre-recorded AFM data to allow the integration of multiple options for exploration of data without requiring access to the actual laboratory equipment .…”

“…Although the set of reviewed publications represent our own opinion of the principle contributions in this area, it may not necessarily be an exhaustive account of all published work available on the topic. Jones et al (2003Jones et al ( , 2004 Nanometer scale; microscale; virus morphology and dimensionality (2003,2004); virus characteristics such as shape, composition, and size; properties and behavior of nanoscale objects (2006) Probe microscopy in combination with a visuohaptic virtual platform…”

“…[Dede, 2009;Jones et al, , 2004Jones et al, , 2003])  Multisensory engagement offered by activating visual, tactile and proprioceptive pathways could provide a natural and intuitive basis for constructing abstract concepts different from indirect interactions (e.g. a computer mouse) (e.g.…”

Published research on pre-college students’ and teachers’ nanoscale science, engineering, and technology learning

“…In addition, some researchers have explored the effect of haptic augmentation of instruction on size and scale understandings [23,24]. For example, Jones et al [23] found that students in both limited-haptic and full-haptic environments made significant gains in their understandings of nanometer scale.…”

“…For example, Jones et al [23] found that students in both limited-haptic and full-haptic environments made significant gains in their understandings of nanometer scale. Specifically, students in both treatment groups were more likely to identify examples of nano-sized objects and describe the degree to which a human would have to be shrunk to reach the size of a virus.…”