Gail Jones

Measuring the Impact of Haptic Feedback Using the SOLO Taxonomy

The application of Biggs’ and Collis’ Structure of Observed Learning Outcomes taxonomy in the evaluation of student learning about cell membrane transport via a computer‐based learning environment is described in this study. Pre‐test–post‐test comparisons of student outcome data (n = 80) were made across two groups of randomly assigned students: one that received visual and haptic feedback, and one that relied on visual feedback only as they completed their virtual investigations. The results of the Mann–Whitney U‐test indicated that the group mean difference scores were significantly different statistically (p = .043). Practically speaking, this study provides some early evidence suggesting that the haptic augmentation of computer‐based science instruction may lead to a deeper level of processing. The strengths and weaknesses of this current diagnostic approach and a novel approach based on a non‐verbal model of cognition are discussed in light of their potential contributions to the teaching and learning of science.

Estimating Linear Size and Scale: Body rulers

The National Science Education Standards emphasise the use of concepts and skills that cut across the science domains. One of these cross‐cutting areas is measurement. Students should know measurement systems, units of measurement, tools and error in measurement as well as the importance of measurement to scientific endeavours. Even though measurement is an essential skill, little is known about how students estimate and use measurement in different contexts. This study examines the impact of teaching students to use their bodies as rough measurement tools (body rulers) on their ability to estimate linear measurements. Nineteen middle school students participated in metric intervention tasks and completed a pre‐instruction and a post‐instruction Linear Measurement Assessment. Results showed that teaching students to use rough body measures as tools (a body ruler) for estimation had a significant influence on their estimation accuracy. After instruction, students were better able to estimate the sizes of objects, use their body in making estimations of size, and estimate while touching an object or pacing a distance. Furthermore, proportional reasoning was significantly correlated with students’ post‐instruction scores on the Linear Measurement Assessment.

Students’ Risk Perceptions of Nanotechnology Applications: Implications for science education

Scientific literacy as a goal of a science education reform remains an important discourse in the research literature and is a key component of students’ understanding and acceptance of emergent technologies like nanotechnology. This manuscript focuses on undergraduate engineering students’ perceptions of the risks and benefits posed by nanotechnology as an important component of scientific literacy. Specifically, this study examined the perceived risk of nanotechnology of a group of American students (N = 102) in three material science engineering courses focusing on nanotechnology. Students completed a survey of risk perception and a sub‐sample were interviewed (n = 21). It was found that perceptions of risks and benefits of nanotechnology tended to be closely tied to specific groups of applications including common consumer products, health‐related products, and advanced technological applications. The intersection of scientific application and perception is discussed in the context of science education curriculum considerations.

Developing a Scientist: A retrospective look

Although one of the goals of science education is to educate and nurture the next generation of scientists and engineers, there is limited research that investigates the pathway from childhood to becoming a scientist. This study examined the reflections of 37 scientists and engineers about their in‐ and out‐of‐school experiences as well as their memories of significant people who may have influenced their careers. In‐depth, semi‐structured interviews were conducted and the interview transcripts were analyzed for potential influences on career decisions. Analysis showed several commonalities in participants’ reported experiences that influenced career decisions in science and engineering. Informal advising and mentoring by teachers and family members were noted as important. Across participants, tinkering, building models, and exploring science independently in and out of school were viewed as factors that influenced interests in science and engineering. Implications of these results for formal and informal educational programs are discussed.

The Impact of Microbiology Instruction on Students’ Perceptions of Risks Related to Microbial Illness

This study examined students’ perceptions of the risks associated with microbial transmission before and after taking a microbiology class. Participants included undergraduate students (n = 132) enrolled in a microbiology course at two universities and one community college. Students completed a survey at the beginning and end of the course and a sub-sample of students also participated in pre- and post-course interviews. The survey results showed that there were changes in students’ knowledge of microbes and microbial transmission as well as changes in reported behaviors related to microbial transmission. The behavior changes primarily involved perceptions of microbial transmission via touch such as using a public telephone, touching a faucet in a public bathroom, handling money, borrowing soap from a friend while camping, working in the dirt without gloves, and taking out the trash. There were no differences in behaviors related to oral transmission (eating, drinking, and kissing) or for preventative behavior (use of sanitizing items or frequency of hand washing). Exploratory factor analysis showed a subtle shift in the conceptualization of transmission risks from pre- to post-course. Pre- and post-interviews revealed that although students gained a more sophisticated concept of the positive role of microbes in the ecosystem, they were not more likely to report changing their behaviors related to vaccines to avoid getting sick from pathogenic microbes.

Perceptions and Practices: Biology graduate teaching assistants’ framing of a controversial socioscientific issue

Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching assistants taught a lesson about the potential social, health, and environmental impacts of genetically modified crops. Through classroom observations and in‐depth interviews, the researchers examined how instructors chose to frame their lessons and what GTAs perceived as important for students to know about this particular socioscientific issue (SSI). Results showed a disconnect between the relatively mature conceptualizations of effective SSI instruction that emerged during interviews and classroom practice.

Instructional Representations as Tools to Teach Systems Thinking

Emphasis on learning about systems in science education has long been part of national and state curricula, but the focus on implementing a “systems thinking” approach in science classrooms has grown in importance. Systems thinking involves helping students understand the complexity of systems by recognizing the interactions and interrelationships between system components and processes. Evidence from research has shown that effective systems thinking instruction requires teachers to explicitly use models and representations. The selection, interpretation, explanation and use of effective representations are dependent on classroom teachers for developing systems thinking and representational competence. This chapter examines representational competence in the context of lessons that teach systems thinking. Drawing on prior research, theoretical perspectives about systems thinking and the use of representations as instructional tools are discussed. A developed rubric is presented for examining teachers’ pedagogical perspectives when selecting representations for teaching about a complex system.