Hands-on Models Research Articles

Investigating the effectiveness of using a real and a virtual model in teaching astronomy concepts to elementary students. The cases of the eclipse phenomena

This paper examines and compares the degree of effectiveness of utilizing a tangible, hands on model and a virtual simulation model when teaching the astronomy concepts of eclipse phenomena. A number of 77 students of the fifth and sixth grade of Primary Schools of Patras participated in the research. The didactic intervention included appropriately structured scenarios and worksheets that were utilized by the students and facilitated the teaching of the specific astronomy concepts. The method followed included the use of a pre and post-test questionnaire as well as a focus group discussion. The results highlight the effectiveness of the use of hands-on models, which enhance the learning outcomes as well as learners’ motivation to participate in the educational process.

Meeting the Needs of Underrepresented Female Students Using Innovative Molecular Models

The underrepresentation of women in science, technology, engineering, and math (STEM) fields is of national concern. Research shows that females begin to lose confidence in their math and science abilities in middle school and it worsens in high school. Developing and leveraging young women’s interest in these topics via active learning activities and hands on models can encourage pursuit of STEM degrees in college. The MIT Edgerton Center Models and Curriculum was incorporated into the EMPOWER Program, a four-week program engaging female research scholars in 10th-12th grade in a summer fellowship that provided hands-on research experience focused on in-depth understanding of how exposures to toxic environmental insults in the urban environment impact health and alter biologic processes. The models were used to teach about DNA/RNA and protein synthesis. The models are designed to teach processes, in addition to structure. They are made to be manipulated so learners can perform cellular functions with their own hands. We hypothesized that using a hands on activity would increase engagement and learning about the Central Dogma of Life. Methods: Participants were guided through exercises using the models. Students (n=5) and teachers (n=2) utilized the MIT Edgerton Center Models of DNA/RNA and protein synthesis. Results/Discussion: Surveys were completed at the end of the program to determine student’s perceived impact on their learning and overall experience using the hands-on models. A Likert scale was used to assess student learning. On a scale of 1 to 5, with 5 representing strongly agree, all participants strongly agreed the models helped them learn more about DNA/RNA and proteins. Conclusion: Innovative molecular models increased student engagement and learning creating an environment for student centered learning. NIEHS Project Number: 5R25ES030240-03. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Revolution of hands-on model for interventional EUS: How to make a training model.

EUS interventions have an increasing role in the treatment for hepatobiliary-pancreatic diseases. However, the procedure itself is not frequently performed, needs expertise, and carries a high risk of complications. With these limitations, the hands-on practice model is very important for the endoscopist in training for EUS intervention. There have been various hands-on models for EUS interventions, ranging from in vivo living pig model to all-synthetic model. Although a living model provides realistic sensation, the preparation is complex and increases concerns for zoonotic issues. All-synthetic models are easier to prepare and store but not realistic and still need the room for improvement. Hybrid ex vivo model is more widely available and provides various training procedures but still needs special preparation for the porcine tissue.

Teaching Stereochemistry with Multimedia and Hands-On Models: The Relationship between Students’ Scientific Reasoning Skills and The Effectiveness of Model Type

This paper presents an analysis of the use of multimedia and hands-on models on university students’ understanding of stereochemistry. The relationship between students’ scientific reasoning skills and their understanding of stereochemistry was also determined. Two groups of second-year chemistry students from the State University of Malang taking organic chemistry for the 2020/21 academic year participated in this study. One group of students experienced stereochemistry teaching using multimedia models and the other hands-on models as the learning medium. Lawson’s Classroom Test of Scientific Reasoning and Short-Answer Stereochemistry Test were applied. The former was deployed to measure students’ scientific reasoning skills, while the latter was used to test their understanding of stereochemistry. The results revealed that the students’ scientific reasoning skills were significantly below the expected standard, falling in the low category. Students with high scientific reasoning skills exhibited a better understanding of stereochemistry than those with low levels. Both multimedia and hands-on models revealed an equal contribution towards students’ understanding of stereochemistry. Also, it suggests that multimedia models tend to favour students with high scientific reasoning skills, while hands-on models favour those with low skills.

Ducks in space groups! Students grasping 3D arrangement of symmetry elements with hands-on models

Ducks in space groups! Students grasping 3D arrangement of symmetry elements with hands-on models

Some assembly required: building a hands-on model of a single receptive field in the retina.

Many students struggle to understand the sometimes counterintuitive and complicated organization of the retina. As soon as they begin to grasp these complex relationships, we add another confusing concept: the organization of receptive fields of individual ganglion cells. Publishers provide figures in textbooks and videos, but like many topics in physiology, students may learn more effectively using hands-on models. This article provides instructions for building a three-dimensional model of a single retinal receptive field using inexpensive craft supplies. In alignment with the principles of universal design, this model will make the material easier to comprehend and more accessible to learners of all abilities. This activity provides a framework for students to begin exploring the structures and functions of cells of the retina and the organization of receptive fields in the visual system and provides a foundation for explaining other types of sensory systems.

Which One Is More Effective in Teaching the Phases of the Moon and Eclipses: Hands-On or Computer Simulation?

The aim of this study is to comparatively investigate the effects of hands-on models (HMs) and computer simulations (CSs) on teaching the phases and eclipses of the Moon. In this study, two different HMs were developed, and three different CSs were used. The research work group consisted of 100 pre-service science teachers. A quasi-experimental method with two groups (teaching through hands-on models [THM] and teaching through computer simulations [TCS]) was used in this study. The data for the study were obtained by using an open-ended questionnaire form. The data were acquired three times as pre-instruction, post-instruction, and long-after instruction (retention) and were analyzed through a content analysis technique. The analyses were implemented in two stages (i.e., a question-by-question analysis and an integrated analysis) by evaluating the answers given to all questions together. As a result of the analyses, it was determined that both methods are effective in teaching the phases and eclipses of the Moon. However, when the retention data were examined, it was observed that more students in THM group answered correctly than TCS group. Besides, upon the integrated analysis, it was concluded that THM, as opposed to TCS, led more pre-service teachers to the “scientific” model. From this point of view, it has been proposed to popularize the usage and production of HMs in astronomy education. Finally, the conditions that must be taken into account in order to overcome some alternative thoughts identified in the phases and eclipses of the Moon are noted.

Teaching seasons with hands-on models: model transformation

The purpose of this study was to examine the effects of using ‘hands-on’ models (HOMs) to teach the subject of seasons – a topic about which students often have misconceptions – on students’ expressed models. To this end, three different HOMs were developed. The study sample consisted of 80 seventh graders (ages 12–13). The study had a quasi-experimental design, and a model with a control group was used. The experimental group and the control group were assigned randomly. The study data were collected using an open-ended question form that was administered three times: pre-instruction, post-instruction and a long time after instruction (permanence). The collected data were analysed using the content analysis technique. Frequencies and percentages were used to analyse the changes in the students’ expressed models. The results of the analyses showed that using HOMs was an effective method for teaching the subject of seasons. It was concluded that whereas teaching with HOMs led the students to a ‘scientific’ model, the teaching method used in the control group led the students to a ‘synthesis’ model. In addition, the learning that occurred in the group taught with the HOMs was found to be more permanent than the learning that occurred in the control group. Based on these results, the use of HOMs to teach astronomy and the generalisation of these models has been recommended. Lastly, issues to consider when teaching the subject of seasons have been outlined.

Elementary School Students’ Mental Models about Formation of Seasons: A Cross Sectional Study

<p>The purpose of this study is to determine the mental models of elementary school students on seasons and to analyze how these models change in terms of grade levels. The study was conducted with 294 students (5<sup>th</sup>, 6<sup>th</sup>, 7<sup>th</sup> and 8<sup>th</sup> graders) studying in an elementary school of Turkey’s Black Sea Region. Qualitative and quantitative data collection methods were used in the study. The students first were asked 3 open ended questions (one of them was a drawing) in order to determine their mental models on seasons. Following this, the students took an achievement test on seasons that consisted of 4 multiple questions. Quantitative data were analyzed by SPSS 20.0 while the qualitative data were analyzed by the researchers by using content analysis technique. The results of the study showed that the students construct the formation of seasons in various ways in their minds. However, differently from the literature, the presence of some new mental models was found. For a full understanding of the seasons, the necessity of a set of pre-learnings has been recommended. It will be useful to design basic activities based on hands-on and learning by doing which will enable the most effective learning and to put this in the textbooks in the most suitable way. Additionally tangible physical-scale hands-on models, 3D simulation modeling and planetarium environment should be used in students’ education about formation of seasons.</p>

English

Often students of the petroleum engineering programs at the early stage of their studies in institutions of developing countries do not have easy access to the oil and gas industry facilities. Multinational petroleum companies come in with the state-of-the-arts technology, with expatriates who work and leave without technology transfer. Laboratory equipment is very costly to developing institutions of petroleum studies in developing nation. As such, different hands-on models have been developed to simulate different processes of the oil and gas industry in the laboratory. This model captioned “Golden Horse Head” Sucker Rod Pumping model is one of such hands-on models that has been constructed and successfully tested. This model is 88 cm in length, 52 cm wide and 56.5 cm high. It was made using very basic local materials to represent the actual field components, for the purpose of better understanding of how such systems operate. The materials are very affordable and less costly. The overall cost of the model is about 75,000FRS CFA, that is, about US$150.0. This low cost of construction makes the model very affordable to developing institutions of petroleum studies. In this model, there was a reduction from the prime mover speed of 2000 rpm to the pumping speed of 38 rpm, giving a reduction ratio of 52.6:1. It has been tested with a multiphase fluid (water and oil (diesel) simulating crude oil) model, during which 75.4% oil and 97.7% of water were produced.  Its functioning accurately simulates that of a practical oil field sucker rod pumping facility.   Key words: Developing countries, oil well, model, low-cost, Sucker-rod, pump unit.

‘Dig It!’ Exhibit Visits North Carolina Natural Science Museum

Developed by the Smithsonian's National Museum of Natural History with support from BASF, the Soil Science Society of America (SSSA), and local donors, “Dig It! The Secrets of Soil,” a traveling exhibition that explores the profound ways soil supports our lives, opened at the North Carolina Museum of Natural Sciences on May 16. “With a growing world population, new research and innovative practices are vital to managing this soil for increased food production,” says Dr. Emlyn Koster, director of the North Carolina Museum of Natural Sciences. “Soil has also been making headlines lately as the source of a novel antibiotic whose target pathogens have yet to develop resistance to the drug. The benefits of soil are vast and still somewhat uncharted.” Using videos, hands-on models, interactive displays, and real soil samples, the exhibition presents an eye-opening and engaging story about soil, the “skin of the earth.” This exhibit was originally created and put on display at the Smithsonian in 2006 where it spent most of its time. In 2010, it began traveling to different museums across the country. Maxine Levin, USDA-NRCS soil scientist, was instrumental in gathering the soil monoliths together for the original Smithsonian exhibit. Since then, she has been following the exhibit around the county and volunteering her time and travel on behalf of SSSA to ensure that the monoliths are intact and ready for display. When “Dig It!” crates arrived in Raleigh, the museum requested the assistance of soil scientists to clean up and triage the soil monoliths. Kent Clary (North Carolina State Soil Scientist), Milton Cortes (North Carolina Assistant State Soil Scientist), Debbie Anderson (Soil Survey Regional Director SSR-3), and Dan Wing (Soil Data Quality Specialist SSR-3) volunteered to work on the monoliths preparation and repair for display. Although most of the monoliths survived storage and the trip across the country with little to no damage, others needed some tender care. About a dozen needed some minor mending and patchwork, and there were a couple that needed major repairs. It was a tedious process to check the durability of each monolith and investigate them for loose pieces. After passing inspection, they were strategically laid out and ready for mounting. “I am excited to see the exhibition after construction is complete,” says Clary. This is a very impressive exhibit and a great educational tool for the public. If you happen to be travelling through Raleigh, the exhibit runs through August 16. Maxine Levin (USDA-NRCS soil scientist) and Jason Whitman (Museum Coordinator) inspecting and conducting some touch-up work on one of the monoliths. The monoliths are cleaned, repaired, and ready for display.

Using Data to Motivate the Use of Empirical Sampling Distributions

Research shows that students often struggle with understanding empirical sampling distributions. Using hands-on and technology models and simulations of problems generated by real data help students begin to make connections between repeated sampling, sample size, distribution, variation, and center. A task to assist teachers in implementing research-based strategies is included.

Modeling manual perineal protection during vaginal delivery

We compared hands-on manual perineal protection (MPP) and hands-off delivery techniques using the basic principles of mechanics and assessed the tension of perineal structures using a novel biomechanical model of the perineum. We also measured the effect of the thumb and index finger of the accoucheur's dominant-posterior hand on perineal tissue tension when a modified Viennese method of MPP is performed. Hands-off and two variations of hands-on manual perineal protection during vaginal delivery were simulated using a biomechanical model, with the main outcome measure being strain/tension throughout the perineal body during vaginal delivery. Stress distribution with the hands-on model shows that when using MPP, the value of highest stress was decreased by 39 % (model B) and by 30 % (model C) compared with the hands-off model A. On the cross section there is a significant decrease in areas of equal tension throughout the perineal body in both hands-on models. Simulation of the modified Viennese MPP significantly reduces the maximum tension on the inner surface of the perineum measured at intervals of 2 mm from the posterior fourchette. In a biomechanical assessment with a finite element model of vaginal delivery, appropriate application of the thumb and index finger of the accoucheur's dominant-posterior hand to the surface of the perineum during the second stage of delivery significantly reduces tissue tension throughout the entire thickness of the perineum; thus, this intervention might help reduce obstetric perineal trauma.

Changing the Rules

Three years after the Detroit Institute of Arts opened with all new, “visitor-centered” galleries, the museum's executive director of learning and interpretation shares the processes, successes, and lessons learned at an institution that embraced an array of hands-on learning models. The models are discussed as components of a comprehensive interpretive plan that built on the DIA education department's earlier focus on innovative interpretation and took advantage of extensive visitor research and evaluation. The article concludes by discussing the challenges art museums face when integrating hands-on learning in galleries that display rare and aesthetically-significant objects.

Overview of methods for flexible endoscopic training and description of a simple explant model

The question of how to train surgeons in flexible endoscopy has been debated over the years as these skills have become an essential part of residency and practice. As many as two-thirds of surgeons perform flexible endoscopy, and for many, endoscopy represents up to 50% of their practice. Training in flexible endoscopy has evolved over many decades from an apprenticeship-type model to a more formal training program. Surgical residencies vary widely in their approach, with some having dedicated endoscopy rotations and others using an integrated approach. Innate to a good training program are faculty dedicated to teaching, an established curriculum, and adequate exposure of residents to proper training tools, whether as patient-based learning or supplemented by simulators. Hands-on models for teaching surgical endoscopy include mechanical, animal, and computer-based platforms. Herein, we describe our experience with a low-cost approach using porcine stomach explants that offers a breadth of endoscopic training including scope navigation, band ligation, endoscopic mucosal resection, hemostasis management, esophageal stenting, foreign body extraction, and ERCP. Simulation-based learning must be validated from a construct and internal validity perspective to be considered useful. Correlation between simulator learning and improvement in clinically relevant skills must then be shown using a validated scale, such as the Global Assessment of Gastrointestinal Endoscopy Skills. Competency in flexible endoscopy, which is currently measured by case volume, may be replaced by objective programs, such as Fundamentals of Endoscopic Surgery, that combine didactic teaching, cognitive assessment, and hands-on technical skills evaluation to determine a minimum level of proficiency.

"Scientific Peep Show" The Human Body in Contemporary Science Museums

The essay focuses on the discourse about the human body developed by contemporary science museums with educational and instructive purposes directed at the general public. These museums aim mostly at mediating concepts such as health and prevention. The current scenario is linked with two examples of past museums: the popular anatomical museums which emerged during the 19th century and the health museums thrived between 1910 and 1940. On the museological path about the human body self-care we went from the emotionally involving anatomical Venuses to the inexpressive Transparent Man, from anatomical specimens of ill organs and deformed subjects to the mechanical and electronic models of the healthy body. Today the body is made transparent by the new medical diagnostics and by the latest discoveries of endoscopy. The way museums and science centers presently display the human body involves computers, 3D animation, digital technologies, hands-on models of large size human parts.

Review of available methods of simulation training to facilitate surgical education

The old paradigm of "see one, do one, teach one" has now changed to "see several, learn the skills and simulation, do one, teach one." Modern medicine over the past 30 years has undergone significant revolutions from earlier models made possible by significant technological advances. Scientific and technological progress has made these advances possible not only by increasing the complexity of procedures, but also by increasing the ability to have complex methods of training to perform these sophisticated procedures. Simulators in training labs have been much more embraced outside the operating room, with advanced cardiac life support using hands-on models (CPR "dummy") as well as a fusion with computer-based testing for examinations ranging from the United States medical licensure exam to the examinations administered by the American Board of Surgery and the American Board of Colon and Rectal Surgery. Thus, the development of training methods that test both technical skills and clinical acumen may be essential to help achieve both safety and financial goals.

Undergraduates as Science Museum Docents: Training Students to Be the Teachers Using Peer Led Team Learning

[ILLUSTRATION OMITTED] * The Genomic Revolution From June 2004 through January of 2005, the Fernbank Museum of Natural History in Atlanta hosted the traveling exhibit, The Genomic Revolution, described as the most comprehensive presentation on the complex subject of genomics. Originally created by the American Museum of Natural History, this exhibit presented cutting edge information on genetic research and how that knowledge is impacting decisions about our health, our food, and our stewardship of the natural world (The Genomic Revolution press release, 2004). In addition to displays featuring hands-on models, interactive stations, and short films, the exhibition also included a working laboratory where attendees could experience firsthand the techniques used in modern genetics research through short exercises in DNA extraction (see cover) and forensic analysis (Figure 1). Electronic polling stations were also placed throughout the exhibit space so visitors could voice their opinions on controversial scientific issues and compare their responses with the accumulated views of other attendees. By examining these scientific breakthroughs and their potential applications in areas like medicine, nutrition, and the legal system, visitors could evaluate their own reactions from scientific, technical, and socio-ethical perspectives. [FIGURE 1 OMITTED] As stated on its Web site, the mission of the Fernbank Museum is to inspire life-long learning of natural history through dynamic programming to encourage a greater appreciation of our planet and its people (http://www.fernbank.edu). The museum is typically self-guided but because of the complexity of the topic and the functional lab within the exhibit, it was decided to staff The Genomic Revolution with a team of paid undergraduate interns. A docent (derived from the latin word docere meaning to teach) serves as a bridge between the museum and the attendees, acting as the face and voice of the collection and interpreting it for the visitors (Chin, 1995). Consequently it's a challenging job requiring a person to act as an educator, a public speaker, and a leader. The museum directors felt that undergraduate science majors would make especially effective candidates for this exhibit because of their backgrounds in the discipline, enthusiasm for the subject matter, and good communication skills. Exhibit interpreters have been shown to promote a more effective learning experience when used in science museums (Stronck, 1983). Additionally, at least one report has described greater student and teacher satisfaction with student docents compared with their adult counterparts, based on their interactions with elementary school groups (Cox-Peterson & Ramirez, 2001). The Fernbank Museum of Natural History partnered with the Center for Behavioral Neuroscience (a consortium of eight colleges and universities focused on neurobiology research and education [http://www.cbn-atl.org]) to enlist and train undergraduate students as docents for The Genomic Revolution. Undergraduate students were recruited from schools in the metropolitan Atlanta area, including the Georgia Institute of Technology, Emory University, and Spellman College. Eight of the nine students in the program were science majors (biology, neuroscience, biomedical engineering), ranging from sophomores to recently-graduated seniors, and all but one had previously taken at least some coursework in genetic fundamentals. Also, students were required to have at least a 3.0 GPA. From this group, two classes of docents were formed to staff the duration of the exhibit: one group of five students covering the summer to early fall, and a second group of four students covering the fall through the winter. * Undergraduate Docent Training Our challenge was to create a docent training program that would cover the genetic principles in the exhibit along with the communication and leadership techniques needed for their interpretation in a museum setting. …

Leading by example

NURSING STANDARD SU M M AR Y Promoting support for nurse leaders is one of the ten priorities for action identified by Nursing Standard’s Care campaign. All nurse leaders need local and national role models and mentorship. In this article we outline the qualities of effective nurse leaders. Effective, hands-on role models are crucial to the delivery of quality care, writes Clare Lomas Leading by example CARE CAMPAIGN

Research Experience for Teachers (RET): The Art of Formal Education

High school students in the United States are consistently outper-formed by those from Asian and some European countries oninternational assessment of mathematics and science, according toThe Condition of Education 2006 report released in June 2006 bythe U.S. Department of Education’s National Center for Educa-tion Statistics NCES http://www.ed.gov/news/pressreleases/2006/06/06012006.html http://www.ed.gov/pubs/12TIMSS/SecIII.htmlThere has been an increasing decline in college enrollment inthe fields related to math and sciences. The sole decline amongthe top five popular degree fields between 2003 and 2004 was inengineering and engineering technologies. In the global economythat is driven by advancement in science and technology, thispoor performance calls for action and improvement in the currentmethods of teaching math and science in high schools.This issue is critical because there is an acute shortage ofqualified math and science teachers across the United States.Many middle and high school science classes are taught by teach-ers without adequate training and credentials. Elementary andsecondary science curricula have not been an educational priority.It is as if the better students will find a way to advance them-selves, and those that are on the cusp of wanting to know moreabout science are left in a lurch.The National Science Foundation NSF has been proactive inpromoting quality science education by providing funding andresources for 7th to 12th grade teachers who seek professionaldevelopment. This education is used to strengthen their academicskills in teaching math and science. NSF supports scienceteaching by delivering programs through university engineeringdepartments that provide teachers with a broad knowledge ofmathematics and science strategies that can be applied in theclassroom to promote science teaching and learning.The NSF/Research Experiences for Teachers RET summerworkshop provides a range of inquiry-based experiences forscience and math teachers creating an opportunity for them toengage in state-of-the-art research with professors and graduatestudents, to hone their skills in applying the scientific method.Teachers are exposed to innovative technologies and how thesetechnologies are applied to research. Teachers generate real datathat can be synthesized and measured. The research can then beused to improve their quality of life.Our RET team was involved in an environmental research lablooking for an innovative and cost-effective technology to removeodorous compounds from surface water. The presence of odorouscompounds in water is a phenomenon that high school studentscan easily grasp. Each city has its own surface water problems.The need to develop an effective technology to remove odorsfrom water becomes a real issue for students. When students arepresented with potentially dangerous situations they understandthe need to learn; thereby becoming active participants. This leadsto a productive classroom environment and an increased interestin the field of science.It is really exciting to see how research activities can result inreal life applications that provide solutions to human needs. Forexample, the impact of the current research being conductedmight be directly used by local water treatment plants to removepersistent odors in water. RET-trained teachers collect and sharescientific data with their students. This data then becomes authen-tic, believable, and easier to understand. The student’s involve-ment in this real-life research gives them ownership into the sci-ence and math program.The lab research experience also clarifies concepts like nano-technology, environmental chemistry, scientific method, and labsafety. The RET project provides a great opportunity for teachersto work side by side with engineers and engineering students todevelop effective problem-solving strategies and pedagogy thatare readily available for use in the classroom. There is a plethoraof resources and lesson plans available on the RET websitehttp://www.eng.uc.edu/dept_cee/research/ret for use by mathand science teachers. Assessment tools are discussed and devel-oped to measure student progress toward the learning of math andscience, with regard to state science standards.RET teams work with engineering students and field engi-neers. Field trips to actual testing sites are used to bring theseexperiences together. They help the teachers learn how structuralengineers use basic principles of algebra, geometry, trigonometry,physics, and chemistry to assess material properties, and applygeneral design methodology in bridge building. The teachers alsoexamine everyday problems that structural engineers face in theirwork, and how they use hands-on mathematical models to pro-vide possible solutions to those problems and brainstorm various