Figure 3 - uploaded by Jung-Ho Byeon
Content may be subject to copyright.
Source publication
The purpose of this study was to design a teaching method suitable for science high school students using atomic force microscopy. During their scientific inquiry procedure, high school students observed a micro-nanostructure of a biological sample, which is unobservable via an optical microscope. The developed teaching method enhanced students' sc...
Context in source publication
Context 1
... appropriate sample size should approximate a 1 × 1 cm square. Students then attach the lotus leaf sample to a Petri dish using double-sided adhesive tape to ensure that the surface shape is not distorted from pressure placed upon it by the AFM cantilever ( Figure 3). After the lotus leaf sample has been prepared, students place the sample on the AFM stage. ...
Similar publications
Covalent regulatory systems of enzymes are widely used to modulate biological enzyme activities. Inspired by the regulation of reactive‐site phosphorylation in organisms, we developed peptide‐based catecholase mimetics with switchable catalytic activity and high selectivity through the co‐assembly of nanofibers comprising peptides and copper ions (...
Efficient sunlight harvesting and re-directioning onto small areas has great potential for more widespread use of precious high-performance photovoltaics but so far intrinsic solar concentrator loss mechanisms outweighed the benefits. Here we present an antenna concept allowing high light absorption without high reabsorption or escape-cone losses....
Here, we develop a visible light-triggered platform to activate the biomimetic activity of CuS nanoparticles by incorporating a photoacid generator. Under visible-light illumination, the remarkable pH decrease, caused by the intramolecular photoreaction of the photoacid generator, activates the peroxidase-like activity of the CuS nanoparticles. Thi...
Humidity-responsive soft actuators can be driven by external stimuli and provide biomimetic environmental adaptations. Here, we report a humidity-responsive axial soft actuator of sulfonated polyether ether ketone which shows greatly tailorable actuation performance upon embedding graphene nanoplatelets (GNPs). Analysis of the experimental data sho...
Excessive production of reactive oxygen species (ROS) and inflammation are the key problems that impede diabetic wound healing. In particular, dressings with ROS scavenging capacity play a crucial role in the process of chronic wound healing. Herein, Zr-based large-pore mesoporous metal–organic frameworks (mesoMOFs) were successfully developed for...
Citations
... The interactive application of smartphone microscopes can facilitate the stimulation of exploration of observation of microscopic organisms, the interactive design of this smartphone microscope combines elements of learning microorganisms and games (Kim et al., 2016). The use of Atomic Force Microscopy (AFM) in biology class can improve spatial visual intelligence as follows: 1) students can directly observe nano bio-micro nano structures, 2) students have the scientific opportunity to prove how nano-micro-structures work in biological samples related to engineeringthe application of engineering science -as well as learn the various applications of nano-microstructures, 3) The formation of student experience in the learning process that can be beneficial in learning science (Lee et al., 2013). Epifluorescence microscopy can motivate learning and conduct scientific investigations of students (Rosen & Stewart, 2015), because epifluorescence microscopy has several advantages such as selective plane illumination microscopy (SPIM) which lasts several hours to several days (Kaufmann et al., 2012), It consists of two detection lenses and a lighting objective, which enables fast toto fluorescence imaging of biological specimens with subcellular resolution (Krzic et al., 2012), and has a design in a flexible auto form with the ability to ease transitions and so on Barber et al. (2013). ...
Students really need a digital microscope because it can make it easier to observe cells, make it easier to visualize observational images easily and clearly, make it easier to identify observations, make it easier to measure and count the observed objects. students want a plant anatomy practicum to be able to display streaming video of the object being observed using a digital microscope, and students want a plant anatomy practicum report using a web/application that can be used face-to-face and online. The aim of this study was to develop a web-integrated digital microscope to train students' visual-spatial intelligence in plant anatomy practicum based on blended learning.The type of research used in this research is Research and Development. The test subjects in this study were prospective biology teacher students in the second semester of the Biology Education Study Program IAIN Syekh Nurjati Cirebon, which consisted of 5 classes and a total of 1735 students. Sampling used the cluster random sample method, consisting of 2 classes, namely Bio A (experimental class) and Bio C (control class) provided that the population is homogeneous . The results of the development of a web-integrated digital microscope used in a blended learning-based plant anatomy practicum were stated to be very valid. The developed web-integrated digital microscope can train students' visual-spatial intelligence in blended learning-based plant anatomy practicum, in the high category. There is a significant difference in students' spatial visual intelligence between classes using a web-integrated digital microscope and classes using a binocular light microscope.
... Brainstorming as one of creative thinking activities that effectively encourage students' creative thinking skills in learning science (Peng, 2019) In addition, activities that focused on student centralization by giving autonomy to students to explore the content of knowledge using the help of technology to facilitate the learning process were also recommended (CrǍciun et al., 2016;Hu et al., 2013;Lamb et al., 2015;Muñoz, 2020;Putri et al., 2021). Besides that, the students' understanding of concepts can be further strengthened through dialogues, argumentation or presentation, to help them master science concepts through the process of challenging the proposed ideas (Kumdang et al., 2018;Lee et al., 2013;Vidergor, 2018). Finally, the activities in all forty studies were mainly focused on applying the students' knowledge in daily life, which could contribute to meaningful learning at the end of the learning process. ...
There is an abundance of studies investigating the effects of teaching strategies on promoting students' creative thinking skills. However, most of the teaching strategies only focus on divergent thinking as a sub-skill to promote creative thinking among secondary school students. Besides, no systematic review has been carried out to propose a teaching strategy and approach that focus on three creative thinking sub-skills namely associative thinking, visual thinking and divergent thinking. Hence, to achieve this research objective, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were used. This research systematically review forty articles obtained from seven electronic databases: Web of Science, Scopus, EBSCOhost, ProQuest, Taylor & Francis, Google Scholar, and Google. These articles were traced from 2010 until 2022. This research found that the majority of these articles highlighted digital storytelling as a project-based learning teaching strategy that can be used to promotes these three creative thinking sub-skills. In addition, the review also found that the science scenario task-orientation was the predominant approach taken to incorporate students' creative thinking skills in the science classes. Overall, the contribution of this research has identifies project-based digital storytelling with science scenario approach as a comprehensive teaching strategy that can promote students' creative thinking skills in secondary science classes.
... Software programs are on sale to use at various courses at primary and secondary school levels which are claimed to be educational and relevant with the frequently changing teaching program of the related course [15]. Despite the educational claims listed on the software package, it is not possible for most educational software to obtain information about the development processes, use in instructional environments to guide teachers, the required competences for student or teacher, and possible effects on teaching environments [16]. ...
In this study, it was aimed to investigate the effects of microscope simulation software on prospective science teachers’ laboratory achievements, microscope use, laboratory reports and views on microscope which was prepared for general biology laboratory. The case study design was adopted for the research. The participants were 49 science teacher candidates. Almost half of them assigned as comparison group while the others are assigned as implementation group. While the comparison group continued to have laboratory activities through traditional method, the implementation group had laboratory activities with the support of interactive microscope software. The data of the study was collected through the achievement test for biology laboratory, observation form for microscope use, assessment scale for laboratory reports, and views on microscope form. The qualitative data was analyzed through the inductive analysis processes while the quantitative data was analyzed through statistical methods. As a result, the microscope simulation had no effect on laboratory achievements and laboratory reports but help to develop ability to use microscopes. As a result, the development of educational software which can be used at the higher education levels as well as the primary and secondary education levels have high potential to bring positive results.
This study aimed to explore low and non-low achievers’ motivation towards science learning among 8th graders in two public schools in central Taiwan under inquiry-based instruction. Mixed design research methods were adopted, and students were divided into experimental (n = 56) and control groups (n = 45). Six non-consecutive inquiry units (90–180 minutes each) were taught to the experimental group during one semester, while same topic units were instructed traditionally in the control group. A questionnaire measuring students’ motivation towards science learning [MILS] was implemented as pre- and post-tests in both the experimental and control groups. Moreover, the teachers and 12 non-low achievers, and six low achievers from each group were interviewed four times in this semester. ANCOVA were used to analyze quantitative data in the questionnaire, and the interview data were coded. The results showed that statistically non-low achievers’ achievement goals and perception of their learning environment in the experimental group significantly improved more than those in the control group. Practically, non-low achievers’ expectancy and learning strategies and low achievers’ confidence, value of science learning, achievement goals, learning strategies, and perception of learning environment in the experimental group were better than those in the control group. Low achievers still needed to use more learning strategies. Additionally, in the experimental group, hands-on activities and conceptual understanding motivated both achievers, various learning strategies motivated non-low achievers, and teachers and peers’ assistance motivated low achievers. However, both achievers under intervention had more exam anxiety than those under traditional teaching due to their weak ability to calculate.
