Convergent Inquiry in Science & Engineering: The Use of Atomic Force Microscopy in a Biology Class

Abstract

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' science-learning motivation and scientific creativity.

Strategies in promoting creative thinking skills in science classroom: A systematic review

“…(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 daily life, which could contribute to meaningful learning at the end of the learning process.…”

Web-Integrated Digital Microscope to Improve Students' Spatial Visual Intelligence in Blended Learning-based Plant Anatomy Practicum

“…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).…”

Determining the Effects of Microscope Simulation on Achievement, Ability, Reports, and Opinions about Microscope in General Biology Laboratory Course

“…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].…”