McComas WF, Olson J (1998) The nature of science in international science education standards documents. McComas WF (2005) Seeking NOS standards: what content consensus exists in popular books on the nature of science? In: Paper presented at the annual conference of the national association of research in science teaching. Kluwer Academic Publishers, Dordrecht, pp 53–70 In: McComas WF (ed) The nature of science in science education: rationales and strategies. McComas WF (1998) The principal elements of the nature of science: dispelling the myths of science. In: Proceedings of the first international conference on the history and philosophy of science in science education, pp 221–229 Lochhead J, Dufresne R (1989) Helping students understand difficult science concepts through the use of dialogues with history. Lederman NG (1998) The state of science education: subject matter without context. Kuhn T (1962) The structure of scientific revolutions. Klopfer L (1964–1966) History of science cases. Klopfer L, Cooley W (1963) The history of science cases for high school in the development of student understanding of science and scientists. Klopfer L, Cooley W (1961) Use of case histories in the development of student understanding of science and scientists. Khishfe R, Abd-El-Khalick F (2002) Influence of explicit and reflective versus implicit inquiry-orientated instruction on sixth graders’ view of the nature of science. Irwin AR (2000) Historical case studies: teaching the nature of science in context. Harvard University Press, Cambridgeĭuschl RA (1985) Science education and philosophy of science: twenty-five years of mutually exclusive development. Phys Today 23(2):44–49ĭunbar R (1995) The trouble with science. Princeton University Press, Princeton, NJĭevons S, Hartman L (1970) A history of physics laboratory. Teacher’s College Press, New York, NYĭerry NG (1999) What science is and how it works. Oxford University Press, New YorkĭeBoer GE (1991) A history of ideas in science education. Harvard University Press, Cambridge, MAĬromer A (1993) Uncommon sense. Sci & Educ 15(4):465–494Ĭonant JB (ed) (1948) Harvard case histories in experimental science. Schalij, R.W.C.Chalmers A (1999) What is this thing called science? Hackett Publishing Company, Indianapolis, INĬlough MP (2006) Learners’ reponses to the demands of conceptual change: considerations for effective nature of science instruction. Conclusions: An MR statin education application can be applied effectively in myocardial infarction patients to explain statin function and importance.Įuropean Heart Journal - Digital Health, 2 (3), 511-520 Part of collection The median post-test score in the control group was poor (median 6 points, IQR 4). A high tendency to get involved and focused in virtual environments was moderately positive correlated with better test improvement (r = 0.57, P < 0.05). Test improvement was mainly the result of increased understanding of statin mechanisms in the body and secondary preventive effects. Ten out of 12 (83%) patients in the intervention group improved their statin knowledge by using the MR application (median 8 points, IQR 8). Twenty-two myocardial infarction patients (ST-elevation myocardial infarction, 18/22, 82%) completed the study. To test if patients with a higher tendency to become involved in virtual environments affected test outcome in the intervention group, validated Presence- and Immersive Tendency Questionnaires (PQ and ITQ) were used. All patients performed a test on statin knowledge. Clinical, demographic, and qualitative data were obtained. Twenty-two myocardial infarction patients were enrolled 12 tested the application, 10 patients were controls. Methods and results: A human-centred design-approach was used to develop an MR statin tool for Microsoft HoloLens™. To assess if an MR medication-application supports patient education focused on function of statins after myocardial infarction. Novel technologies such as mixed reality (MR) expand the possibilities to support this process. Adherence to statins tends to be difficult and can be improved by patient education. (Leiden University Medical Center)Īims: Statin treatment is one of the hallmarks of secondary prevention after myocardial infarction. (TU Delft Applied Ergonomics and Design VU University Medical Centre) (Leiden University Medical Center Universiteit Leiden)Īlbayrak, A. Development of a patient-oriented hololens application to illustrate the function of medication after myocardial infarction
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