@article{finson_olson_emig_2015, title={Navigating visual data literacy and inscriptions in the classroom}, journal={Application of Visual Data in K-16 Science Classrooms}, author={Finson, K. D. and Olson, J. K. and Emig, B.}, year={2015}, pages={51–84} }
 @article{jones_childers_emig_chevrier_tan_stevens_list_2014, title={The efficacy of haptic simulations to teach students with visual impairments about temperature and pressure}, volume={108}, DOI={10.1177/0145482x1410800106}, abstractNote={Traditional science instruction is typically reliant on visual modes of learning, such as textbooks and graphs. Furthermore, since science instruction is often heavily dependent upon visual cues, students with visual impairment often do not have access to the same educational opportunities in most science classes (Jones, Minogue, Oppewal, Cook, & Broadwell, 2006). However, advancements in tactile technology (haptics) are allowing individuals with visual impairments to discover science concepts in revolutionary ways. Haptic feedback devices allow users to experience computer simulations through tactile sensations. Students with visual impairments in science classrooms can now use haptic devices to "feel" objects and processes in science, such as exploring an animal cell's organelles (Jones et al., 2004). Researchers in STEM (science, technology, engineering, and mathematics) education have argued that the widespread use of haptic technology in education could provide a hands-on learning experience that is conducive for learning about difficult science concepts (Young et al., 2011) for students who have typical vision as well as those with visual impairments. Jones, Bokinsky, Tretter, & Negishi (2005) reported equal benefits for students with and without visual impairments in using haptic devices similar to the Falcon to explore unknown shapes. Furthermore, the amount of time it took to complete the investigation of shapes was the same for both groups. Other studies have suggested that haptic devices and computer simulations may "lead to a deeper level of processing" (Jones et al., 2004, p. 55). Unfortunately, haptic devices have not been prominent in science classes because of the cost of the technology and the time needed to train teachers on how to effectively use the technology in the classroom. However, the cost of haptic devices has fallen considerably in recent years (they are now the same price as an inexpensive microscope), and preliminary data suggests that there is potential value in the use of haptic tools to teach abstract science concepts. The study presented here explored the efficacy of a haptic device and a computer simulation to teach students with visual impairments about heat and pressure concepts associated with particle movement. The concept of particle movement is crucial for individuals to understand various interdisciplinary science concepts, such as heat; the formation of viral capsids, proteins, and structures; and processes such as osmosis. The haptic instructional program has been used in a series of studies that allow students to feel particle movement in a closed system (Jones et al., 2013). Students are able to feel how particle movement varies with different temperature and pressure settings without depending on a visual aid for learning. METHODS Instructional program and technology The participants in the present study used the Novint Falcon haptic device from Novint Technologies (see Figure 1). The Novint Falcon is a USB-enabled haptic device that is designed to replace a mouse while a participant is utilizing the computer for simulations or gaming. Participants are able to control the Novint Falcon by holding on to the grip bubble (see Figure 2), which moves in three dimensions: up and down, forwards and backwards, and right to left. While the participant is moving the grip bubble, the Novint Falcon's sensors are able to communicate with the computer, detailing the participant's movement within a computer program. In addition, the grip bubble connected to a computer allows participants to manipulate objects in a computer simulation while providing tactile feedback to the participant. [FIGURE 1 OMITTED] [FIGURE 2 OMITTED] The instructional program ("Pollen Grain") allowed participants to maneuver and control an object (a pollen grain) that was constantly subjected to the random motion of surrounding particles in a closed system (see Figure 3). …}, number={1}, journal={Journal of Visual Impairment & Blindness}, author={Jones, M. G. and Childers, G. and Emig, B. and Chevrier, J. and Tan, H. and Stevens, V. and List, J.}, year={2014}, pages={55–61} }