Engaging students in constructing scientific explanations in biology classrooms: a lesson-design model

Abstract

Constructing scientific explanations of natural phenomena is an important aim of science education. Explanation oriented science teaching approaches encourage learners to engage in sense-making discussions and construct the causal accounts of the phenomena under study. This article demonstrates a lesson-design model that guides biology teachers on how to integrate explanation oriented teaching in their everyday practice. The proposed model includes six phases: (1) presenting a hooking activity; (2) formulating a how-why type focus question; (3) constructing the initial causal story; (4) using authentic data, scientific facts, principles, and disciplinary core ideas to revise-refine the causal story; (5) discussing-rewriting the refined causal story; (6) applying the causal-mechanistic knowledge in a new context or problem scenario. An eleventh-grade lesson on the topic ‘protein biosynthesis in cells’ serves an example about how this model can be operationalized to design and implement explanation oriented biology lessons.     

全球化背景下医学伦理学教学改革的探索

医学伦理学理论和实践根植于一定时期的社会经济、文化和教育,并随之发生改变和发展。随着全球经济一体化的进展完善,不同国家的文化和教育已在全球范围内互联互通并进而影响异乡本土医学文化。从目前我国医学伦理学教育和实践看,医学伦理学教学及评价体系已不能满足日新月异的全球化医学发展进程。本文从传统医学文化和医学伦理学的理论渊源入手,针对我国医学伦理学教学实践中存在的德性培育重视不足、临床决策能力培养缺失、标准化评价体系缺失等主要问题,探析教学改革的路径,以促进医学伦理学教学理论和实践的发展。     

Theorizing the nexus of STEAM practice

ABSTRACT

Recent advances in arts education policy, as outlined in the latest National Core Arts Standards, advocate for bringing digital media into the arts education classroom. The promise of such Science, Technology, Engineering, Arts, and Mathematics (STEAM)–based approaches is that, by coupling Science, Technology, Engineering, and Mathematics (STEM) and the arts, new understandings and artifacts emerge that transcend either discipline. Evidence of this can be seen through fundamental shifts in both fields; in the arts, artists are expanding the creative potential for design through computational flexibility, which affords artists the ability to exceed the limitations of their tools. The infusion of the arts into STEM has shown to be equally transformative, with the emergence of tools and communities that not only engender new content understandings but also invite participation from populations historically underrepresented in STEM fields. Drawing on over a decade of research at the intersection of the arts, creativity, and new technologies from the Creativity Labs at Indiana University, this article theorizes the learning that takes place at effective couplings of STEAM to assist today's educators in realizing the potential for transformative experiences for learners of all levels. This article provides a synthesis of this past work across two compelling cases of STEAM-based tools, materials, and activities (i.e., the media-rich programming environment Scratch as well as the work the LilyPad Arduino used to create electronic textiles), incorporating findings from more than 50 peer-reviewed papers and books, and conceptually outlines an approach to “gathering STEAM” in arts education classrooms today. Implications are explored for policy makers in teacher education to think about preservice curriculum and field experiences; policy makers in arts education to think about tools needed in classrooms today; as well as how art education can play a critical role in STEM disciplines and offer solutions to address STEM pipeline challenges. Such efforts extend current and prior discussions in the arts education landscape about the use of new technologies, and draw our attention to how new technologies can be leveraged for artistic expression.     

The impact and effectiveness of faculty development program in fostering the faculty’s knowledge,skills, and professional competence: A systematic review and meta-analysis

BackgroundFaculty vitality is the main ingredient to enhance professional education and competence. Enriching the faculty vitality in key domains of teaching, assessing, research, professionalism, and administration is perceived to improve educational environment significantly and enhances the academic performance of learners. Faculty development program (FDP) has been considered as a stand-alone educational pedagogy in fostering knowledge and professional skills of faculty. However, few studies have provided objective reports about the impact of such programs in a healthcare system.MethodsThis research was conducted by selecting data sources of PubMed-Medline, Wiley online library, Cochrane library, Taylor & Francis Online, CINAHL, Springer link, Proquest, ISI Web of knowledge, ScienceDirect, EJS, EBSCO, Blackwell, Emerald and ABI Inform. This search followed a step-wise approach defined by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 37 studies that explored the impact of FDPs on medical and allied health faculty’s professional development were selected.ResultsThis meta-analysis reported a mean effect size of 0.73 that reflects a significant and positive impact of FDPs in enhancing faculty’s knowledge and professional competence (z-statistics of 4.46 significant at p-value < 0.05) using the random effects model and forest plot.ConclusionThis article reiterates the incorporation of FDPs in all healthcare institutions for improving the academic performance of faculty with resultant enrichment of learners’ knowledge and skills.     

Inpatient to Outpatient Transfer of Diabetes Care: Planning for an Effective Hospital Discharge

ObjectiveTo review data on diabetes discharge planning, provide a definition of an effective diabetes discharge, and summarize one institution’s diabetes discharge planning processes in a teaching hospital.MethodsWe performed a MEDLINE search of the English-language literature published between January 1998 and December 2007 for articles related to the inpatient to outpatient transition of diabetes care. Regulatory guidelines about discharge planning were reviewed. We also analyzed our institution’s procedures regarding hospital discharge.ResultsWe define an effective diabetes discharge as one where the patient has received the necessary skills training and been provided with a clear and understandable postdischarge plan for diabetes care that has been clearly documented and is accessible by the patient’s outpatient health care team. Diabetes is one of the most common conditions managed in the hospital, yet how to transition a patient with diabetes to the outpatient setting is understudied, and the outcome of patients with diabetes after discharge is unknown. Strategies that can be used to ensure an effective diabetes discharge are early identification of patients in need of education, implementation of a clinical pathway, and clear instructions about medications and follow-up appointments at the time of discharge.ConclusionsEffective transfer of care from the inpatient to the outpatient setting remains a priority in the United States. Studies are needed to better define how best to ensure that patients with diabetes are successfully transitioned to ambulatory care. (Endocr Pract. 2009;15:263-269)     

Schools as “Poetry-Friendly Places”: Michael Rosen on Poetry in the Curriculum

This article explores the views of children's poet Michael Rosen in relation to poetry in education. It is based on an interview in which Rosen not only discusses the significance of encouraging young people to engage with poetry at school but also analyzes a number of threats to poetry's place in the English curriculum. This article identifies parallels between Rosen's views and current education research and shows how in both cases there is a clear awareness of how certain educational policies risk undermining the value of poetry's contribution to young people's learning experience.     

PBL教学应用于少数民族学生解剖学教学的体悟

人体解剖学是直接影响其他基础医学和临床医学课程教学成效的重要基础课程。新疆是多民族聚居区,我校也是以少数民族学生居多,所以如何结合他们的民族特点,运用良好的教学方法和教学手段,对提高我校少数民族人体解剖学的教学质量具有至关重要的作用。我们在教学过程中开展了PBL教学探索,认为PBL教学可以锻炼学生的自主学习能力,激发学生的学习兴趣,以弥补传统教学中的呆板、缺乏灵活性等缺点,让学生更快更好更有兴趣地学习人体解剖学,从而达到提高教学质量的目的,为少数民族教育探索提供了新的途径。     

医学模拟教学结合以问题为导向的教学模式在重症医学教学中的应用研究

目的:探讨医学模拟教学结合以问题为导向(PBL)的教学模式在重症医学教学中的应用价值。方法:选取2015年1月~2017年1月在我院重症医学科轮转实习的五年制医学生64人作为研究对象。按随机数字表法将64名医学生分为PBL组(n=32)和结合教学组(n=32)。PBL组采用PBL教学,结合教学组采用医学模拟结合PBL教学。分别在入科时和轮转实习结束时对两组学员进行理论考试和技能操作考核,记录成绩并比较。理论考试和技能操作考核后采取发放问卷进行调查的形式获得学员对教学效果的主观评价。结果:轮转实习结束时,两组理论考试分数差异无统计学意义(P0.05);而结合教学组技能操作考核成分数显著高于PBL组,差异具有统计学意义(P0.05)。两组学员在教学方法接受度高、学习兴趣提升、自学能力提升和临床诊疗水平提高所占比例差异无统计学意义(P0.05);结合教学组学员在团队协作能力提高、沟通能力与人文关怀提高和技能操作水平提高所占比例高于PBL组,差异有统计学意义(P0.05)。结论:与单独PBL教学相比较,医学模拟教学结合PBL的教学模式应用于重症医学教学对学员技能操作的掌握有更好的效果,同时能提高学员团队协作能力、沟通能力以及对患者的人文关怀,且受到学员的认同与喜爱,应在重症医学的教学实践中逐步完善并进一步推广应用。     

A free program for calculating EUD-based NTCP and TCP in external beam radiotherapy

PurposeProvide a simple research tool that may be used to calculate the NCTP or TCP of a particular treatment plan. Illustrate the implementation of the EUD-based NTCP and TCP models as a research tool.Methods and materialsA high-level computing language was chosen to implement Niemierko's EUD-based NTCP and TCP mathematical models. The necessary treatment planning software requirements were clearly defined.ResultsThe computer code is presented and explained. Six simple examples were created to quickly troubleshoot the reader's code implementation. A table of model parameters based on the Emami data was generated.     

Whiteness and loss in outer East London: tracing the collective memories of diaspora space

Abstract

This paper explores collective memory in Newham, East London. It addresses how remembering East London as the home of whiteness and traditional forms of community entails powerful forms of forgetting. Newham's formation through migration – its ‘great time’ – has ensured that myths of indigeneity and whiteness have never stood still. Through engaging with young people's and youth workers' memory practices, the paper explores how phantasms of whiteness and class loss are traced over, and how this tracing reveals ambivalence and porosity, at the same time as it highlights the continued allure of race. It explores how whiteness and class loss are appropriated across ethnic boundaries and how they are mobilized to produce new forms of racial hierarchy in a ‘super-diverse’ place.     

Examining arts education policy development through policy frameworks

ABSTRACT

While policy formation frameworks are commonly used to understand public policy developments, scholars rarely have used them to reflect on arts education policies. Such analysis is important because it can assist both in identifying the genesis of past policies, including who the important actors are, how issues are framed and problematized, and how specific solutions are designed, as well as how to interpret unfolding policies. In this article, I review three prominent policy frameworks: Kingdon's “multiple streams framework,” Sabatier and Jenkins-Smith's “advocacy coalition framework,” and Baumgartner and Jones' “punctuated equilibrium framework.” After reviewing the frameworks, I address the following questions: (a) How would these conceptual frameworks predict arts education policy development to proceed? (b) How would these conceptual frameworks explain constituents and coalitions that affect the arts education policy sphere? (c) How would these conceptual frameworks illuminate precipitating events that drive the policy development process? I apply the frameworks to several instances of arts education policy development, including the formal designation of the arts as a core subjects under the Goals 2000: Educate America Act of 1994 (P.L. 103-227), the development of the 2014 National Core Arts Standards, and music's enumeration in the Every Student Succeeds Act of 2015. Because these three policy issues differ in important ways, they can help to illuminate the breadth of arts education policy.     

Social capital and music teacher professional development: Principle,policy, and practice

Teacher professional development (PD) is often extended as a driver of good teaching and effective schools. In recent years, teacher PD has increasingly focused on developing teacher social capital by placing teachers within professional communities to collectively solve instructional problems. Using Bourdieu's and Coleman's conceptions of social capital as a theoretical and practical lens, this article explores how a social capital frame could generate more effective PD policy in music education. Areas examined also include the specific ways in which social capital becomes a lever for teacher growth and school improvement and the social dimensions of music teacher PD. The article concludes with principles of social capital-advancing PD policy, examples of principle-aligned PD policies, implications for research and advocacy, and an accounting of challenges and opportunities for the future. The author argues that centralizing social capital development as an aim of PD represents a new frontier in music teacher learning.     

Book Review Section

This article argues that education policy should support school-university partnerships that place preservice music teachers with their college professors in a laboratory school environment. With roots in Dewey's experimental school of 1896, the laboratory concept is a variation of the professional development schools now in vogue. The policies recommended here are not tied directly to this school-university partnership model, but they do support the collaborative concept. Policy recommendations include re-conceptualization of the student teaching experience; compensation of faculty members through financial incentives and professional development credits; and consideration for university faculty members engaged in such partnerships when determining workload and reviewing teaching, scholarship, and service for tenure or promotion decisions. The policy recommendations call for the creation of release time for school personnel to meet with university personnel to plan and assess the partnered collaboration, and for funding to support ongoing collaborative research by university and school personnel.     

Before the Call: Mobile Phones,Exchange Relations,and Social Change in South-western Uganda

ABSTRACT

This article contributes to recent attempts to provide ethnographically and historically nuanced accounts of Africa's mobile phone ‘revolution’. It does so by examining the coming of mobile phones in one particular place and time: Bugamba Sub-County, in rural Mbarara District, South-western Uganda, between the years 2000 and 2012. In so doing, it extends recent anthropological scepticism regarding the transformative potential of mobile communication per se, by showing how in this case, the most notable effects generated by mobile telephony were in fact those produced by a series of exchanges of phone-related objects, which took place in a sense ‘prior’ to communication. These circulations effected a kind of ‘time–space expansion’, which allowed for new imaginaries of physical and social mobility. The article illustrates these arguments through a detailed examination of the mobile spaces of taxis, and through a discussion of changing burial practices.     

How to Etch on China

Abstract

Neoliberalism in government thought and action has taken a very specific route in England. Building on a policy research grounding, and subjecting governmental and ministerial utterances to careful consideration, this article discusses the ways in which the specifically English situation has evolved. It reports that government has been carefully manipulative in terms of meeting its objectives and of finding ways in which to privilege science, technology, engineering, and math subjects in the curriculum of schools, while at the same time downplaying the place and role of the arts. It describes how school performance measures, the English Baccalaureate and Progress 8, are utilized to achieve the desired ends. The means by which governmental policies find their outworkings in the day-to-day lived experiences of schools are discussed, and the pernicious effects of these policies on the operationalizing of arts curricula generally, and music education in particular, are instantiated and discussed.     

未婚人工流产女性生殖健康知识知晓现状调查及其影响因素分析

摘要 目的：探究未婚人工流产女性生殖健康知识知晓现状,并分析其影响因素。方法：随机选取2018年3月~2021年5月期间在同济大学附属第一妇婴保健院计划生育科终止妊娠的未婚女性486例作为研究对象。其中,拒绝调查者21例,实际调查465例,应答率95.68%（465/486）,数据清理后有效问卷459份,有效率为98.71%（459/465）。调查未婚人工流产女性生殖健康知识知晓现状,未婚人工流产女性生殖健康知识知晓情况的危险因素采用单因素及多因素Logistic回归分析。结果：研究对象中,女性生殖健康知识知晓总分最低分17分,最高分为92分,平均（65.74±10.82）分;得分大于80分者179例,优良率为39.00%（179/459）。得分在80分及其以下的女性280例。未婚人工流产女性生殖健康知识知晓情况与年龄、女方文化程度、父母婚姻状况、流产次数、工作性质、居住地、恋爱经历、男方文化程度有关（P<0.05）。而与家庭月收入、更换工作次数无关（P>0.05）。年龄、男方文化程度工作性质、居住地、女方文化程度、流产次数、父母婚姻状况是未婚人工流产女性生殖健康知识知晓情况的影响因素（P<0.05）。结论：未婚人工流产女性生殖健康知识知晓水平一般,受到年龄、女方文化程度、父母婚姻状况等多种因素影响,应针对其影响因素特点加强生殖健康知识的宣教,以降低人工流产的风险。     

Adolescent Movements: Dating,Elopements, and Youth Policing in Ladakh,India

ABSTRACT

In India's northwest border region of Ladakh, norms of sexuality are changing, which is resulting in the emergence of new sexual practices, such as dating, ‘roaming’, and the dramatic elopements of Buddhist and Muslim youth. This has caused the emergence of youth policing the perceived sexual infractions of others, through targeting particular zones of intimacy – marriage, religious identity, and mobility. Yet, youth policing is uneven, targeting those considered to be the most ‘at risk’ for moral transgressions, including Buddhists, the elite, and those pursuing education. Ladakhi youth are in a tenuous position, where they negotiate their desires to be ‘modern’ with the community pressure to maintain a strong sense of cultural identity. This paper examines how youth navigate between tensions of modernity and culture, showing that they employ a range of strategic practices and tactics that provide space for expressing desires for modernity, while simultaneously securing cultural loyalty.     

The Role of the Arts in Mental Health

One of the most important factors determining a nation's level of development in the modern world is preschool education. When preschool education is perceived as an entity that affects every aspect of childhood development, this fact is undeniable. Several aspects of preschool education, including art education, play a significant role in a child's development. This article explores the arts in Turkish preschool education from the Ottoman Empire to the present. A framework of how art is included in preschool education has been created, and an attempt has been made to develop a critical, but also solution-oriented, perspective on the Turkish education system as it relates to preschool art education. This perspective can shed light on issues related to the importance placed on preschool art education curricula in the Republic of Turkey in hopes of developing standards comparable to those in place in Western countries.     

Books received,August 1st to October 31st 1989

Abstract

This article focuses on two important questions. First, how can we explain changes in the employment position of England's racialized minority groups over the past three decades? And second, why have these changes taken place at a different pace for different minority groups? It is argued that much of the increase in Asian self-employment represents working-class accommodation to the inferior conditions of employment available under neo-liberal modernity rather than evidence of upward social mobility as current orthodoxy claims. It is also contended that the growing representation of minorities in junior non-manual work was driven by anti-racist activism around a racialized ‘black’ identity and confirms the continuing significance of ‘race’ in the English labour market. By unravelling the complex relationship between the geographical distribution of different minority groups, their educational qualifications, anti-racist activism, and racism, the study establishes why such employment change has taken place at a different pace for different minority groups.