Future Science Research Articles

A hypergraph transformer method for brain disease diagnosis

ObjectiveTo address the high-order correlation modeling and fusion challenges between functional and structural brain networks.MethodThis paper proposes a hypergraph transformer method for modeling high-order correlations between functional and structural brain networks. By utilizing hypergraphs, we can effectively capture the high-order correlations within brain networks. The Transformer model provides robust feature extraction and integration capabilities that are capable of handling complex multimodal brain imaging.ResultsThe proposed method is evaluated on the ABIDE and ADNI datasets. It outperforms all the comparison methods, including traditional and graph-based methods, in diagnosing different types of brain diseases. The experimental results demonstrate its potential and application prospects in clinical practice.ConclusionThe proposed method provides new tools and insights for brain disease diagnosis, improving accuracy and aiding in understanding complex brain network relationships, thus laying a foundation for future brain science research.

Following the honey trail: how creative labs fill unintended cracks within the system of computer science education for transformative impact

Abstract Creative labs play a crucial role in transforming computer science education by fostering interdisciplinary, project-based learning that bridges theory and real-world applications. Focusing on the base.camp within Hamburg’s ahoi.digital Network of Labs, this study highlights how such labs address the limitations of traditional curricula. Students are encouraged to explore innovative solutions with the freedom to fail, viewing setbacks as valuable learning steps. By integrating diverse academic and societal perspectives, creative labs prepare future computer scientists to handle complex, multidisciplinary challenges. The article emphasizes educational strategies and practices that support open-ended, exploratory learning, making creative labs pivotal in the progression of computer science education.

STEM, STEAM OR STREAM-EDUCATION: IT IS YOUR CHOICE!

The article deals with an actual problem of the improvement of pedagogical education system, namely a new direction – STEM-STEAM-STREAM-education. The objective of the study is to outline the origins of the problem genesis, to analyze the essence and content of STEM-education, to identify the main problems and contradictions, to identify the main means of its implementation. Synergistic, systemic, competence-oriented and activity-oriented approaches have become theoretical and methodological foundation of the study. The conclusion about the expediency of STEM-STEAM- STREAM-education combining has been made on the basis of theoretical analysis of the problem and the students of higher pedagogical institutions questionnaires. It will allow to develop left and right hemispheres of a brain simultaneously, which will contribute to its holistic functioning. With the aim of formation of future natural sciences teachers’ key and subject competences the means of STEM- STEAM-STREAM-education have been determined. That is the implementation of environmental projects in the process of education. The essence and methodology of the following projects implementation have been characterized: «Plastic bottle – a valuable thing from the past or a useless thing of nowadays? », «Let’s save the Christmas tree together», «Destruction of nature», «Eco-feeder for our feathered friends», «Clean gullies – clear conscience». Enumeration of competences based on the reflection of students’ own activities, the formation of which is mostly facilitated by the mentioned project activity has been determined. Fulfilment of eco-projects has a positive effect on the development of components of innovative competence of the students of higher pedagogical institutions (the ability to apply scientific methods of cognition in the educational process, the ability to use innovations in professional activities, the ability to apply various approaches to solving problems in pedagogical activities). The prospects for further study consist in the research of the following problem: preparation of future natural sciences teachers for modeling of educational activity using STEAM-technologies and their significance in the methodology of forming a model of bioethical behaviour of school students on the basis of the concept of sustainable development.

Additions to Space Physics Data Facility and pysatNASA: Increasing Mars Global Surveyor and Mars Atmosphere and Volatile EvolutioN Dataset Utility

The Space Physics Data Facility (SPDF) is a digital archive of space physics data and is useful for the storage, analysis, and dissemination of data. We discuss the process used to create an amended dataset and store it on the SPDF. The operational software to generate the archival data software uses the open-source Python package pysat, and an end-user module has been added to the pysatNASA module. The result is the addition of data products to the Mars Global Surveyor (MGS) magnetometer (MAG) dataset, its archival location on SPDF, and pysat compatibility. The primary and metadata format increases the convenience and efficiency for users of the MGS MAG data. The storage of planetary and heliophysics data in one location supports the use of data throughout the solar system for comparison, while pysat compatibility enables loading data in an identical format for ease of processing. We encourage the use of the outlined process for past, present, and future space science missions of all sizes and funding levels. This includes balloons to Flagship-class missions.

Testing of Shoreline Erosion Monitoring Methodologies for Heritage at Risk Sites: Pockoy Island, South Carolina, USA

Abstract We review shoreline monitoring methodologies used by members of the South Carolina Department of Natural Resources (SCDNR) Archaeology, Geology, and Wildlife Biology teams from February 2021 to December 2022 on Pockoy Island in Charleston County, South Carolina, USA. Our project objectives were to better understand the driving forces behind the landward movement of the shoreline (transgression), to apply new understanding to the rate of shoreline erosion of the island that directly impacts the Pockoy Island Shell Ring Complex (38CH2533), and to establish best practice for future community science monitoring efforts. Each member of our team used a different shoreline monitoring methodology (a nested methodology approach). Multiple unoccupied aerial vehicle (UAV)-derived orthoimagery datasets, on-the-ground transect measurements, and Arrow Gold real-time kinematic (RTK) unit measurements have been collected monthly following significant storms or king (perigean) tide events. Moving forward, the erosion transect approach tested within this project will serve as the foundation for community science monitoring at heritage at-risk sites in South Carolina. In this article, we introduce initial efforts in establishing a community science monitoring program in South Carolina that will influence future research, land management, and policy, and we propose how our research might be adapted for other sites at risk.

Individual- and system-level determinants of breastfeeding in a low-resource setting

The benefits of breastfeeding are widely established and therefore the World Health Organization recommends that every child be exclusively breastfed for the first 6 months of life and continue breastfeeding up to 2 years of age or beyond. However, the rate of exclusive breastfeeding is low globally and has declined in Bangladesh in recent years. In this review, Bangladesh is used as an example to demonstrate the complex individual- and system-level determinants of breastfeeding in a low-resource setting. Mothers face barriers to breastfeeding within the context of marketing by commercial milk formula companies, limited safe alternatives to breastfeeding directly from the breast, and insufficient resources to support breastfeeding in the hospital, community, and workplace setting. Future research and implementation science is required to investigate the overlapping effects between breastfeeding and the high antibiotic use and Caesarean section rates in Bangladesh, along with public health efforts to promote breastfeeding based on robust evidence.

The principle of compromise-in-competition: understanding mesoscale complexity of different levels

This perspective is not meant to be a complete summary of the full series of our studies over decades, rather it aims to look back across the entire process to outline: What inspired this work at its beginning? How did the mindset gradually evolve from a solely engineering study to the new concept of Mesoscience? And where is the research currently being focused and to be extended? This approach elucidates the central importance of correlating precise engineering problems to be resolved with associated missing links in the underlying, fundamental science while exploring a notable commonality, namely, the universality of Mesoscience. Inspired by the physical phenomenon of the coexistence and interaction between a gas-rich dilute phase and a solid-rich dense phase with different physical mechanisms dominating the behaviour for each phase in gas–solid fluidization, it was recognized that an underlying compromise-in-competition (CIC) exists between these two physically dominant mechanisms. This, then, is the CIC principle. We believe that this is the origin of inherent structural complexity in these and other systems. We have shown that this CIC principle can be formulated as a multi-objective optimization problem through the so-called energy-minimization multi-scale model, leading to a massive improvement in both the accuracy and scalability of computation and its wide application in both academia and industries. Furthermore, this approach was extended to formulate and understand other complex systems in many apparently disparate fields, indicating the wide applicability of the CIC principle and then resulting in the proposition and advancement of the concept of Mesoscience. Furthermore, within the main body of this perspective article, future directions for identifying, developing and applying the concept of Mesoscience will be prospected. This includes extending its possible generality and applications in many different disciplines and fields, even to analysing global challenging issues and promoting CIC-informed AI. In this way, many challenging problems in engineering—identified through their underlying mesoscale complexity—will be closely correlated with the development of future fundamental science. Through this approach, we hope to illustrate that fundamental research can now tackle the intrinsic complexity existing in a multitude of engineering problems. Through the concept of Mesoscience, we aim to explore the possible commonality from complexity. The deduction of commonality from diversity is possible in resolving global challenges, shifting paradigms in science and filling in the existing gaps at the mesoscales of different levels of our knowledge, though there are difficulties and uncertainty coming from diversity.

비대면 수업에 대한 예비 과학 교사들의 인식 조사 연구

The purpose of this study is to survey the perception of pre-service science teachers regarding online classes. The subjects of this study were 76 pre-servide science teachers in the Chungcheong and Gyeongsang provinces, and an online survey was conducted. The survey instruments consisted of 13 questions in three categories: experience & class using digital tools, the learning effectiveness of online classes, and online and in-person experimental classes. Pre-service science teachers were found to lack the ability to use digital tools and the experience of class using digital tools. Pre-service science teachers perceived that in-person classes were the highest effective, but they had very positive perception of blended teaching methods. They perceived the advantages of online learning as learning at a desired location, controlling learning speed, and repeatable learning, while the disadvantages included the lack of interaction, difficulty in self-regulating learning, and poor online learning environment. In addition, they were found to have a very negative perception of online experimental classes, but showed a somewhat positive perception of learning basic concepts. In order to prepare for future school science education and enhance digital capabilities of pre-service science teachers, it is necessary to improve the curriculum for them and develop and utilize teaching-learning methods and strategies.

Environmental Literacy and Pro-Environmental Behavior of Pre-Service Science Educators: The Mediating Effect of Their Climate Change Awareness

The study investigated at how climate change awareness mediates the relationship between environmental literacy and pro-environmental behavior among pre-service science educators in the Davao region, involving a total of 305 respondents. A descriptive-correlational approach was used in a non-experimental quantitative research design. The findings revealed that pre-service science educators exhibit high levels of pro-environmental behavior, environmental literacy, and climate change awareness. This finding highlights the important role of future science educators in disseminating knowledge about climate change, as persons with higher levels of environmental literacy are more likely to engage in pro-environmental actions. Climate change awareness functioned as a partial mediator, indicating that although environmental literacy is essential, climate knowledge enhances educators' involvement in sustainable practices. The findings underscore the essential function of prospective science educators in climate advocacy, indicating that educational programs may improve environmental literacy curricula and incorporate discussions on climate change, thus preparing future teachers to motivate responsible environmental actions in their communities.

Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic Context

The present study examines the beliefs of pre-service science teachers on creativity in science teaching and learning and identifies factors in the school environment that, in their view, can influence students’ creativity. A total of 152 Colombian prospective science teachers participated in this study. A questionnaire, with an open and a closed part, was administered to participants. Descriptive and inferential statistical analysis of the qualitative and quantitative data collected was carried out. The results revealed that (a) the concept of creativity held by the participants was incomplete and significantly diverged from expert definitions; (b) they viewed creativity as a universal potential that can be nurtured within the school system; (c) the ability to identify problems and ask challenging questions was rarely selected as a creative personality trait; (d) they demonstrated unclear ideas about the relationship between creativity and intelligence and the role of prior knowledge in students’ creativity; and (e) the subject or curricular domain was seen as an important factor influencing students’ creativity. From all this, it could be concluded that Colombian future science teachers exhibited flawed concepts of creativity based on poorly articulated beliefs, which is consistent with findings in other international studies.

자기주도적 수업 참여 프로그램이 과학교육과 신입생들의 자기주도성에 미치는 영향

This study aimed to investigate the changes in the self-directedness of freshmen in the department of science education through a self-directed learning participation program. It also aimed to investigate the meaning they gained from this program. In this, study 24 freshmen participated in. The results are as follows: First, the results of the self-directedness test showed statistically significant changes at the p < .01 level. The sub-items of attachment to learning, openness to challenges, self-confidence as a learner, curiosity about learning, acceptance of responsibility for learning, and self-understanding all showed statistically significant changes at the p < .05 level. Second, when examining the preparatory process for freshmen, efforts were made to recognize the class objectives and convey them to students to clarify, but no efforts were made to induce motivation to learn when approaching learning problems. And there was a lack of consideration of what should be taken into account for effective learning in the teaching-learning process. In addition, there was a lack of understanding of the reasons and methods for organizing and evaluating classes. Third, freshmen had positive thoughts about the self-directed class participation program, and they thought that it should be actively utilized in teacher training courses, and that allowing secondary school students to prepare and apply classes on their own would have a positive effect on learning. In conclusion, it is necessary to develop and apply such self-directed class participation programs for future science teachers, and should be applied in secondary school as well.

A Classroom Intervention of Enhancing Namibian Preservice Science Teachers’ Conceptual Understanding of Properties of Waves Through Mnemonics

This quantitative classroom intervention study investigated the effectiveness of using mnemonics to enhance preservice teachers’ conceptual understanding of the topic of wave properties in physics. The study involved a sample of 30 final-year undergraduate preservice teachers enrolled in the Bachelor of Education Honours, Senior Primary with specializations in Natural Science and Health Education at Dorado Campus of The International University of Management in Namibia. The primary objective was to assess the impact of a targeted mnemonic-based instructional intervention on their ability to comprehend and apply key physics concepts related to wave properties. Initially, participants’ baseline understanding of these concepts was evaluated through pre-intervention assessments, which provided a measure of their existing knowledge. A structured mnemonic-based teaching intervention was then implemented over a specified period, designed to facilitate improved understanding of wave properties. Following the intervention, post-assessment evaluations were conducted to compare and measure changes in the participants’ conceptual understanding of the subject matter. This comparative analysis aimed to identify any significant improvements resulting from the mnemonic-based instruction. The findings indicated that there were notable improvements in the participants’ conceptual grasp of wave properties after the mnemonic-based intervention. Additionally, the study collected and analyzed participants’ feedback regarding the use of mnemonics, offering insights into their perceptions of the technique’s effectiveness as a pedagogical tool for learning complex scientific concepts. This research contributes to the broader field of physics concepts by providing evidence-based strategies to enhance the preparation of preservice teachers, particularly in physics education. Ultimately, the results of this study have the potential to inform and improve teaching practices, fostering more effective and engaging educational experiences in future science classrooms.

Models of Science Teacher Identity: The Multiple Representations of Pre-Service Elementary Science Educators

ABSTRACT Experiences in pre-service teacher education can have a lasting effect within the professional life histories of classroom teachers. Investigating the ways in which pre-service elementary teachers (PSETs) represent themselves as science teachers before, during, and after methods course experiences can inform best practices of elementary science teacher pre-service and inservice development as well as further highlight the concerns and objectives of PSETs. Therefore, as a pre-service science teacher educator, I seek to understand the ways in which PSETs represent themselves as future science teachers and the experiences within the methods courses that influence those representations. This study relies on quantitative pre- and post-survey data and qualitative course artifact data completed as part of regular undergraduate course assignments. PSETs representations of self within this study tend to shift from a traditional approach to science teaching toward constructivist, student-centered pedagogical practices and show reduced anxiety toward teaching science and increased science teaching self-efficacy.

ChatGPT as Teacher Assistant for Physics Teaching

This study explores the integration of ChatGPT as a teaching assistant in physics education, emphasizing its potential to transform traditional pedagogical approaches. ChatGPT facilitates interactive and inquiry-based learning grounded in constructivist learning theory, allowing students to engage actively in experiments and better grasp abstract concepts through hands-on activities. The AI's adaptive dialogue systems promote socio-constructivist learning by encouraging social interaction and personalized feedback, which is essential for addressing individual learning gaps and enhancing student engagement. ChatGPT's ability to simulate real-world physics problems and provide immediate feedback fosters experiential learning, making complex concepts more accessible and promoting critical thinking skills. By offering tailored interventions and adapting to individual learning paces, ChatGPT supports a personalized educational experience that caters to the unique needs of each student. This adaptability is particularly beneficial in physics education, where students often struggle with abstract concepts and require immediate clarification to progress effectively. The paper concludes that the synthesis of generative AI and pedagogy has the potential to reshape science education, fostering deeper understanding and curiosity among students. By leveraging innovative methodologies and augmented data, ChatGPT enriches teacher-student interactions, creating a comprehensive educational experience that promotes a culture of curiosity and exploration, thereby nurturing future scientists and engineers. Ultimately, the integration of ChatGPT into physics education offers a valuable opportunity to enhance student engagement and understanding of scientific concepts through interactive and personalized support.

Implementation of modern trends of Ukrainian educational policy in the process of future natural sciences teachers training

Implementation of modern trends of Ukrainian educational policy in the process of future natural sciences teachers training

The impact of an innovative education and outreach project

In 1995, the ATLAS Experiment at the Large Hadron Collider embarked on an ambitious journey, driven by a passion to ignite curiosity and inspire future scientists. Our quest wasn’t just about uncovering the universe’s mysteries; it was a cosmic odyssey to share the thrill of scientific exploration with all. Our exploratory collection included engaging classroom activities, a dynamic website, captivating videos, a vibrant YouTube channel, global social media connections, and a captivating planetarium show, all intertwined with the exciting search for the elusive Higgs Boson. This scientific program celebrates the enduring curiosity of humanity and the passion that fuels discovery.

Learning from Designing a Board Game for Policy Thinking in Computer Science

Technology does not exist in a vacuum, but is influenced by society and at the same time shaping it. In order to educate future computer scientists to be able to assess and create technology in a conscious and responsible manner, we provide first-year Computer Science (CS) students with an introductory course on different ways of thinking about CS by offering them a transdisciplinary view of the field. As we continuously strive to use engaging teaching methods to foster long-lasting interest for the topics of the course, as well as enhancing students’ learning experiences, we have introduced a unique game-based learning pipeline: In a game design course, advanced CS students design non-digital games that address various topics from the introductory course. These games are later played by first-year CS students, who are reflecting on the content and their experience as a part of their course assignments. In order to learn from the first iteration of this process, we analyse one of the games created, in particular its design and the educational objectives intended by the game designers, including the students’ feedback. We found that the game was perceived to be good in achieving learning outcomes; however, it scored even higher in terms of being an interesting and entertaining game. Overall, we conclude that the game was successful in creating an engaging learning experience, demonstrating the potential for game-based learning with non-digital games. This case study also highlights the importance of creating a suitable environment for game-based learning approaches to enhance the educational effects and utilise individual strengths of educational games, providing inspiration and groundwork for future research.

Can inclusion of different levels of participation effort improve volunteer diversity and retainment in a citizen science project?

ABSTRACT Citizen science is becoming increasingly popular and important due to the benefits it provides scientists, society, and the environment. However, challenges still exist with the recruitment and retention of demographically diverse volunteers for the success and growth of environment-based citizen science programmes. This study used an avian monitoring citizen science project to investigate (1) the effectiveness of different recruitment methods in obtaining different demographics (gender, age, education), (2) how demographics affect the amount of “participation effort” volunteers were willing to contribute, and (3) whether the amount of “participation effort” influences the intent to undertake future volunteer work. Volunteer demographics did not vary amongst different recruitment methods (aim 1), nor did the level of participation effort influence the intent to volunteer in the future (aim 3). However, older volunteers and those having only completed secondary education were more likely to contribute higher levels of effort, in time spent and additional travel (aim 2). Findings suggest that providing multiple roles that differ in level of effort may be beneficial for future citizen science projects by facilitating the needs and restrictions of different demographics.

Cytoplasmic strings in human blastocysts: hypotheses of their role and implications for embryo selection.

What are the implications of the presence cytoplasmic strings (Cyt-S) and their quantity and dynamics for the pre-implantation development of human blastocysts? Cyt-S are common in human embryos and are associated with faster blastocyst development, larger expansion, and better morphological quality. Cyt-S are dynamic cellular projections connecting inner cell mass and trophectoderm (TE) cells, that can be observed during blastocyst expansion. Their prevalence in human embryos has been estimated to be between 44% and 93%. Data relevant to their clinical implications and role in development are lacking, limited, or controversial. Retrospective study conducted at a single IVF center between May 2013 and November 2014 and involving 124 pre-implantation genetic testing for aneuploidy cycles in a time-lapse incubator with ≥1 blastocyst biopsied and vitrified (N = 370 embryos assessed). These cycles resulted in 87 vitrified-warmed single-euploid blastocyst transfers. ICSI, continuous blastocyst culture (Days 5-7), TE biopsy of fully expanded blastocysts without Day 3 zona pellucida drilling, qPCR to assess uniform full-chromosome aneuploidies, and vitrification were all performed. Only vitrified-warmed euploid single-embryo-transfers were conducted. Blastocyst morphological quality was defined according to Gardner's criteria. The AI-based software CHLOE™ (Fairtility) automatically registered timings from time of starting blastulation (tSB) to biopsy (t-biopsy, i.e. blastocyst full-expansion) as hours-post-insemination (hpi), embryo area (including zona pellucida in µm2), and spontaneous blastocyst collapses. One senior embryologist manually annotated Cyt-S presence, quantity, timings, and type (thick cell-to-cell connections and/or threads). All significant associations were confirmed through regression analyses. All couples', cycles', and embryos' main features were also tested for associations with Cyt-S presence, quantity, and dynamics. About 94.3% of the patients (N = 117/124) had ≥1 embryo with Cyt-S. Out of a total of 370 blastocysts, 55 degenerated between blastulation and full-expansion (N = 55/370, 14.9%). The degeneration rate among embryos with ≥1 Cyt-S was 10.8% (N = 33/304), significantly lower than that of embryos without Cyt-S (33.3%, N = 22/66, P < 0.01). Of the remaining 315 viable blastocysts analyzed, 86% (N = 271/315; P < 0.01) had ≥1 Cyt-S, on average 3.5 ± 2.1 per embryo ranging 1-13. The first Cyt-S per viable embryo appeared at 115.3 ± 12.5 hpi (85.7-157.7), corresponding to 10.5 ± 5.8 h (0.5-31) after tSB. Overall, we analyzed 937 Cyt-S showing a mean duration of 3.8 ± 2.7 h (0.3-20.9). Cyt-S were mostly threads (N = 508/937, 54.2%) or thick cell-to-cell connections becoming threads (N = 382/937, 40.8%) than thick bridges (N = 47/937, 5.0%). The presence and quantity of Cyt-S were significantly associated with developmentally faster (on average 6-12 h faster) and more expanded (on average 2700µm2-larger blastocyst's area at t-biopsy) embryos. Also, the presence and duration of Cyt-S were associated with better morphology. Lastly, while euploidy rates were comparable between blastocysts with and without Cyt-S, all euploid blastocysts transferred from the latter group failed to implant (N = 10). Cyt-S presence and dynamics were assessed manually on seven focal planes from video frames recorded every 15 min. The patients included were mostly of advanced maternal age. Only associations could be reported, but no causations/consequences. Lastly, larger datasets are required to better assess Cyt-S associations with clinical outcomes. Cyt-S are common during human blastocyst expansion, suggesting their physiological implication in this process. Their presence, quantity and dynamics mirror embryo viability, and morphological quality, yet their role is still unknown. Future basic science studies are encouraged to finally describe Cyt-S molecular nature and biophysical properties, and Artificial Intelligence tools should aid these studies by incorporating Cyt-S assessment. None. N/A.

THE SPECIFIC FEATURES OF TEACHING MODERN PROGRAMMING LANGUAGES IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS

This article examines the relevance and necessity of teaching the Python programming language for the professional and methodological training of future computer science teachers in pedagogical universities. Python software is one of the modern programming languages and is being implemented at all levels of education. For this reason, it is necessary that a future computer science teacher has the knowledge and skills to use Python to learn the basics of programming.