Science Subjects Research Articles

The Role of Educational and Psychological Counseling in Improving the Educational Process

The study aimed to identify the role of educational and psychological counseling in improving the educational process in school education. Where the narrative critical approach was used, which is based on reviewing, scrutinizing and extracting theoretical literature well; The study was conducted in the second semester of the academic year (2022/2023); Where the study reached a set of results related to its research subject, which is the great importance of educational and psychological counseling in the school educational process by including some subjects with various topics related to educational and psychological counseling, or allocating a scientific subject for educational counseling similar to some other scientific subjects that are taught by experienced and competent; In addition, educational and psychological counseling represents an essential and essential aspect of the human life of the individual. The study also concluded that it is necessary for teachers, without exception, to carry out the process of educational and psychological counseling for students, as it is one of their basic academic tasks in practical life.

Pillar[5]arene-Based Ion-Pair Recognition for Encapsulation of a Stilbazolium-Type Dye with Enhanced Photophysical Properties and Nonlinear Optical Activity.

Constructing organic composite materials through molecular recognition has emerged as an important theme in materials science. Here we report an ion-pair recognition system involving the use of a propoxylated pillar[5]arene (PrP5) to modulate the solid-state photophysical properties of dye trans-4'-(dimethylamino)-N-methyl-4-stilbazolium hexafluorophosphate (DMASP). Single crystal X-ray diffraction analysis reveals that the dye guest DMASP is encapsulated by PrP5 to form a 2 : 1 host-guest complex 2PrP5⸧DMASP in the crystalline state. The macrocyclic skeleton of PrP5 imposes restrictions on the intramolecular motions of the dye guest, leading to a significant enhancement of its fluorescence emission. Additionally, within the 2PrP5⸧DMASP complex crystal structure, DMASP molecules are found to display two possible opposite orientations in the one-dimensional channels formed by PrP5 molecules. This arrangement is believed to alter the overall solid-state packing structure of DMASP, thereby activating its nonlinear optical activity. This work not only reports a novel ion-pair molecular recognition system based on pillararenes but also provides valuable insights into the modulation of the crystalline state photophysical properties of organic dyes via cocrystal engineering.

Mapping Topic Evolution across the 40-Year-Old Long-Term Ecological Research MareChiara Site in the Gulf of Naples, Italy

The forty-year-old Long-Term Ecological Research MareChiara (LTER-MC) program started on 26 January 1984, with fortnightly oceanographic sampling until 1991 and then, from 1995, with weekly sampling up to the present time. LTER-MC produced >150 publications that have been cited by thousands of other studies. In this scoping review, we analyzed this corpus using a semantic approach based on topic modeling, a machine-driven procedure to identify and map topics and their interactions. Understanding the causes behind the evolution of scientific topics, their emergence, splitting, hybridization, or merging within a scientific community is an important step in science policy in managing collaborative research and bringing it into the future. Across different topics, mainly represented by studies on Natural History, Biodiversity, Phenology, Life Cycles, and Community Ecology, the LTER-MC work expanded the knowledge on planktonic organisms, describing in detail their lifestyles and delineating their relationships with environmental conditions. In presenting these results, the potential strengths, weaknesses, opportunities, and threats connected to the overall scientific dimension of LTER-MC are discussed. Finally, the upcoming effort is envisioned in reinforcing internal collaboration to integrate basic and applied research around scientific investigations suitable for establishing a stronger interaction between science and policy, as indicated by the United Nations Decade of Ocean Science for Sustainable Development.

Improving undergraduate education in immunology through assessment of interdisciplinary scientific knowledge.

The interdisciplinary nature of immunology can make studying not only engaging but also challenging, as understanding immunologic processes and immune system components requires foundational knowledge from severalscience disciplines. The University of Alabama at Birmingham has aunique, 4-year, Undergraduate Immunology Program (UIP) that provides a comprehensive curriculum in immunology that includes five core courses starting in the second year, at which point, students are in the process of completing basic science sequences. For this study, students in courses across the UIP curriculum were asked to identify basic science topics that relate to four immunology concepts. In addition, students were surveyed on their confidence in understanding each of the basic science topics and were asked to identify the course in which they felt that they had fully learned the topic. Data from this study did not demonstrate a change in students' interdisciplinary science competency from the second to fourth year. Importantly, students reported that they fully understood 11 out of 12 basic science concepts in courses offered in their first and second years, with confidence in basic science topics significantly improving from the second to third year. The lack of demonstrated improvement in interdisciplinary understanding across the curriculum may be attributed to the fact that students are able to integrate basic science topics with foundational immunologic concepts as early as their second year. Importantly, these findings suggest that the integration or review of basic science topics in an immunology course may improve students' comprehension of foundational immunology concepts and interdisciplinary science competency.

Snapshot of Examination Usage in Emergency Medicine Clerkships.

Objective Emergency Medicine (EM) clerkships often use a written exam to assess the knowledge gained over the course of an EM rotation in medical school. Clerkship Directors (CDs) may choose the National Board of Medical Examiners (NBME) EM Advanced Clinical Science Subject Exam (ACE), the Society for Academic Emergency Medicine (SAEM) M4 exam, which has two versions, the SAEM M3 exam, or departmental exams. There are currently no published guidelines or consensus regarding their utility. This survey-based study was designed to collect data regarding current practices of EM clerkship exam usage to analyze trends and variability in what exams are used and how. Methods The authors designed a cross-sectional observational survey to collect data from EM CDs on exam utilization in clerkships. The survey population consisted of clerkship directors, assistant clerkship directors, or faculty familiar assessments in their EM clerkship. Initial dissemination was by electronic distribution to subscribers of the Clerkship Directors in Emergency Medicine (CDEM) list-serve on the SAEM website. Subsequently, contact information of CD's from institutions that had not responded was obtained by manual search of the Emergency Medicine Residents' Association (EMRA) Match website and individual correspondence was sent at regular intervals. Data obtained include clerkship characteristics, exam used, weight of the exam relative to the overall grade, and alternatives if the preferred exam was previously taken. Results Eighty-seven programs (42% response rate) completed the survey between August 2019 and February 2021. Of the 87 responses, 71 (82%) were completed by a CD. Forty-six (53%) institutions required an EM rotation. Students were tested in 34 (74%) required EM clerkships and 48 (69%) out of 70 EM electives. In required rotations that used an exam, 20 (59%) used the NBME EM ACE, while 28 of 46 (61%) of EM electives that reported an exam used the SAEM M4 Exam. Five (15%) of the required clerkships used a departmental exam. Of clerkships requiring an exam, 46 (57%) weighed the score at 11-30% of the final grade. Data for extramural rotations mirrored that of EM electives. One-third of respondents indicated they do not inquire about previously taken exams. Conclusion This survey demonstrates significant variability in the type of exam, the weighting of the score, and alternatives if the preferred exam was previously taken. The lack of a consistent approach in how these exams are used in determining students' final EM grades diminishes the reliability of the EM clerkship grade as a factor used by residency directors in choosing future residents. Further research on optimal usage of these exams is needed.

Science, Life, and Art in Nietzsche’s Notes for ‘We Philologists’

The study retraces Nietzsche’s 1875 notes for the planned but never published Unfashionable Observation, We Philologists, through a specific focus on the topics of science, life and art in their close and seldom discussed interrelation. The questions that the investigation addresses are: what is the significance of Nietzsche’s problematisation of science in We Philologists for our interpretation of the topic in his later works? How should we interpret these notebooks in relation to his previous writings, on the one hand, and to his later treatment of themes like the deconstruction of Christianity, the critique of eudemonism or the historical genesis of the genius on the other? Framing the notebooks as unwittingly experimental precursors of Nietzsche’s aphoristic books, the article interprets the unique nuance of the notes as an opportunity to start shedding a different light on the discussion of these questions in Nietzsche’s later works. Science, life and art become thus the focal points of a more specific and circumscribed analysis of his early thought – reconnecting these topics to their tangible origins, and tracking their early development in the context of Nietzsche’s acclaimed switch from philology to philosophy and cultural criticism.

Application of Collaborative Learning with Mind Mapping Method on Ecosystem Material For Science Subjects

Teachers are encouraged to have the ability to develop learning strategies and models that are in accordance with the curriculum and student learning styles. Teachers who deliver material with a lecture model will dominate the learning process, so students will tend to behave passively by only listening to the explanation of the material presented. Combining the collaborative learning model with the mind mapping method is expected to improve students' activeness and social relationships. The purpose of this study was to determine how the application of collaborative learning with the mind mapping method affects ecosystem material in science subjects. This research was conducted on March 23, 2024, with the 35 7th grade students of SMPN 1 Plosoklaten. The method used in this research is descriptive analysis with a qualitative approach. The learning model applied can improve personal relationships between students and increase creativity. Therefore, the collaborative learning model with the mind mapping method can be applied in the learning process of science subjects on ecosystem material in grade 7 SMPN 1 Plosoklaten.

The Use of Interactive Multimedia in The Era of Society 5.0 in Elementary Schools in Improving Learning Outcomes of Natural and Social Sciences (IPAS)

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The era of Society 5.0 makes technology the centre of learning, through the use of interactive multimedia as an important tool for Natural and Social Sciences (IPAS) subjects in elementary schools. The purpose of this study is to examine the utilisation of interactive multimedia in improving student learning outcomes. This research uses descriptive qualitative method with interview, observation, and documentation techniques. The results of this study show that although multimedia facilities are available at school, teachers rarely use them and rely more on traditional methods such as lectures and memorisation. Effective strategies are needed to improve the quality of education as well as training for teachers to maximise the use of interactive multimedia in learning. The use of interactive multimedia is proven to improve students' motivation, enthusiasm and learning outcomes by making learning more interesting, concrete and interactive. This research emphasises the importance of technology integration in education to create a more effective and relevant learning process in this digital era.</span></p></div></div></div>

English in Science Education Significantly Enhances Student Achievement in Iraq

General Background: The influence of teaching methods in science education is critical for student achievement, particularly in multilingual contexts. Specific Background: This study focuses on the Al-Mutamaizeen and Al-Mutafawqeen secondary schools in Iraq, where students study scientific subjects in English and Arabic, respectively. Knowledge Gap: Limited research exists on how language of instruction in scientific subjects impacts English language proficiency and overall academic achievement among high-achieving students. Aims: The research aimed to identify the effect of teaching scientific subjects in English on the academic achievement of students in the English language, comparing students from Al-Mutamaizeen (studying in English) with those from Al-Mutafawqeen (studying in Arabic). Results: The study employed an experimental design and included a sample of 76 students from Najaf High School for the Distinguished and 80 students from Kufa High School for the Gifted. Statistical analysis revealed significant differences in favor of the students who studied science subjects in English, attributing their success to the continuous use of English during scientific instruction. Novelty: This study provides novel insights into the direct relationship between language of instruction in science and English language proficiency, showing how integrating English into scientific subjects enhances overall academic performance. Implications: The findings suggest that teaching scientific subjects in English could be generalized to similar student groups to improve both English proficiency and academic achievement in science, particularly in multilingual settings. Highlughts: Language instruction influences student achievement in multilingual science education. English use in science improves language skills and academic performance. Teaching science in English benefits high-achieving students' overall achievement. Keywords: Teaching methods, English instruction, science education, academic achievement, multilingual schools.

Correlated electron physics near a site-selective pressure-induced Mott transition in α-LiFe5O8

The Mott insulator-to-metal transition (IMT) driven by electron correlations has been among the main research topics in materials science over the past decades. The complex interplay between electronic and lattice degrees of freedom leads to various transition scenarios. Of particular interest may be the case of a transition involving the formation of complex phases comprising regions that differ significantly in their physical properties within the same material. Here, we present the results that advance the understanding of the IMT phenomenon, offering the documentation of a pure site-selective mechanism that is not complicated by any structural and spin transformation. Combining XRD, resistivity, Mössbauer and Raman spectroscopy measurements, we provide evidence for a pure pressure-induced Mott transition in α-LiFe5O8, characterized by site-selective delocalization of electrons, leading to the formation, above ~65 GPa, of a site-selective Mott phase consisting of metallic and insulating sublattices. We note that the electron delocalization in the partially disordered octahedral sublattice cannot be understood purely in terms of a Mott transition, the Anderson-Mott transition picture seems more adequate.

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: Convergent mixed methods research investigating undergraduate medical students' performance and perception.

Medical educators strive to improve their curricula to enhance the student learning experience. The use of high-fidelity simulation within basic and clinical medical science subjects has been one of these initiatives. However, there is paucity of evidence on using simulation for teaching pharmacology, especially in the Middle East and North Africa region, and the effectiveness of this teaching modality, relative to more traditional ones, have not been sufficiently investigated. Accordingly, this study compares the effects of high-fidelity simulation, which is designed in alignment with adult and experiential learning theories, and traditional case-based tutorial sessions on the performance and perception of undergraduate Year 2 medical students in pharmacology in Dubai, United Arab Emirates. This study employed a convergent mixed methods approach. Forty-nine medical students were randomly assigned to one of two groups during the 16-week pharmacology course. Each group underwent one session delivered via high-fidelity simulation and another via a case-based tutorial. A short multiple-choice question quiz was administered twice (immediately upon completion of the respective sessions and 5 weeks afterwards) to assess knowledge retention. Furthermore, to explore the students' perceptions regarding the two modes of learning delivery (independently and in relation to each other), an evaluation survey was administered following the delivery of each session. Thereafter, the iterative joint display analysis was used to develop a holistic understanding of the effect of high-fidelity simulation in comparison to traditional case-based tutorial sessions on pharmacology learning in the context of the study. There was no statistically significant difference in students' knowledge retention between high-fidelity simulation and case-based tutorial sessions. Yet, students expressed a greater preference for high-fidelity simulation, describing the corresponding sessions as more varied, better at reinforcing learning, and closer to reality. As such, the meta-inferences led to expansion of the overall understanding around students' satisfaction, to both confirmation and expansion of the systemic viewpoint around students' preferences, and lastly to refinement in relation to the perspective around retained knowledge. High-fidelity simulation was found to be as effective as case-based tutorial sessions in terms of students' retention of knowledge. Nonetheless, students demonstrated a greater preference for high-fidelity simulation. The study advocates caution in adapting high-fidelity simulation, where careful appraisal can lend itself to identifying contexts where it is most effective.

Dyslexia: Implications for Chemistry Teaching

Dyslexia is probably the best-known specific learning difficulty. For many people it is simply known as a reading disorder, even though it is a much more complex problem. It usually has a noticeable negative impact on pupils' school performance, although many dyslexics can have excellent space imagination and ability to solve complex problems. Many publications have been written about dyslexia. The most of them deal with its medical and psychological aspects or they are trying to help dyslexics to read. A significantly smaller number of scientific papers is focused on help with specific school subjects. Among them, the predominant effort is to help the pupils with foreign languages study. Only extremely small number of studies is focused on dyslexia and science subjects (for instance chemistry). The aim of our article was to create an overview of information published in scientific literature, focused on dyslexia and teaching chemistry. Our hypothesis, based on our study of scientific articles on dyslexia and on our experience with a very limited number of cooperating pupils/students with dyslexia, or with their teachers, is as follows: dyslexia is usually found during the initial reading practice. However, reading can usually be gradually practiced to an acceptable level. That is why some teachers think incorrectly that 14 years old pupils have already "overcome dyslexia" and that they can work within science subjects in the same way as the other pupils. However, dyslexics might differ from the population in the way how they work with their memory. They might need much longer time to memorize. For example, a "simple" memorizing the symbols and names of chemical elements can be an extremely difficult and time-consuming task for them. The dyslexics might greatly appreciate visualizations (experiments, pictures, showing real chemical substances, models, videos). The reason might be not the reading problem itself, but the way of thinking (the need of a "translation" from words into reality). They might profit from a clearly structured explanation including clear output requirements. On the other hand, many of them are creative and have a good (even above average) ability to solve complex problems. Techniques that help dyslexics help all pupils/students.

Editorial preface to special issue: Palaeoenvironmental evolution on the Tibetan Plateau: A multidisciplinary approach over deep time to Quaternary timescales

The aim of this virtual special issue (VSI) is to synthesize knowledge about the evolution and significance of the Tibetan Plateau uplift, together with associated environmental changes, ecology responses, and human development over deep-time to Quaternary timescales. The VSI has been organized by the Institute of Tibetan Plateau Research, Chinese Academy of Sciences (ITPCAS), which celebrates its 20th anniversary. The VSI comprises 29 publications that can be grouped into four scientific topics: 1) tectonic evolution and uplift of Tibetan Plateau since Cretaceous times; 2) pre-Quaternary climate and environment linked to Tibetan Plateau uplift; 3) climate and environmental changes, and the 4) ecological response to climate changes during the late Quaternary on Tibetan Plateau. Findings will be of interest to a broad range of scientists including geologists, ecologists and climatologists.

Identifying the Gap in Research on Development of Game-Based Learning Module Using Project-Based Learning for Home Science Subject: A Systematic Literature Review

Identifying the Gap in Research on Development of Game-Based Learning Module Using Project-Based Learning for Home Science Subject: A Systematic Literature Review

Decolonising Technology Education: Integrating Indigenous Knowledge for Sustainable Development in Electrical and Mechanical Systems and Control

Electrical and Mechanical Systems and Control topics in the Technology Education curriculum have an engineering component. The engineering curriculum component with its antecedent science, technology, engineering and mathematics subjects has not embraced indigenous knowledge (IK), thus it does not contribute to sustainable development specifically. Although some studies have inquired into the integration of technological knowledge and IK, few have focused on Electrical and Mechanical Systems and Control within IK for sustainable development. This creates a need to explore the integration of IK into the teaching of Electrical and Mechanical Systems and Control for sustainable development. In this exploratory case study, six senior phase Technology teachers were purposively selected and interviewed to gather information about their understanding of IK and sustainable development and attempts to integrate IK into the teaching of Electrical and Mechanical Systems and Control. Data were thematically analysed and reported under emerging themes. The findings revealed that: (1) IK is associated with the way indigenous people use knowledge, culture, tradition and systems that could enhance skills to solve their day-to-day problems for sustainable development; (2) integration of IK in Technology Education can transform the teaching of Electrical and Mechanical Systems and Control if it considers the contribution of IK; (3) teachers view IK as knowledge that gives an opportunity to understand the importance of culture and tradition in the teaching of Electrical and Mechanical Systems and Control. Technology Education could be transformed by embracing IK for sustainable development, especially considering the difficulty that learners encounter in learning Electrical and Mechanical Systems and Control.

Critical Thinking Skills of Grade VII Students of SMP Negeri 2 Barombong in Science Subjects

The purpose of this study was to determine the critical thinking skills of class VII students of SMP Negeri 2 Barombong in science subjects. The research method used in this study was a quasi-experiment. The sample used in this study was a class or study group. The research sampling technique was used to determine the sample to be used in the study. The results showed that the critical thinking skills of class VII students of SMP Negeri 2 Barombong in science subjects were in the good category. Learning using the PjBL 1 and PjBL 2 models can improve students' creative thinking skills from categories 2 and 3 to categories 4 and 5, as evidenced by students being able to produce projects in the form of posters and pocket books on the material of classification of living things and video projects on the material of symbiosis

Report on the 12th international workshop on the CCN family of genes, Oslo, June 20–23, 2024

AbstractThe 12th international workshop on the CCN family of genes took place at the Scandic Holmenkollen Park Hotel in Oslo, Norway from June 20–23, 2024. In 2024, it was the second time, following the Nice meeting in 2022, that the scientific topics were expanded to include additional cellular signaling and communication pathways of interest to the CCN Society members, as suggested by Bernard Perbal in 2019. The 12th international CCN workshop, organized by Håvard Attramadal and Vivi T. Monsen, along with co‐organizers Bernard and Annick Perbal, was given the subtitle “Cell‐matrix Communication and Functions in Health and Disease” to encompass the broader scope of this meeting. The five scientific sessions covered various topics: Extracellular Matrix Proteins in Cell Communication and Signaling (Chaired by Brahim Chaqour and Vivi T. Monsen), Vascular Development and Pathophysiology (Chaired by Lester F. Lau and Håvard Attramadal), Mechanisms of Diseases (Chaired by George Bou‐Gharios and Satoshi Kubota), Tissue Development and Homeostasis (Chaired by Blandine Poulet and Bernard Perbal), and Mechanisms of Disease: Cancer and the Matrix (Chaired by Stephen M. Twigg and Raymond B. Birge). The 2024 ICCNS Award was presented to Katia Scotlandi during the last session (Chaired by Bernard Perbal) before Håvard Attramadal presented the conclusion of the workshop.

Pengembangan Media Pembelajaran Berbasis Cerita Bergambar Untuk Meningkatkan Hasil Belajar Siswa Kelas V SDIT Persada Bayat

The background to this research is the minimal use of learning media, which makes learning tend to be monotonous, resulting in low student learning outcomes, especially in science and science subjects, material on economic activity processes. The aim of this research is to develop picture story-based learning media to improve the learning outcomes of class V students at SDIT Persada Bayat. This type of research is research and development (R&D) with the ADDIE model, which has stages of analysis, design, development, implementation and evaluation. The analysis techniques used are descriptive statistics, t-test and N-gain. Based on the results of material and language expert validation, the average percentage was 84.09% (very feasible), media expert validation was 91.67% (very feasible), and practitioner expert validation was 75% (decent). The practicality of the media from the student response questionnaire received an average percentage of 93.75% (very practical). Student learning achievement test scores experienced a significant increase with an average N-gain score percentage of 66.89% (quite effective). The results of this development research show that picture story-based learning media is feasible, practical and quite effective.

Maximizing the Utilization of School Based Assessment to Enhance Teaching and Learning Experience in Science Subjects

Maximizing the Utilization of School Based Assessment to Enhance Teaching and Learning Experience in Science Subjects

Low ethnic diversity among university applicants in marine and environmental science in the United Kingdom

The planet faces a triple crisis from climate change, biodiversity loss, and pollution. Like any country, the UK needs to attract the best available talent to become thought leaders to overcome these global challenges. Several Science, Technology, Engineering and Maths subjects in the UK face challenges with attracting ethnic minority students. As part of a wider project on diversity in UK environmental/marine science, we analysed university applications amongst 180 environmental and 88 marine science degrees in the UK between 2019–2021. We found them to be the least diverse degree subjects for ethnic minority students and Asian students were less likely to be accepted than white students on environmental science degrees. A survey of UK marine science course leaders highlights the belief that these issues impact the pipeline of diversity from higher education institutions to marine/environmental science careers. In this paper, we discuss the impacts of these findings and develop a roadmap to change.