Science Unit Research Articles

Teachers Co-Designing and Enacting Elementary Data Science Curriculum through Connected Learning

We detail a research-practice partnership between an elementary school and educational researchers with a common goal of increasing data science literacy among rural elementary students. Drawing on connected learning theory and using the CT-STEM taxonomy of practices, we co-developed data science units with teachers and they subsequently implemented them in classrooms. Connected learning was used to envision the unit co-design process. In that regard, we assisted teachers in drawing on students’ interests when selecting real-world problems to solve during the design of data science units and providing learning opportunities mirroring what students enjoy and engage in outside of school. Qualitative methodology guided the data analysis of observations, reflective journals, interviews, and curriculum artifacts. Five primary themes emerged describing the teachers’ approach in relation to connected learning when co-designing and implementing the units, implying that effective data science instruction for elementary school students might be intentionally designed for student interests and experiences, be locally relevant, model and foster group work and peer collaboration, encourage student agency through production, and meld disciplinary standards and content with prior and new instructional practices. This research suggests connected learning can guide educators in planning and enacting data science units and lessons in elementary classrooms.

Leveraging opportunities for self-regulated learning in smart learning environments

Abstract Smart learning environments provide students with opportunities to engage in self-regulated learning (SRL). However, little research has examined how teachers leverage these opportunities. We employed a multiple-case study methodology to examine the SRL supporting instructional practices of five third-grade teachers as they implemented a science unit embedded within a smart learning environment which enabled student engagement in SRL processes. The identified set of instructional practices was used to formulate the teachers’ SRL support profiles, which indicates the extent to which teachers provided students with opportunities to regulate the cognitive aspect of SRL. Our findings indicated that teachers’ interactions with the smart learning environment varied from teacher-focused use, restricting opportunities for SRL engagement, to student-focused use, leveraging opportunities for student engagement in SRL. These results demonstrate that, while smart learning environments potentially provide rich contexts for students’ engagement in SRL, how teachers use this environment through their SRL-supporting instructional practices determines students’ actual engagement in SRL.

수시 개정 교육과정기 실과 검정 교과서 농업 생명과학 영역 단원의 체제 비교분석

This study analyzes the system and content of the agricultural life science unit in the practical textbook developed during the occasional revised curriculum. It seeks to provide implications and recommend improvement measures for the development of future textbooks. The study’s findings lead to several recommendations. First, the average proportion (15.4%) of the actual science textbooks in the agricultural life science field during the revised curriculum period is considered to be somewhat lower than the status of the actual science as the parent study. Therefore, future textbooks should increase both the quality and quantity of agricultural life science education content. Second, besides knowledge acquisition, the agricultural life science unit should emphasize attitude formation, practical application, and execution. Since current practical textbooks focus on knowledge-oriented learning goals, there is a need to harmonize knowledge, attitudes, and skills in future revisions. Third, auxiliary data and experiential activities of the agricultural life science unit of the periodically revised curriculum should presented in a balanced manner without any bias. Fourth, it is desirable for unit evaluation items in the agricultural life science field to harmonize 'convergence type evaluation' and 'divergence type evaluation'. Fifth, this study examined the system of units in the agricultural life science field across all practical science textbooks developed during curriculum revisions. Future research should examine changes in the content, including the 2022 revised textbook, and analyze differences in content organization across textbooks.

Syrian refugee youths' science learning in a “dialogic” third space: Pushing boundaries in the Lebanese educational system through translanguaging

AbstractThe purpose of this study was to explore translanguaging space as a transformative third space, where alternative and competing discourses are celebrated and where science learning and the development of science's discourse and epistemic practices expand across overlapping boundaries (e.g., home, school, and community). The study focused on Syrian refugee youth adapting to learning science in English in the Lebanese multilingual educational system that esteems international languages (English or French) over Arabic. Our research questions included: (1) What translanguaging practices and functions emerge during a linguistically responsive life science unit designed for refugee multilingual learners? (2) How does a translanguaging space act as a third space for refugee learners to engage in meaning‐making and science practices and discourse around the topic of “respiration”? The study utilized a qualitative instrumental case‐study approach to generate data around refugee learners' languaging practices and their development of science understandings, practices, and discourse. We also engaged in participatory methodologies that challenge boundaries between researchers and participants. The data sources were 22 Zoom recordings, students' work, and participant‐generated feedback. Thematic analysis was used to analyze transcripts and students' work while adhering to trustworthiness criteria. Our findings center translanguaging as a justice‐oriented pedagogy that enables a productive and “inviting” third space for refugee multilingual learners to make meaning of phenomena by bringing together and extending their semiotic and epistemic repertoires. Serving multi‐tiered functions, translanguaging fostered dialogic connections that affirmed students' “outside” social spaces as valuable resources for meaning‐making in science classrooms. The implications discuss design features that support a fluid and purposeful translanguaging third space for asset‐oriented science learning.

8th Grade Students' Opinions on 3D Virtual Laboratory Applications

Experimental applications in science education make learning more meaningful, and learning without experimenting cannot be fully absorbed. However, increasing costs, time constraints and risk factors that may occur during the application make hand-made experiment activities difficult. The aim of this study is to examine the effect of the 3D virtual laboratory application prepared for science education on students, unlike traditional plain lecture teaching, and to reveal the opinions of students who are taught with the application. In this context, the research was conducted on 5 8th grade students in Konya province in the 2021-2022 academic year with the 3D virtual laboratory application prepared for the science unit "Matter and Industry". After the research, a semi-structured interview was conducted in which open-ended questions were asked to the students about the applications and the process, and the students' verbal opinions were taken. During the interview, student conversations were recorded on the computer and then transcribed and examined. As a result of the interviews with the students, it was seen that the effects of 3D virtual laboratory applications on students were very positive. In addition, considering cost, time and risk factors, it can be suggested that virtual laboratory applications may be preferred to handmade activities.

Using Artificial Intelligence to Support Peer-to-Peer Discussions in Science Classrooms

In successful peer discussions students respond to each other and benefit from supports that focus discussion on one another’s ideas. We explore using artificial intelligence (AI) to form groups and guide peer discussion for grade 7 students. We use natural language processing (NLP) to identify student ideas in science explanations. The identified ideas, along with Knowledge Integration (KI) pedagogy, informed the design of a question bank to support students during the discussion. We compare groups formed by maximizing the variety of ideas among participants to randomly formed groups. We embedded the chat tool in an earth science unit and tested it in two classrooms at the same school. We report on the accuracy of the NLP idea detection, the impact of maximized versus random grouping, and the role of the question bank in focusing the discussion on student ideas. We found that the similarity of student ideas limited the value of maximizing idea variety and that the question bank facilitated students’ use of knowledge integration processes.

Television and the Origins of Visual Pattern Recognition AI in Japan: a ‘Quest for a Seeing Machine’

Abstract This article traces the genealogy of contemporary data-driven computer vision to developments at the Japan Broadcasting Corporation (NHK) in the 1960s. Specifically, it examines NHK’s Visual and Auditory Information Science Unit and its role in the invention of the world’s first deep convolutional neural network. The use of television to collect viewer behaviour data enabled modelling of eye-brain information processing, in particular mechanisms of feature extraction. This, in turn, linked Fukushima Kunihiko’s formative work on signal compression to the development of a pattern recognition machine, resulting in the creation of the world’s first convolutional neural network. Recovering this history is important for two reasons. First, it helps counter a trend of ‘digital universalism’ that covertly homogenizes local differences into a single culture of artificial intelligence in the Cold-War-era US. Second, it reveals the largely ignored role of television in the genesis of digital image technologies and AI more broadly.

AI, Reconciliation, and Settler Teachers’ Mediated Morality

This case study addresses the integration of generative AI (GenAI) within educational practices, particularly in the context of reconciliation and decolonization of curriculum in Canadian schools. The case focuses on a teacher using ChatGPT to generate Cree star stories for a grade 4/5 science unit, aiming to fulfill the Truth and Reconciliation Commission's (TRC) educational calls to action. The study explores the ethical implications of using AI to include diverse knowledge traditions, questioning the potential harms and benefits, and highlighting the challenges of ensuring AI aligns with Indigenous epistemologies. Normative ethical theories and the TechnoEthical Framework for Teachers (TEFT) are employed to examine how AI technologies shape and mediate teacher practices and pedagogical responsibilities.

Evaluation of students’ digital literacy through an immersive university-high school collaboration

IntroductionRecent efforts including the U.S. Department of Education’s Raise the Bar: STEM Excellence for All Students, designed to strengthen Science, Technology, Engineering and Mathematics (STEM) education, typify the development of effective outreach programs implemented in high school settings to increase STEM achievement and literacy and to promote future careers in STEM. Specifically, artificial intelligence (AI) and machine learning (ML) are topics of great importance and interest but are often reserved for higher-level education. Introductions of complex subjects in high school promotes student efficacy, enthusiasm, and skill-development for STEM careers. Establishing strong partnerships between universities and high schools is mutually beneficial for the professional development of students, teachers, and professors. In this paper, we detail immersive outreach efforts and their effectiveness in a high school setting.MethodsFrom Spring 2021 to Spring 2024, we conducted eight data-science and analysis-coding style workshops along with two data science units, with 302 students participating in the data science workshops and 82 students in the data science units. All students who participated in the data science lessons completed a comprehensive final project. Surveys measuring knowledge and appeal to data science and coding were conducted both retrospectively and prospectively, before and after each workshop and the data science units. A 1 year follow up survey was conducted for students in the 2023 data science lessons (n = 23).ResultsOverall, average student interest significantly increased from 2.72 ± 1.08/5.0 (n = 205) to 3.15 ± 1.18/5.0 (n = 181, p = 0.001) during the data science workshops, while 70% of students expressed desire to continue with coding. Interest modestly increased in the data science lessons from 3.15 ± 0.65/4.0 to 3.17 ± 0.77/4.0 (n = 82, p = 0.8571), while knowledge significantly increased from 64.16% to 88.5% (% correct out of six questions) in the 2023 data science lessons and from 52.62% to 60.79% (% correct out of 29 questions) in the 2024 data science lessons.DiscussionIncreasing STEM exposure through outreach programs and a modified curriculum can positively alter students’ career trajectory and prepare them for the evolving technologically advanced world and the careers within it.

Improving pre-exposure prophylaxis service delivery to gay men and other men who have sex with men in South Africa: Generating novel insights with a nudgeathon

“Indlela - Behavioural Insights for Health” a behavioural science unit focused on improving health services in South Africa developed a pragmatic behavioural design framework called N-U-D-G-E. We used the nudgeathon approach to combine our technical expertise with stakeholder knowledge to apply this framework and rapidly co-create behavioural solutions designed to improve PrEP uptake and persistence amongst gay men and other men who have sex with men (MSM) in South Africa. Over two days we took 26 stakeholders divided into five teams through the framework and identified 602 solutions which were prioritized into two ideas per team and then pitched to an expert panel. This approach uncovered several high-potential, novel light-touch solutions to some of the challenges hindering PrEP delivery to gay men and other MSM in South Africa. This format is an effective way to engage stakeholders, including policy makers, in the process of both identifying behavioural barriers to optimal health decision making as well as creating novel solutions that can be tested.

Specialists Versus Trainees: Long-Term Secondary Deformity After Unilateral Cleft Lip Repair.

Unilateral cleft lip repair is a common procedure in plastic and reconstructive surgery to restore both function and aesthetics. The long-term outcomes of these surgeries can be influenced by various factors, including the experience and position of the surgeon performing the procedure. This study aims to investigate whether there is a significant difference in long-term secondary deformities based on whether the surgery was performed by a specialist or a trainee. This is a retrospective cross-sectional study among unilateral cleft lip patients based on their data records. The study aims to assess the long-term secondary deformity in relation to the position of the surgeon (specialist or trainee) in patients who underwent unilateral cleft lip repair surgery at the Reconstructive Sciences Unit at Hospital Universiti Sains Malaysia (HUSM). Of the 50 patients, the majority (74%) were operated on by a specialist with more than five years of experience. Only 13 patients (26%) were operated on by trainees in the plastic and reconstructive surgery training program. Long-term secondary deformity had no significant relationship with the surgeon's position (chi-squared (χ2)(1) = 5.89, p = 0.08). Long-term secondary deformities were less likely following unilateral cleft lip repair performed by a specialist or senior surgeon. However, the relationship between these secondary deformities and the surgeon's position (specialist or trainee) was statistically insignificant. Therefore, this study urges trainees to be more involved in simple cleft surgeries to enhance their surgical skills and achieve the best outcomes.

Pre-service Primary School Teachers’ Technological Pedagogical Content Knowledge Regarding a Science Unit

Pre-service Primary School Teachers’ Technological Pedagogical Content Knowledge Regarding a Science Unit

Improving Transparency of NHS Trust uses of data for Research Purposes

BackgroundIn 2022, the UK Health Data Research Alliance published a Data Transparency Standards white paper (UK Health Data Research Alliance, 2022). This guideline encourages organisations using health data for research to take an approach which creates increased transparency around how this data is utilised and what the proposed benefits of projects may be. The guidelines are split into six themed standards encouraging organisations to; publish their application forms and application process, have a clearly marked website which considers their target audience and is regularly reviewed, and to publish a register of projects which have used their data. IntroductionMFT CDSU operates a Safe Haven for research using health and social care data which includes a public panel for reviewing project applications. As such, it was felt that adopting the Data Transparency Standards would be a crucial step in furthering our public involvement and transparency of operations within the service. MethodsCDSU and RCD adapted the already existing MFT intranet site to be an outward-facing public website (Figure 1), hosted on the MFT Research and Innovation website and accessible for two main audiences; public citizens and researchers. Existing processes and descriptions were adapted to try and meet the Data Transparency Standards in the best-fit way, working within the constraints of existing Trust site infrastructure and publishing rules, and content was reviewed by the RCD. Agreed content and website structure was then sent to the CDSU Data Access Committee (DAC) for review and approval before publishing on the website. ResultsA public-facing website was published near the end of March 2024 with dedicated sections for CDSU workstreams (Figure 2) of Operational Data Science, Research Data and Clinical Trials Recruitment and a direct means to contact CDSU. The DAC has its own dedicated tab (Figure 3) explaining their role in reviewing projects, listing all projects which have received approvals so far. ConclusionsThe website is published (https://research.cmft.nhs.uk/innovation-at-mft/manchester-clinical-data-science-unit) but will still require some further edits to the content. There is also a planned change for the MFT content management site so there may be some temporary disruption while this move is enabled. There is an existing schedule in place to review the site content for relevance every 6 months. There are constraints on content and structure due to the MFT comms rules on publications and the content management site MFT use. This meant that we are unable to easily meet certain criteria in the Data Transparency Standards, such as structuring the content in a particular way or providing a downloadable copy of files. The CDSU website will be a useful engagement tool, encouraging more interest in the service and types of project undertaken and we are working to make more information available. References UK Health Data Research Alliance (2022), Improving transparency in the use of health data for research: Recommendations for a data use register standard, https://zenodo.org/records/5902743#.ZDgTHcrMKUn MFT Clinical Data Science Unit (2024), https://research.cmft.nhs.uk/innovation-at-mft/manchester-clinical-data-science-unit

Raising the Green Roof: Enhancing Youth Water Literacy through Built Environment Education

Green roofs cool cities, clean the air, provide habitat, and manage stormwater. They are compelling tools to teach interconnected human-ecological systems. This study included the design, pilot, and evaluation of a fourth-grade science unit entitled “Raising the Green Roof”, exploring these connections. Five classrooms in two Midwestern U.S. public elementary schools participated, and 4th-grade students (n = 73) drew systems models at three time points (212 models) and wrote their ideas. Qualitative content analyses of the models showed that learners were increasingly combining social systems (green roof infrastructure) with ecological systems (water cycle) across the unit. Students also increasingly evidenced specific knowledge as they progressed through the unit. The analysis of student models revealed that most student confusion is related to built environment aspects (e.g., how water moves from building roofs to municipal waterways). Results of the study suggest the potential for teaching socio-hydrologic systems thinking at the fourth-grade level. The findings emphasize the need to enhance built environment education for youth in science units that aspire to connect features of the built environment, such as green roofs, with ecology. The study additionally reinforced the effectiveness of place-based units in elementary education that emphasize science practices.

A guide to successful management of collaborative partnerships in quantitative research: An illustration of the science of team science.

Data-intensive research continues to expand with the goal of improving healthcare delivery, clinical decision-making, and patient outcomes. Quantitative scientists, such as biostatisticians, epidemiologists, and informaticists, are tasked with turning data into health knowledge. In academic health centres, quantitative scientists are critical to the missions of biomedical discovery and improvement of health. Many academic health centres have developed centralized Quantitative Science Units which foster dual goals of professional development of quantitative scientists and producing high quality, reproducible domain research. Such units then develop teams of quantitative scientists who can collaborate with researchers. However, existing literature does not provide guidance on how such teams are formed or how to manage and sustain them. Leaders of Quantitative Science Units across six institutions formed a working group to examine common practices and tools that can serve as best practices for Quantitative Science Units that wish to achieve these dual goals through building long-term partnerships with researchers. The results of this working group are presented to provide tools and guidance for Quantitative Science Units challenged with developing, managing, and evaluating Quantitative Science Teams. This guidance aims to help Quantitative Science Units effectively participate in and enhance the research that is conducted throughout the academic health centre-shaping their resources to fit evolving research needs.

The critical factors in producing high quality and policy-relevant research: insights from international behavioural science units

Background: There has been a rapid increase in the number of, and demand for, organisations offering behavioural science advice to government over the last ten years. Yet we know little of the state of science and the experiences of these evidence providers. Aims and objectives: To identify current practice in this emerging field and the factors that impact on the production of high-quality and policy-relevant research. Methods: A qualitative study using one-to-one interviews with representatives from a purposeful sample of 15 units in the vanguard of international behavioural science research in policy. The data were analysed thematically. Findings: Relationships with policymakers were important in the inception of units, research conduct, implementation and dissemination of findings. Knowledge exchange facilitated a shared understanding of policy issues/context, and of behavioural science. Sufficient funding was crucial to maintain critical capacity in the units’ workforces, build a research portfolio beneficial to policymakers and the units, and to ensure full and transparent dissemination. Discussion and conclusion: Findings highlight the positive impact of strong evidence-provider/user relationships and the importance of governments’ commitment to co-produced research programmes to address policy problems and transparency in the dissemination of methods and findings. From the findings we have created a framework, ‘STEPS’ (Sharing, Transparency, Engagement, Partnership, Strong relationships), of five recommendations for units working with policymakers. These findings will be of value to all researchers conducting research on behalf of government.

Radical Spin Polarization and Magnetosensitivity from Reversible Energy Transfer.

Molecular spins provide potential building units for future quantum information science and spintronic technologies. In particular, doublet (S = 1/2) and triplet (S = 1) molecular spin states have the potential for excellent optical and spin properties for these applications if useful photon-spin mechanisms at room temperature can be devised. Here we explore the potential of exploiting reversible energy transfer between triplet and doublet states to establish magnetosensitive luminescence and spin polarization. We investigate the dependence of the photon-spin mechanism on the magnitude and sign of the exchange interaction between the doublet and triplet spin components in amorphous and crystalline model systems. The design of a magnetic field inclination sensor is proposed from understanding the required "structure" (spin interactions) to "function" (magnetosensitivity).

LITERASI KEUANGAN SEBAGAI VARIABEL MODERASI DALAM PENGARUH PERSEPSI KEUANGAN TERHADAP PERENCANAAN KEUANGAN

Micro, Small and Medium Enterprises (MSMEs) are the pillars of the Indonesian economy that have experienced rapid growth but still face several obstacles that need to be addressed immediately. Therefore, improving financial literacy for MSMEs in Surakarta is crucial to improving their business performance and sustainability. One way to improve business performance is by increasing financial literacy. Individuals with higher financial literacy tend to have more knowledge about financial management, including business financial planning. This research aims to determine the extent to which the level of financial literacy of MSME actors can strengthen attitudes and risk perceptions in business financial management for making appropriate financial planning decisions. The research approach used is quantitative using Structural Equation Modeling (SEM), while the data analysis method used is Partial Least Square (PLS), with research subjects taken from MSME actors under the guidance of the Solo Technopark Science and Technology Regional Technical Service Unit.

First Report of Glochidia (Mollusca: Lamellibranchiata) Infestation in Aquarium Fish (Flowerhorn) from Iran

Glochidia are the larva stage of bivalve mollusks (Lamellibranchiata). These temporary obligate parasites are apparent on the fins and gills and rarely on the surface of fish in spring, summer, and autumn. In spring 2018, a flowerhorn (cichlid) with spots appearing body and gills and white small mobile organisms on the floor of an aquarium were referred to the parasitology laboratory in the School of Veterinary Medicine, Science and Research Unit, Tehran Islamic Azad University. The organisms were sampled and clear in Potas 10% fixed by Glycerin gelatin and examined with a light microscope; the samples were diagnosed as Glochidia.

The Influence of Utilizing Inquiry-Based Learning Strategy on Science Accomplishment of Primary Students’ Stage

This study examines the impact of inquiry-based learning (IBL) on the academic performance of third-grade students in the science unit “Materials” from the third-grade science textbook in schools under the Directorate of Education in Irbid, Jordan. A sample of 71 students was selected and separated into two groups: an experimental group of 36 students and a control group of 35 students. The empirical group used IBL, while the reference group was taught using conventional teaching techniques. An achievement test of multiple-choice questions was prepared for the study, comprising 24 items. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. Data were collected and processed using SPSS software. The findings showed statistically significant differences in the average scores of the study participants on the post-test based on the teaching technique variable, indicating a preference for survey-based learning. Based on these findings, the investigation recommends providing in-service and pre-service training on IBL for science supervisors and teachers at the primary education level.