Introduction: Theorizing Future Research for the Science Classroom

2019 ◽  
pp. 1-7
Author(s):  
Vaughan Prain ◽  
Brian Hand
Keyword(s):  
Science Classroom ◽  
Future Research

3D Multi-User Virtual Environments in Science Education

2015 ◽  
pp. 302-324 ◽  
Author(s):  
Yufeng Qian
Keyword(s):  
Science Education ◽  
Science Curriculum ◽  
Science Classroom ◽  
Future Research ◽  
Instructional Technologies ◽  
Inquiry Based Learning ◽  
Technological Complexity ◽  
Valid Assessment ◽  
Future Research Directions ◽  
Racial Achievement

The purpose of this chapter is to identify the potential and challenges in science education in the use of 3D MUVE science programs. These programs offer a number of instructional benefits in motivating and engaging students and in improving their science learning and scientific inquiry. 3D MUVE is a promising media in narrowing gender and racial achievement gaps and enabling an authentic and valid assessment of science education. Like all new instructional technologies, however, the wide use and implementation of 3D MUVE technology in mainstream science classroom is still facing a number of challenges, which are mainly related to technological complexity and cost, and design difficulty in incorporating some elements critical to inquiry-based learning into the 3D MUVE environment. To overcome these identified challenges and make optimal use of the opportunities, suggestions for integrating 3D MUVE into science curriculum and classroom are made and discussed, along with future research directions.

Science for All through Reflective Interactions

2012 ◽  
pp. 102-118 ◽  
Author(s):  
Jennifer J. Neakrase ◽  
H. Prentice Baptiste ◽  
Ashley N. Ryan ◽  
Elsa Q. Villa
Keyword(s):  
Science Classroom ◽  
Future Research ◽  
Online Environment ◽  
Science Content ◽  
Science Concept ◽  
Research Directions ◽  
Online Interactions ◽  
Future Research Directions ◽  
The Individual

One of the goals of science education is to ensure that the discipline of science is accessible to all individuals. By many organizations this has been termed “Science for All,” and those who promote this idea also advocate the connection to science literacy. Teaching science in the online environment has been one way to offer science content to many different individuals, who do not necessarily need to be in the same location. Discourse in the science classroom is framed under situated cognition theory, whereby interactions between individuals are part of the normal culture of the classroom. For science knowledge to be adequately constructed by a student these interactions must be meaningful ones. This is especially important in an online science course where typically learning occurs through interactions between the students and the instructor, the students with one another, and within the individual themselves. As part of these online interactions, good reflective practice includes the different forms of feedback and the quality of this feedback. However, even with quality reflective interactions, there are barriers to science concept construction in an online environment. These barriers are discussed, and future research directions are suggested based on this review.

3D Multi-User Virtual Environments in Science Education

2015 ◽  
pp. 841-863
Author(s):  
Yufeng Qian
Keyword(s):  
Science Education ◽  
Science Curriculum ◽  
Science Classroom ◽  
Future Research ◽  
Instructional Technologies ◽  
Inquiry Based Learning ◽  
Technological Complexity ◽  
Valid Assessment ◽  
Future Research Directions ◽  
Racial Achievement

The purpose of this chapter is to identify the potential and challenges in science education in the use of 3D MUVE science programs. These programs offer a number of instructional benefits in motivating and engaging students and in improving their science learning and scientific inquiry. 3D MUVE is a promising media in narrowing gender and racial achievement gaps and enabling an authentic and valid assessment of science education. Like all new instructional technologies, however, the wide use and implementation of 3D MUVE technology in mainstream science classroom is still facing a number of challenges, which are mainly related to technological complexity and cost, and design difficulty in incorporating some elements critical to inquiry-based learning into the 3D MUVE environment. To overcome these identified challenges and make optimal use of the opportunities, suggestions for integrating 3D MUVE into science curriculum and classroom are made and discussed, along with future research directions.

Learning with and about advertising in chemistry education with a lesson plan on natural cosmetics – a case study

2015 ◽  
Vol 16 (3) ◽  
pp. 578-588 ◽  
Author(s):  
Nadja Belova ◽  
Ingo Eilks
Keyword(s):  
Chemistry Education ◽  
Science Classroom ◽  
Lesson Plan ◽  
Future Research ◽  
Learning Groups ◽  
Self Reflection ◽  
Related Information ◽  
Critical Media ◽  
Age Range

This paper describes a case study on the chemistry behind natural cosmetics in five chemistry learning groups (grades 7–11, age range 13–17) in a German comprehensive school. The lesson plan intends to promote critical media literacy in the chemistry classroom and specifically emphasizes learning with and about advertising. The lessons of four lesson periods encompass several strategies for evaluating and creating advertising. Evaluation was carried out using a questionnaire with both open-ended and Likert-type questions. Classroom observation protocols were also analyzed. The lesson plan proved to be very motivating and it initiated intense discussion about chemistry and science-related information in advertising. The findings of this study indicate that the lessons triggered self-reflection on students' consumer behavior. Most of the younger pupils saw advertising as a suitable and important topic for the science classroom. More advanced students tended to regard such issues as an interesting, but in some cases an unnecessary, part of their science education. Findings from the different groups are compared. Future research directions are also considered.

Understanding the development of a 6th grade science classroom practice of argumentation : synthesizing cognitive and sociocultural perspectives

2017 ◽  
Author(s):  
◽  
Suleyman Cite
Keyword(s):  
Student Development ◽  
Curriculum Design ◽  
Classroom Practice ◽  
Science Classroom ◽  
Future Research ◽  
Individual Student ◽  
Scientific Practices ◽  
Scientific Argumentation ◽  
University Of Missouri ◽  
The Individual

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Recent science standards have underlined the importance of engaging students in scientific practices for learning science ideas as well as develop understandings about the ways in which scientific knowledge is constructed. As such, scientific argumentation, one of the central practices of science, has gained interest among science educators. Looking across the studies focusing on incorporating scientific argumentation into science classroom, two prominent approaches, cognitive and sociocultural, stand out regarding the incorporation of scientific argumentation into science classrooms. While cognitive perspective focuses on characterizing the nature of student competence in argumentation and understanding the individual student development of argumentation competence, sociocultural perspective seeks to understand the ways in which student competence can be facilitated by the contextual features of a classroom community. By bringing these two distinct but complementary perspectives together in this dissertation study, we proposed four manuscripts to understand the development of a 6th grade science classroom argumentation practice. The results of this dissertation study suggested that individual student's development of argumentation competence was mediated by the classroom norms around discourse. The implications for future research and curriculum design are discussed.

Gifted Middle School Students’ Achievement and Perceptions of Science Classroom Quality During Problem-Based Learning

2017 ◽  
Vol 28 (1) ◽  
pp. 28-50 ◽  
Author(s):  
Anne K. Horak ◽  
Gary R. Galluzzo
Keyword(s):  
Student Achievement ◽  
Data Analysis ◽  
Student Perceptions ◽  
Science Classroom ◽  
Problem Based Learning ◽  
Classroom Quality ◽  
Choice Test ◽  
Future Research ◽  
Achievement Data ◽  
Positive Effects

The purpose of this study was to explore the effect of problem-based learning (PBL) on student achievement and students’ perceptions of classroom quality. A group of students taught using PBL and a comparison group of students taught using traditional instruction were studied. A total of 457 students participated in the study. Pre- and post-student achievement data were collected using a 25-item multiple-choice test that aligned with state and local objectives. Data analysis indicated statistically significant gain scores in both the groups with a higher gain score in the PBL group. Data analysis also revealed statistically significant differences in the total score on the Student Perceptions of Classroom Quality (SPOCQ) in favor of the PBL group. This study found positive effects for well-implemented PBL instruction with these students. Future research should include longitudinal studies expanded to different subjects, grade levels, and populations of students.

Parasite defense mechanisms in bees: behavior, immunity, antimicrobials, and symbionts

2019 ◽  
Vol 4 (1) ◽  
pp. 59-76 ◽  
Author(s):  
Alison E. Fowler ◽  
Rebecca E. Irwin ◽  
Lynn S. Adler
Keyword(s):  
Defense Mechanisms ◽  
Poor Quality ◽  
Future Research ◽  
Immune Priming ◽  
Social Bees ◽  
Bee Health ◽  
Landscape Scales ◽  
And Function ◽  
Solitary Species

Parasites are linked to the decline of some bee populations; thus, understanding defense mechanisms has important implications for bee health. Recent advances have improved our understanding of factors mediating bee health ranging from molecular to landscape scales, but often as disparate literatures. Here, we bring together these fields and summarize our current understanding of bee defense mechanisms including immunity, immunization, and transgenerational immune priming in social and solitary species. Additionally, the characterization of microbial diversity and function in some bee taxa has shed light on the importance of microbes for bee health, but we lack information that links microbial communities to parasite infection in most bee species. Studies are beginning to identify how bee defense mechanisms are affected by stressors such as poor-quality diets and pesticides, but further research on this topic is needed. We discuss how integrating research on host traits, microbial partners, and nutrition, as well as improving our knowledge base on wild and semi-social bees, will help inform future research, conservation efforts, and management.

Dicarbonyl derived post-translational modifications: chemistry bridging biology and aging-related disease

2020 ◽  
Vol 64 (1) ◽  
pp. 97-110
Author(s):  
Christian Sibbersen ◽  
Mogens Johannsen
Keyword(s):  
Mass Spectrometry ◽  
Future Research ◽  
Amino Acid Residues ◽  
Post Translational Modification ◽  
Dicarbonyl Compounds ◽  
Protein Targets ◽  
Post Translational Modifications ◽  
Reactive Protein ◽  
Glycation End Products ◽  
Direct Mass Spectrometry

Abstract In living systems, nucleophilic amino acid residues are prone to non-enzymatic post-translational modification by electrophiles. α-Dicarbonyl compounds are a special type of electrophiles that can react irreversibly with lysine, arginine, and cysteine residues via complex mechanisms to form post-translational modifications known as advanced glycation end-products (AGEs). Glyoxal, methylglyoxal, and 3-deoxyglucosone are the major endogenous dicarbonyls, with methylglyoxal being the most well-studied. There are several routes that lead to the formation of dicarbonyl compounds, most originating from glucose and glucose metabolism, such as the non-enzymatic decomposition of glycolytic intermediates and fructosyl amines. Although dicarbonyls are removed continuously mainly via the glyoxalase system, several conditions lead to an increase in dicarbonyl concentration and thereby AGE formation. AGEs have been implicated in diabetes and aging-related diseases, and for this reason the elucidation of their structure as well as protein targets is of great interest. Though the dicarbonyls and reactive protein side chains are of relatively simple nature, the structures of the adducts as well as their mechanism of formation are not that trivial. Furthermore, detection of sites of modification can be demanding and current best practices rely on either direct mass spectrometry or various methods of enrichment based on antibodies or click chemistry followed by mass spectrometry. Future research into the structure of these adducts and protein targets of dicarbonyl compounds may improve the understanding of how the mechanisms of diabetes and aging-related physiological damage occur.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

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