COMPUTER-ASSISTED INSTRUCTION ON STUDENTS’ ACADEMIC ACHIEVEMENT AND ENGAGEMENT IN SCIENCE

This study determined the students’ academic achievement and engagement in science. A quasi-experimental research design was utilized. The study results showed that students exposed to CAI obtained “fairly satisfactory” results in the post-test, while those exposed to non-CAI showed “needs improvements” both in the pretest and post-test. Moreover, for students’ engagement in science, the CAI group had a high engagement level for affective, cognitive, and behavioral domains. In contrast, the non-CAI group had moderate engagement before and after the intervention. The students’ academic performance in science exposed to CAI is significantly higher than those exposed to non-CAI. Also, there is a significant difference in students’ engagement level for a cognitive domain in favor of CAI. It is concluded that CAI as a science learning tool enhances the students’ cognitive engagement.

Identification of the role of oral health educators in elementary schools during COVID-19 pandemic: a competency framework

Objective Oral health educators should have the required knowledge, skills and attitude in order to meet the increased needs of the Ministry of Education in Syria as well as to perform their duties in promoting oral health in children appropriately during the COVID-19 pandemic. Therefore, this study was undertaken to identify core competencies required for oral health educators in elementary schools during the COVID-19 pandemic. Qualitative exploratory study was undertaken. A focus group which consisted of 5 Medical Education postgraduates and 3 oral health educators’ training team members were invited to formulate a preliminary list of basic competencies. Delphi technique was also adopted through inviting 12 experts in oral health education to evaluate and formulate a final list of elementary schools’ oral health educators’ competencies during the COVID-19 pandemic. Results A competency framework was developed. Fifty-five competencies were identified including 35 in cognitive domain, 12 skills and 8 attitude competencies. A list of essential competencies has been identified. These competencies should be addressed in training programs targeting oral health educators, which can consequently produce competent educators who can successfully promote and provide health care to all schoolchildren during the COVID-19 pandemic.

The effects of psilocybin on cognitive and emotional functions in healthy participants: Results from a phase 1, randomised, placebo-controlled trial involving simultaneous psilocybin administration and preparation

Background: Psilocybin, a psychoactive serotonin receptor partial agonist, has been reported to acutely reduce clinical symptoms of depressive disorders. Psilocybin’s effects on cognitive function have not been widely or systematically studied. Aim: The aim of this study was to explore the safety of simultaneous administration of psilocybin to healthy participants in the largest randomised controlled trial of psilocybin to date. Primary and secondary endpoints assessed the short- and longer-term change in cognitive functioning, as assessed by a Cambridge Neuropsychological Test Automated Battery (CANTAB) Panel, and emotional processing scales. Safety was assessed via endpoints which included cognitive function, assessed by CANTAB global composite score, and treatment-emergent adverse event (TEAE) monitoring. Methods: In this phase 1, randomised, double-blind, placebo-controlled study, healthy participants ( n = 89; mean age 36.1 years; 41 females, 48 males) were randomised to receive a single oral dose of 10 or 25 mg psilocybin, or placebo, administered simultaneously to up to six participants, with one-to-one psychological support – each participant having an assigned, dedicated therapist available throughout the session. Results: In total, 511 TEAEs were reported, with a median duration of 1.0 day; 67% of all TEAEs started and resolved on the day of administration. There were no serious TEAEs, and none led to study withdrawal. There were no clinically relevant between-group differences in CANTAB global composite score, CANTAB cognitive domain scores, or emotional processing scale scores. Conclusions: These results indicate that 10 mg and 25 mg doses of psilocybin were generally well tolerated when given to up to six participants simultaneously and did not have any detrimental short- or long-term effects on cognitive functioning or emotional processing. Clinical Trial Registration: EudraCT ( https://www.clinicaltrialsregister.eu/ ) number: 2018-000978-30.

Prescription Medications and Co-Morbidities in Late Middle-Age are Associated with Greater Cognitive Declines: Results from WRAP

The present study investigated: 1) sex differences in polypharmacy, comorbidities, self-rated current health (SRH), and cognitive performance, 2) associations between comorbidities, polypharmacy, SRH, and objective measures of health, and 3) associations of these factors with longitudinal cognitive performance. Analyses included 1039 eligible Wisconsin Registry for Alzheimer’s Prevention (WRAP) participants who were cognitively unimpaired at baseline and had ≥2 visits with cognitive composites, self-reported health history, and concurrent medication records. Repeated measures correlation (rmcorr) examined the associations between medications, co-morbidities, SRH, and objective measures of health (including LIfestyle for BRAin Health Index (LIBRA), and depression). Linear mixed-effect models examined associations between medications, co-morbidities, and cognitive change over time using a preclinical Alzheimer’s cognitive composite (PACC3) and cognitive domain z-scores (executive function, working memory, immediate learning, and delayed recall). In secondary analyses, we also examined whether the number of medications interacted with co-morbidities and whether they modified age-related cognitive trajectories. The number of prescribed medications was associated with worse SRH and a higher number of self-reported co-morbidities. More prescribed medications were associated with a faster decline in executive function, and more comorbidities were associated with faster PACC3 decline. Those with a non-elevated number of co-morbidities and medications performed an average of 0.26 SD higher (better) in executive function and an average of 0.18 SD higher on PACC3 than those elevated on both. Associations between medications, co-morbidities, and executive function, and PACC3 suggest that persons with more co-morbidities and medications may be at increased risk of reaching clinical levels of impairment earlier than healthier, less medicated peers.

Precision Medicine in Alzheimer’s Disease: Investigating Comorbid Common Biological Substrates in the Rat Model of Amyloid Beta-Induced Toxicity

Alzheimer’s disease (AD), one of the most widespread neurodegenerative disorder, is a fatal global burden for the elder population. Although many efforts have been made, the search of a curative therapy is still ongoing. Individuating phenotypic traits that might help in investigating treatment response is of growing interest in AD research. AD is a complex pathology characterized by many comorbidities, such as depression and increased susceptibility to pain perception, leading to postulate that these conditions may rely on common biological substrates yet to be determined. In order to investigate those biological determinants to be associable with phenotypic traits, we used the rat model of amyloid beta-induced toxicity. This established model of early phase of AD is obtained by the intracerebroventricular injection of soluble amyloid beta1-42 (Aβ) peptide 7 days before performing experiments. In this model, we have previously reported increased immobility in the forced swimming test, reduced cortical serotonin levels and subtle alterations in the cognitive domain a depressive-like phenotype associated with subtle alteration in memory processes. In light of evaluating pain perception in this animal model, we performed two different behavioral tests commonly used, such as the paw pressure test and the cold plate test, to analyze mechanical hyperalgesia and thermal allodynia, respectively. Behavioural outcomes confirmed the memory impairment in the social recognition test and, compared to sham, Aβ-injected rats showed an increased selective susceptibility to mechanical but not to thermal stimulus. Behavioural data were then corroborated by neurochemical and biochemical biomarker analyses either at central or peripheral level. Data showed that the peptide injection evoked a significant increase in hypothalamic glutamate, kynurenine and dopamine content, while serotonin levels were reduced. Plasma Cystatin-C, a cysteine protease, was increased while serotonin and melatonin levels were decreased in Aβ-injected rats. Urinary levels paralleled plasma quantifications, indicating that Aβ-induced deficits in pain perception, mood and cognitive domain may also depend on these biomarkers. In conclusion, in the present study, we demonstrated that this animal model can mimic several comorbid conditions typical of the early phase of AD. Therefore, in the perspective of generating novel therapeutic strategies relevant to precision medicine in AD, this animal model and the biomarkers evaluated herein may represent an advantageous approach.

Pengembangan Perangkat Pembelajaran dengan Menggunakan Model Team Based Learning untuk Meningkatkan Hasil Belajar Fisika

This research was conducted at SMA Negeri 1 Telaga Biru and aimed to produce quality physics learning tools using the Team-Based Learning (TBL) learning model. The device was developed using the 4D development model developed by Thiagarajan Semel and Semel. The research results on the device show that the developed device is of high quality. Learning tools are said to be valid for use with slight revisions. This can be seen based on the average validation results with a value of 3.5 and 3.6. The level of effectiveness of learning devices is seen in the increase in student learning outcomes consisting of the cognitive domain at the first meeting until the third meeting, N Gain iRat is 0.46 with n criteria of moderate gain, at tRat is N Gain 0.5, in the attitude domain with an average the percentage of 80.240%, the results of observing student activities for 3 meetings are 80.890% with good criteria and the psychomotor aspect an average percentage of 80.128%, and the practicality of the developed device seen from the observation sheet on the implementation of learning 93.650% and the teacher's response questionnaire and student responses with an average percentage of 81.653% and 79.752%. Get a positive response.

Spatial Thinking as a Path Towards Computational Thinking

Considering what we know about computational thinking, how much of this cognitive domain hangs on one's ability to think spatially? Is spatial thinking a hidden foundational property for developing strong computational thinking skills? If coding is the new literacy for 21st century thinking, educators must diversify their methodology of instruction. Mathematics must not be the only pathway to computational thinking, computer science, and coding. This book chapter opens up new insight into spatial reasoning, showing it as a new viable method to give students the computational thinking skills necessary to thrive in STEM fields. Finally, this chapter presents concepts found in shape grammars as a methodology used to teach students how to approach art and design computationally. With shape, grammars we find computational thinking at the center of creative activities.

The effect of hearing aids on cognitive function: A systematic review

Rationale Dementia currently affects 50 million people globally with this expected to triple by 2050. Even though hearing loss is associated with cognitive decline, the underlying mechanisms are not fully understood. Considering hearing loss is the largest modifiable risk factor for developing dementia, it is essential to study the effect of hearing aids on cognitive function. Objective To systematically review the existing literature to examine the evidence for using hearing aids intervention as a treatment for deteriorating cognitive function. Design A search of PubMed, Cochrane Library, Embase and grey literature was conducted revealing 3060 unique records between 1990–2020. Two reviewers independently selected longitudinal studies observing the effects of hearing aids on cognitive function in persons without dementia at onset of the study. Due to the heterogeneity of the data, a meta-analysis could not be performed. Outcomes are described in a summary of findings table and portrayed diagrammatically. Results We identified 17 unique studies, spanning 30 years of research and 3526 participants. The included studies made use of 50 different cognitive function tests. These tests were grouped into separate cognitive domains according to the DSM-V classification for further analysis. The most beneficial impact of hearing aids seems to be in the cognitive domain of executive function, with six studies showing improvement, two studies being inconclusive and three studies not demonstrating a significant effect. Three of five studies demonstrated significant improvement when screening for brief mental status. The least beneficial impact is seen in domain of complex attention, with eight studies showing no significant effects, compared with one demonstrating improvement with intervention. Conclusions Based on this systematic review, we conclude that there is controversy about the effects of hearing aids on cognition. Additional research through randomized clinical trials with standardized cognitive assessment and longer follow-up is warranted to further elucidate this relationship.

Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik

Revisi taksonomi Bloom menitikberatkan pada (1) perubahan aplikasi yang terdiri dari tiga bidang yaitu aplikasi bidang penyusunan kurikulum, aplikasi bidang instruksi pengajaran, aplikasi bidang assesment/ penilaian; dan (2) perubahan terminologi yang menekankan pada sub kategori sehingga penilaian menjadi lebih spesifik, mudah dalam menyusun penilaian pada kurikulum, serta mudah dalam menyusun instruksi pengajaran. Revisi taksonomi Bloom juga mengubah kata kunci operasional dari kata benda menjadi kata kerja dari level terendah sampai dengan level tertinggi.Terdapat perubahan yang sangat signifikan pada revisi taksonomi Bloom di domain kognitif yang terdiri dari dua dimensi yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan berubah menjadi faktual, konseptual, prosedural, metakognisi. dimensi proses kognitif baru menjadi mengingat, memahami, mengaplikasikan, menganalisis, mengevaluasi, dan mencipta. Domain afektif meliputi rasa, nilai, apresiasi, antusiasme, motivasi, dan sikap tercermin pada perilaku/ attitude sehari-hari pada proses pembelajaran baik di dalam kelas maupun di luar kelas. Domain psikomotorik dirumuskan sebagai serangkaian kemampuan yang bersifat kongkrit dan abstrak. Bloom's taxonomic revision focuses on (1) application changes that consist of three fields, namely the application of curriculum development. application of teaching instruction area, application of assessment/ assessment field; and (2) changes in the terminology emphasizing sub-categories so that assessment becomes more specific, it is easy to arrange assessments in the curriculum, and easy to arrange instructions teaching. Revised Bloom's taxonomy also changed the operational keywords from words to verbs from the lowest level to the highest level. There is a very significant change in Bloom's revised taxonomy in the cognitive domain which consists of two dimensions, namely the dimension of knowledge and the dimension of cognitive processes. The dimension of knowledge changes into factual, conceptual, procedural metacognition. the dimension of the new cognitive process becomes remembering, understanding apply. analyze, evaluate and create. Affective domain includes taste, value, appreciation, enthusiasm, motivation. and attitudes are reflected in behavior everyday in the learning process both in the classroom and outside the classroom. Domain psychomotor formulated as a series of abilities that are concrete and abstract.

The effect of cross-curricular integration on pupils’ knowledge gained through experiential learning

This study examined the effects of the cross-curricular model of integrating mathematics and science with experiential learning on the knowledge of 3rd grade primary school pupils in Slovenia. The purpose of this research was to design and implement school lessons rooted in integrating maths with science and concrete experience, and handling real objects. In the experimental group (N=149), maths and science lessons implemented a cross-curricular model which integrated experiential learning. In the control group (N=155), maths and science were taught as separate subjects without experiential learning. The data was collected with pre- and post-tests to establish pupils’ knowledge. Differences between groups were analysed through Mann-Whitney U test and Wilcoxon signed-rank test and showed that pupils from the experimental group performed better at the 2nd and 3rd TIMSS cognitive domain. Findings indicate that the cross-curricular learning model has a positive effect on pupil’s achievement in science and mathematics. Keywords: Cross-curricular integration, mathematics, science, experiential learning, TIMSS, cognitive domains