THE USE OF LEARNERS’ DIARIES: DOES IT WORK TO ENGAGE STUDENTS’ METACOGNITION IN LEARNING IF CLAUSES?

Metacognitive strategies are expected as ‘higher order executive skills’ which enable college students to approach learning systematically and effectively by using the elements of planning, monitoring and evaluating. This study is conducted to investigate whether or not metacognitive strategies can affect the development of structural knowledge of students. To reflect how the students use these strategies, learning diary can lead the learners to strategy use. Twenty-one participants of third semester students were involved. Nine of them were selected to be probed intensively for their metacognitive habits in learning If Clauses. Then, they were divided into three groups according to the level of students’ progress and their mid test score. The first group was assumed as novice learners, the second group was categorized as medium level students and the last group was presumed as expert learners. This study revealed that expert learners were better diarist in documenting what they did when learning. The medium level students also indicated that their capability in realizing the use of their cognition was up and down. They were good at evaluating their shortcoming and monitoring some progress, but they were poor at planning and modifying strategies. Meanwhile, the novice learners less reflected how they learned on their documentation. It could be illustrated that they did not have any motivation to plan their learning, evaluate and monitor their learning.

Forming mathematical skills for gifted students

Teaching tasks and discussion solving process develop students' thinking when they are: motivating, well understood, appropriate to the achieved level of intellectually and related to real life problems. Thinking is a process of complex information processing, the end-result is "concepts-words" and "thinking-sentences." The teaching process involves empirical and theoretical thinking because it is a complete cognitive process through which students acquire the social and historical experience of humanity. Introducing the use of scientific methods for gifted students is an essential tool for attaining structural knowledge. Use of scientific methods and mental math can empower students’ knowledge and help them getting structural math skills and long-lasting knowledge. These methods are useful tools for creating long-lasting, structural knowledge among students. Keywords: Mathematical Skills, forming mathematical skills, mathematical tasks, gifted students

TRPM8 Channels: Advances in Structural Studies and Pharmacological Modulation

The transient receptor potential melastatin subtype 8 (TRPM8) is a cold sensor in humans, activated by low temperatures (>10, <28 °C), but also a polymodal ion channel, stimulated by voltage, pressure, cooling compounds (menthol, icilin), and hyperosmolarity. An increased number of experimental results indicate the implication of TRPM8 channels in cold thermal transduction and pain detection, transmission, and maintenance in different tissues and organs. These channels also have a repercussion on different kinds of life-threatening tumors and other pathologies, which include urinary and respiratory tract dysfunctions, dry eye disease, and obesity. This compendium firstly covers newly described papers on the expression of TRPM8 channels and their correlation with pathological states. An overview on the structural knowledge, after cryo-electron microscopy success in solving different TRPM8 structures, as well as some insights obtained from mutagenesis studies, will follow. Most recently described families of TRPM8 modulators are also covered, along with a section of molecules that have reached clinical trials. To finalize, authors provide an outline of the potential prospects in the TRPM8 field.

Characteristic Structural Knowledge for Morphological Identification and Classification in Meso-Scale Simulations Using Principal Component Analysis

Meso-scale simulations have been widely used to probe aggregation caused by structural formation in macromolecular systems. However, the limitations of the long-length scale, resulting from its simulation box, cause difficulties in terms of morphological identification and insufficient classification. In this study, structural knowledge derived from meso-scale simulations based on parameters from atomistic simulations were analyzed in dissipative particle dynamic (DPD) simulations of PS-b-PI diblock copolymers. The radial distribution function and its Fourier-space counterpart or structure factor were proposed using principal component analysis (PCA) as key characteristics for morphological identification and classification. Disorder, discrete clusters, hexagonally packed cylinders, connected clusters, defected lamellae, lamellae and connected cylinders were effectively grouped.

On the use of gravity data in delineating geologic features of interest for geothermal exploration in the Geneva Basin (Switzerland): prospects and limitations

Gravity data retrieved from the Bureau Gravimétrique International and the Gravimetric Atlas of Switzerland have been used to evaluate their applicability as a subsurface investigation tool to assess key geological features in support of the geothermal exploration in the Geneva Basin (GB). In this context, the application of an effective processing workflow able to produce reliable residual gravity anomalies was implemented as a crucial first step to investigate whether and to what level gravity anomalies can be correlated to geologic sources of geothermal interest. This study focusses on the processing workflow applied to publicly available gravity data, including the quantification of the uncertainty. This was then also used for first-order 2D forward gravity modelling. The resulting residual anomalies demonstrate the potential use of gravity investigations for geothermal exploration in sedimentary basins, and also reveal areas of significant, irreparable misfit, which calls for the use of complementary data and 3D subsurface structural knowledge. The results of such investigations will be presented in subsequent studies.

Do second language learners always know what they know about L2 collocations? Exploring the acquisition of conscious and unconscious structural knowledge of L2 collocations

This study investigated the acquisition of conscious and unconscious structural knowledge of L2 collocations. The participants were two groups of 68 Chinese undergraduate students from the university community. The first group judged the typicality of 24 English collocations and their atypical counterparts and reported the basis of each judgment to indicate their conscious status. The second group were trained on 24 new collocations and then took a similar test. Results showed that learners acquired both conscious and unconscious structural knowledge of L2 collocations. The conscious status varied according to collocation types. Incidental exposure facilitated the development of conscious structural knowledge of incongruent collocations and unconscious structural knowledge of congruent ones. The advantage of congruent over incongruent collocations was greater for unconscious than conscious structural knowledge. The results are consistent with the theory that unconscious structural knowledge is based on acquiring statistical regularities while conscious structural knowledge codes more one-off exceptions.

LinkIt: A Tool for Assessing and Providing Formative Feedback for Structural Knowledge

It is challenging to assess the effectiveness of learning and training. Most evaluators rely on multiple choice, fill-in-the-blank, and essay questions. These are time-consuming, provide little formative value, and provide no visualization of the knowledge domain. LinkIt uses constrained concept mapping to elicit, score, represent visually, and provide immediate feedback on student knowledge networks by comparing them to expert networks.