Effects of Science Journaling on Elementary Students’ Affective Characteristics in Korea

This study investigated how keeping a journal related to issues and concepts in science influences sixth grade students’ affective characteristics, including cognition, interest, and attitude towards science. The development of these characteristics is related to students’ attitudes and interests in learning. Previous studies have primarily focused on the affective characteristics of gifted students, while only a few have focused on elementary students in public schools. We asked 34 grade six students in Korean public schools to keep a journal related to science and technology three times a week for 12 weeks (September–November 2018). The results show students’ perspectives on writing science journals from data, including questionnaires, interviews, and surveys. The results also suggest that keeping a science journal develops students’ affective characteristics related to science. Our findings will contribute to the development of better pedagogies for sustainability and resources for teaching science among elementary students.

Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective

This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct—focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.

Serotonergic gene-to-gene interaction is associated with mood and GABA concentrations but not with pain-related cerebral processing in fibromyalgia subjects and healthy controls

The neurotransmitter serotonin, involved in the regulation of pain and emotion, is critically regulated by the 5‐HT1A autoreceptor and the serotonin transporter (5-HTT). Polymorphisms of these genes affect mood and endogenous pain modulation, both demonstrated to be altered in fibromyalgia subjects (FMS). Here, we tested the effects of genetic variants of the 5‐HT1A receptor (CC/G-carriers) and 5-HTT (high/intermediate/low expression) on mood, pain sensitivity, cerebral processing of evoked pain (functional MRI) and concentrations of GABA and glutamate (MR spectroscopy) in rostral anterior cingulate cortex (rACC) and thalamus in FMS and healthy controls (HC). Interactions between serotonin-relevant genes were found in affective characteristics, with genetically inferred high serotonergic signalling (5-HT1A CC/5-HTThigh genotypes) being more favourable across groups. Additionally, 5‐HT1A CC homozygotes displayed higher pain thresholds than G-carriers in HC but not in FMS. Cerebral processing of evoked pressure pain differed between groups in thalamus with HC showing more deactivation than FMS, but was not influenced by serotonin-relevant genotypes. In thalamus, we observed a 5‐HT1A-by-5-HTT and group-by-5-HTT interaction in GABA concentrations, with the 5-HTT high expressing genotype differing between groups and 5‐HT1A genotypes. No significant effects were seen for glutamate or in rACC. To our knowledge, this is the first report of this serotonergic gene-to-gene interaction associated with mood, both among FMS (depression) and across groups (anxiety). Additionally, our findings provide evidence of an association between the serotonergic system and thalamic GABA concentrations, with individuals possessing genetically inferred high serotonergic signalling exhibiting the highest GABA concentrations, possibly enhancing GABAergic inhibitory effects via 5-HT.

Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics

Teachers' ability to assess student cognitive and motivational-affective characteristics is a requirement to support individual students with adaptive teaching. However, teachers have difficulty in assessing the diversity among their students in terms of the intra-individual combinations of these characteristics in student profiles. Reasons for this challenge are assumed to lie in the behavioral and cognitive activities behind judgment processes. Particularly, the observation and utilization of diagnostic student cues, such as student engagement, might be an important factor. Hence, we investigated how student teachers with high and low judgment accuracy differ with regard to their eye movements as a behavioral and utilization of student cues as a cognitive activity. Forty-three participating student teachers observed a video vignette showing parts of a mathematics lesson to assess student characteristics of five target students, and reported which cues they used to form their judgment. Meanwhile, eye movements were tracked. Student teachers showed substantial diversity in their judgment accuracy. Those with a high judgment accuracy showed slight tendencies toward a more “experienced” pattern of eye movements with a higher number of fixations and shorter average fixation duration. Although all participants favored diagnostic student cues for their assessments, an epistemic network analysis indicated that student teachers with a high judgment accuracy utilized combinations of diagnostic student cues that clearly pointed to specific student profiles. Those with a low judgment accuracy had difficulty using distinct combinations of diagnostic cues. Findings highlight the power of behavioral and cognitive activities in judgment processes for explaining teacher performance of judgment accuracy.