Theoretical Framework and Empirical Evidence of Students' Cognitive Processes in Three Dimensions of Content, Complexity, and Time

ERIC Educational Resources Information Center

von Aufschnaiter, Claudia; von Aufschnaiter, Stefan

2003-01-01

In the literature, learners' cognitive development is mainly discussed with respect to changes in learners' content-dependent knowledge (conceptual change or growth). Additional dimensions of time and complexity may also be taken into account to describe cognitive processes in at least three dimensions. We discuss these three dimensions of…

The endogenous plant hormones and ratios regulate sugar and dry matter accumulation in Jerusalem artichoke in salt-soil.

PubMed

Li, Lingling; Shao, Tianyun; Yang, Hui; Chen, Manxia; Gao, Xiumei; Long, Xiaohua; Shao, Hongbo; Liu, Zhaopu; Rengel, Zed

2017-02-01

The changes in content of endogenous hormones in stolons and tubers of Jerusalem artichoke (Helianthus tuberosus L.) regulate tuber growth, but the specific knowledge about the importance of balance among the endogenous hormones is lacking. Two varieties of Jerusalem artichoke (NY-1 and QY-2) were tested for the endogenous zeatin (ZT), auxins (IAA), gibberellins (GA 3 ) and abscisic acid (ABA) in regulating sugar and dry matter accumulation in tubers. The dry matter content and sugar accumulation in tubers were correlated positively with endogenous ZT and negatively with GA 3 content and GA 3 /ABA and IAA/ABA content ratios. Throughout the tuber formation, ZT content was higher in NY-1 than QY-2 tubers, whereas ABA content was higher in QY-2 than NY-1 tubers. The content ratios GA 3 /ABA and IAA/ABA were greater in NY-1 than QY-2 before tuber initiation, but QY-2 surpassed NY-1 during the tuber growth stage. The GA 3 /ABA and IAA/ABA content ratios declined during tuber growth. The results suggested that a dynamic balance of endogenous hormones played an important role in tuber development. Copyright © 2016 Elsevier B.V. All rights reserved.

Deepening Pre-Service Secondary Teachers' Mathematical Content Knowledge through Engaging with Peers' Mathematical Contributions

ERIC Educational Resources Information Center

Pournara, C.

2016-01-01

Depth and rigour in mathematical knowledge for pre-service secondary school mathematics teachers may be found in particular experiences of learning and doing school-level mathematics. Drawing on two cases from a course on financial mathematics for secondary school teachers, I illustrate opportunities for exploring compound and exponential growth.…

Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function

ERIC Educational Resources Information Center

Steele, Michael D.; Hillen, Amy F.; Smith, Margaret S.

2013-01-01

This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the…

Scaffolding Middle School Students' Construction of Scientific Explanations: Comparing a cognitive versus a metacognitive evaluation approach

NASA Astrophysics Data System (ADS)

Wang, Chia-Yu

2015-01-01

This study investigated the effects of scaffolds as cognitive prompts and as metacognitive evaluation on seventh-grade students' growth of content knowledge and construction of scientific explanations in five inquiry-based biology activities. Students' scores on multiple-choice pretest and posttest and worksheets for five inquiry-based activities were analyzed. The results show that the students' content knowledge in all conditions significantly increased from the pretest to posttest. Incorporating cognitive prompts with the explanation scaffolds better facilitated knowledge integration and resulted in greater learning gains of content knowledge and better quality evidence and reasoning. The metacognitive evaluation instruction improved all explanation components, especially claims and reasoning. This metacognitive approach also significantly reduced students' over- or underestimation during peer-evaluation by refining their internal standards for the quality of scientific explanations. The ability to accurately evaluate the quality of explanations was strongly associated with better performance on explanation construction. The cognitive prompts and metacognitive evaluation instruction address different aspects of the challenges faced by the students, and show different effects on the enhancement of content knowledge and the quality of scientific explanations. Future directions and suggestions are provided for improving the design of the scaffolds to facilitate the construction of scientific explanations.

Low light intensity and nitrogen starvation modulate the chlorophyll content of Scenedesmus dimorphus.

PubMed

Ferreira, V S; Pinto, R F; Sant'Anna, C

2016-03-01

Chlorophyll is a photosynthetic pigment found in plants and algal organisms and is a bioproduct with human health benefits and a great potential for use in the food industry. The chlorophyll content in microalgae strains varies in response to environmental factors. In this work, we assessed the effect of nitrogen depletion and low light intensity on the chlorophyll content of the Scenedesmus dimorphus microalga. The growth of S. dimorphus under low light intensity led to a reduction in cell growth and volume as well as increased cellular chlorophyll content. Nitrogen starvation led to a reduction in cell growth and the chlorophyll content, changes in the yield and productivity of chlorophylls a and b. Transmission electron microscopy was used to investigate the ultrastructural changes in the S. dimorphus exposed to nitrogen and light deficiency. In contrast to nitrogen depletion, low light availability was an effective mean for increasing the total chlorophyll content of green microalga S. dimorphus. The findings acquired in this work are of great biotechnological importance to extend knowledge of choosing the right culture condition to stimulate the effectiveness of microalgae strains for chlorophyll production purposes. © 2015 The Society for Applied Microbiology.

Pathways over Time: Functional Genomics Research in an Introductory Laboratory Course.

PubMed

Reeves, Todd D; Warner, Douglas M; Ludlow, Larry H; O'Connor, Clare M

2018-01-01

National reports have called for the introduction of research experiences throughout the undergraduate curriculum, but practical implementation at many institutions faces challenges associated with sustainability, cost, and large student populations. We describe a novel course-based undergraduate research experience (CURE) that introduces introductory-level students to research in functional genomics in a 3-credit, multisection laboratory class. In the Pathways over Time class project, students study the functional conservation of the methionine biosynthetic pathway between divergent yeast species. Over the five semesters described in this study, students ( N = 793) showed statistically significant and sizable growth in content knowledge ( d = 1.85) and in self-reported research methods skills ( d = 0.65), experimental design, oral and written communication, database use, and collaboration. Statistical analyses indicated that content knowledge growth was larger for underrepresented minority students and that growth in content knowledge, but not research skills, varied by course section. Our findings add to the growing body of evidence that CUREs can support the scientific development of large numbers of students with diverse characteristics. The Pathways over Time project is designed to be sustainable and readily adapted to other institutional settings. © 2018 T. D. Reeves et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

NASA Astrophysics Data System (ADS)

Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

2016-11-01

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.

The Sydney West Knowledge Portal: Evaluating the Growth of a Knowledge Portal to Support Translational Research.

PubMed

Janssen, Anna; Robinson, Tracy Elizabeth; Provan, Pamela; Shaw, Tim

2016-06-29

The Sydney West Translational Cancer Research Centre is an organization funded to build capacity for translational research in cancer. Translational research is essential for ensuring the integration of best available evidence into practice and for improving patient outcomes. However, there is a low level of awareness regarding what it is and how to conduct it optimally. One solution to addressing this gap is the design and deployment of web-based knowledge portals to disseminate new knowledge and engage with and connect dispersed networks of researchers. A knowledge portal is an web-based platform for increasing knowledge dissemination and management in a specialized area. To measure the design and growth of an web-based knowledge portal for increasing individual awareness of translational research and to build organizational capacity for the delivery of translational research projects in cancer. An adaptive methodology was used to capture the design and growth of an web-based knowledge portal in cancer. This involved stakeholder consultations to inform initial design of the portal. Once the portal was live, site analytics were reviewed to evaluate member usage of the portal and to measure growth in membership. Knowledge portal membership grew consistently for the first 18 months after deployment, before leveling out. Analysis of site metrics revealed members were most likely to visit portal pages with community-generated content, particularly pages with a focus on translational research. This was closely followed by pages that disseminated educational material about translational research. Preliminary data from this study suggest that knowledge portals may be beneficial tools for translating new evidence and fostering an environment of communication and collaboration.

The Sydney West Knowledge Portal: Evaluating the Growth of a Knowledge Portal to Support Translational Research

PubMed Central

2016-01-01

Background The Sydney West Translational Cancer Research Centre is an organization funded to build capacity for translational research in cancer. Translational research is essential for ensuring the integration of best available evidence into practice and for improving patient outcomes. However, there is a low level of awareness regarding what it is and how to conduct it optimally. One solution to addressing this gap is the design and deployment of web-based knowledge portals to disseminate new knowledge and engage with and connect dispersed networks of researchers. A knowledge portal is an web-based platform for increasing knowledge dissemination and management in a specialized area. Objective To measure the design and growth of an web-based knowledge portal for increasing individual awareness of translational research and to build organizational capacity for the delivery of translational research projects in cancer. Methods An adaptive methodology was used to capture the design and growth of an web-based knowledge portal in cancer. This involved stakeholder consultations to inform initial design of the portal. Once the portal was live, site analytics were reviewed to evaluate member usage of the portal and to measure growth in membership. Results Knowledge portal membership grew consistently for the first 18 months after deployment, before leveling out. Analysis of site metrics revealed members were most likely to visit portal pages with community-generated content, particularly pages with a focus on translational research. This was closely followed by pages that disseminated educational material about translational research. Conclusions Preliminary data from this study suggest that knowledge portals may be beneficial tools for translating new evidence and fostering an environment of communication and collaboration. PMID:27357641

The impact of a student-teacher-scientist partnership (STSP) on students' and teachers' content knowledge and attitudes toward science

NASA Astrophysics Data System (ADS)

Houseal, Ana K.

Engaging elementary students in science through inquiry-based methodologies is at the center of science education reform efforts (AAAS, 1989, NRC 1996, 2000). Through scientific problem solving, students can learn that science is more than just learning facts and concepts (NRC, 2000) The process of scientific inquiry, as a way of approaching scientific problem solving, can be taught to students through experiential, authentic (or real-world) science experiences. Student-teacher-scientist partnerships (STSPs) are one vehicle used to connect students to these science experiences with practicing research scientists. However, the literature on STSPs demonstrates they are fraught with challenges and very little is known of their effects on teachers' and students' content knowledge growth or changes in their attitudes about science and scientists. This study addressed these two areas by researching a particular STSP. The STSP, called Students, Teachers, and Rangers and Research Scientists (STaRRS), designed to be incorporated into the existing long-standing education program Expedition: Yellowstone! (E:Y!) was the focus of this study. For teachers, a pre-test, intervention, post-test research design addressing content knowledge gains, attitude changes, and pedagogical changes was used. A quasi-experimental pre- post-test design using treatment and comparison groups of students addressed content knowledge gains and attitude changes. Findings provided evidence of significant positive shifts in teachers' attitudes regarding science and scientists, and trends of shifting pedagogical choices made by teachers. Students showed significant content knowledge gains and an increased positive attitude regarding their perceptions of scientists.

The Virtual University: Organizing To Survive in the 21st Century.

ERIC Educational Resources Information Center

Stallings, Dees

2001-01-01

Discusses the growth of electronic education and the need to educate in a new environment. Topics include ways to learn; knowledge workers; distance education and globalization; the online education market; government's role; foundations; accreditation commissions; future challenges; content provider versus context provider; profit versus…

ePortfolio as a Measure of Reflective Practice

ERIC Educational Resources Information Center

Parkes, Kelly A.; Dredger, Katie S.; Hicks, David

2013-01-01

This instructional article outlines the qualities of effective ePortfolios and how reflection and student growth is measured. Student exemplars and assessment rubrics show how, despite changing tools and evolving standards, sustained collaboration and student coaching yields reflective practitioners in content areas and in technological knowledge.…

Matching Society Values: Students' Views of Biotechnology

ERIC Educational Resources Information Center

Saez, Maria J.; Nino, Angela Gomez; Carretero, Antonio

2008-01-01

The rapid growth of biotechnology knowledge during the past decades has made it necessary to rethink the contents of the school curriculum and has provoked a consideration of the ethical and social issues related to the use of biotechnological applications. With the financial assistance of the European Union, the European Initiative for…

Qualitative Research on "Mediated Dialogism" among Educators and Pupils

ERIC Educational Resources Information Center

Hansson, Thomas

2004-01-01

The relevance of qualitative research to virtual practices rests on subject knowledge and practical know-how on operations for exchange, growth, learning, and dialogue. Highlighting the discursive perspective, this paper covers theory on emerging didactics for online learning. In doing so, the contents show how computer-mediated learning…

School Quality and Learning Gains in Rural Guatemala

ERIC Educational Resources Information Center

Marshall, Jeffery H.

2009-01-01

I use unusually detailed data on schools, teachers and classrooms to explain student achievement growth in rural Guatemala. Several variables that have received little attention in previous studies--including the number of school days, teacher content knowledge and pedagogical methods--are robust predictors of achievement. A series of…

The Human Health, Growth, and Development Curriculum.

ERIC Educational Resources Information Center

Boyles, Linda R.; And Others

This health and human development curriculum for grades 1-6 contains tips for teachers and overviews of the philosophy behind teaching these topics to elementary school students. The section on health education is structured around ten content strands: (1) health knowledge, attitudes, decisions, and behavior; (2) emotional and social health; (3)…

The Real Business of America: Ethics and New Economic Realities.

ERIC Educational Resources Information Center

Hartoonian, H. Michael; Van Scotter, Richard

2000-01-01

Considers the emerging global economy. Discusses the meaning of wealth, not in terms of materials, but in relation to the knowledge and ethical behavior that are forces for economic growth. Suggests ways to help students connect character content to social studies, including lists of discussion questions. (CMK)

How to Assess Student Performance in Science: Going beyond Multiple-Choice Tests. Third Edition

ERIC Educational Resources Information Center

Butler, Susan M.; McColskey, Wendy; O'Sullivan, Rita

2005-01-01

Educational systems promote student growth in a variety of dimensions. Basic content knowledge can be effectively assessed with multiple-choice and completion tests. However educational reforms have become more concerned with higher-order cognitive dimensions (problem-solving, creativity), social dimensions (communication skills, ability to work…

Help Students Prepare for High School Examinations

ERIC Educational Resources Information Center

Lagares, Christopher; Connor, David J.

2009-01-01

Anxiety! Stress! Fear! Everyone lives in a time of escalating accountability in terms of state, district, and city-wide examinations that measure student growth in the acquisition of skills and content area knowledge. All students feel increased pressure to constantly demonstrate improved levels of academic performance. For students with cognitive…

Education Technology Success Stories

ERIC Educational Resources Information Center

West, Darrell M.; Bleiberg, Joshua

2013-01-01

Advances in technology are enabling dramatic changes in education content, delivery, and accessibility. Throughout history, new technologies have facilitated the exponential growth of human knowledge. In the early twentieth century, the focus was on the use of radios in education. But since then, innovators have seen technology as a way to improve…

Service Modeling for Service Engineering

NASA Astrophysics Data System (ADS)

Shimomura, Yoshiki; Tomiyama, Tetsuo

Intensification of service and knowledge contents within product life cycles is considered crucial for dematerialization, in particular, to design optimal product-service systems from the viewpoint of environmentally conscious design and manufacturing in advanced post industrial societies. In addition to the environmental limitations, we are facing social limitations which include limitations of markets to accept increasing numbers of mass-produced artifacts and such environmental and social limitations are restraining economic growth. To attack and remove these problems, we need to reconsider the current mass production paradigm and to make products have more added values largely from knowledge and service contents to compensate volume reduction under the concept of dematerialization. Namely, dematerialization of products needs to enrich service contents. However, service was mainly discussed within marketing and has been mostly neglected within traditional engineering. Therefore, we need new engineering methods to look at services, rather than just functions, called "Service Engineering." To establish service engineering, this paper proposes a modeling technique of service.

Synergistic influence of Al, Ni, Bi and Sn addition to a zinc bath upon growth kinetics and the structure of coatings

NASA Astrophysics Data System (ADS)

Kania, H.; Liberski, P.

2012-05-01

In this article the authors have analysed the current knowledge about the influence of alloy additions used in galvanizing baths. The optimum concentration of Al, Ni, Bi and Sn addition has been established. Some tests have been conducted to determine the synergistic effect of the addition of AlNiBiSn to a zinc bath upon the structure and growth kinetics of coatings. The structure of the coatings obtained on steel with low silicon contents and on Sandelin steel as well as their chemical composition have been revealed. It has been established that the addition of AlNiBiSn helps to reduce excessive growth of coating on Sandelin steel. The chemical composition and the structure of the coating on Sandelin steel are similar to the chemical composition and structure obtained on steel with regular silicon contents.

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities

NASA Astrophysics Data System (ADS)

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-09-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent = .70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent = .48)-and curricular knowledge, respectively (rlatent = .35)-are moderate to low (all ps < .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.

Delivery of Learning Knowledge Objects Using Fuzzy Clustering

ERIC Educational Resources Information Center

Sabitha, A. Sai; Mehrotra, Deepti; Bansal, Abhay

2016-01-01

e-Learning industry is rapidly changing and the current learning trends are based on personalized, social and mobile learning, content reusability, cloud-based and talent management. The learning systems have attained a significant growth catering to the needs of a wide range of learners, having different approaches and styles of learning. Objects…

Systematic Alignment of Dual Teacher Preparation

ERIC Educational Resources Information Center

Anderson, Kelly; Smith, JaneDiane; Olsen, Jacob; Algozzine, Bob

2015-01-01

Given the rapid growth of diversity in schools across the country, teacher educators are turning to innovative ways to redesign their programs. In this article, we describe efforts of a dual licensure program in which undergraduate teachers-in-training acquired knowledge and skills in core content, as well as evidence-based pedagogy and discipline…

Utilizing Learners' Negative Ratings in Semantic Content-Based Recommender System for e-Learning Forum

ERIC Educational Resources Information Center

Albatayneh, Naji Ahmad; Ghauth, Khairil Imran; Chua, Fang-Fang

2018-01-01

Nowadays, most of e-learning systems embody online discussion forums as a medium for collaborative learning that supports knowledge sharing and information exchanging between learners. The exponential growth of the available shared information in e-learning online discussion forums has caused a difficulty for learners in discovering interesting…

Heterotrophic cultivation of Auxenochlorella protothecoides using forest biomass as a feedstock for sustainable biodiesel production.

PubMed

Patel, Alok; Matsakas, Leonidas; Rova, Ulrika; Christakopoulos, Paul

2018-01-01

The aim of this work was to establish a process for the heterotrophic growth of green microalgae using forest biomass hydrolysates. To provide a carbon source for the growth of the green microalgae, two forest biomasses (Norway spruce and silver birch) were pretreated with a hybrid organosolv-steam explosion method, resulting in inhibitor-free pretreated solids with a high cellulose content of 77.9% w/w (birch) and 72% w/w (spruce). Pretreated solids were hydrolyzed using commercial cellulolytic enzymes to produce hydrolysate for the culture of algae. The heterotrophic growth of A. protothecoides was assessed using synthetic medium with glucose as carbon source, where the effect of sugar concentration and the carbon-to-nitrogen ratio were optimized, resulting in accumulation of lipids at 5.42 ± 0.32 g/L (64.52 ± 0.53% lipid content) after 5 days of culture on glucose at 20 g/L. The use of birch and spruce hydrolysates was favorable for the growth and lipid accumulation of the algae, resulting in lipid production of 5.65 ± 0.21 g/L (66 ± 0.33% lipid content) and 5.28 ± 0.17 g/L (63.08 ± 0.71% lipid content) when grown on birch and spruce, respectively, after only 120 h of cultivation. To the best of our knowledge, this is the first report of using organosolv pretreated wood biomass hydrolysates for the growth and lipid production of microalgae in the literature. The pretreatment process used in this study provided high saccharification of biomass without the presence of inhibitors. Moreover, the lipid profile of this microalga showed similar contents to vegetable oils which improve the biodiesel properties.

An empirical method that separates irreversible stem radial growth from bark water content changes in trees: theory and case studies

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mencuccini, Maurizio; Salmon, Yann; Mitchell, Patrick

Substantial uncertainty surrounds our knowledge of tree stem growth, with some of the most basic questions, such as when stem radial growth occurs through the daily cycle, still unanswered. Here, we employed high-resolution point dendrometers, sap flow sensors, and developed theory and statistical approaches, to devise a novel method separating irreversible radial growth from elastic tension-driven and elastic osmotically driven changes in bark water content. We tested this method using data from five case study species. Experimental manipulations, namely a field irrigation experiment on Scots pine and a stem girdling experiment on red forest gum trees, were used to validatemore » the theory. Time courses of stem radial growth following irrigation and stem girdling were consistent with a-priori predictions. Patterns of stem radial growth varied across case studies, with growth occurring during the day and/or night, consistent with the available literature. Importantly, our approach provides a valuable alternative to existing methods, as it can be approximated by a simple empirical interpolation routine that derives irreversible radial growth using standard regression techniques. In conclusion, our novel method provides an improved understanding of the relative source–sink carbon dynamics of tree stems at a sub-daily time scale.« less

An empirical method that separates irreversible stem radial growth from bark water content changes in trees: theory and case studies.

PubMed

Mencuccini, Maurizio; Salmon, Yann; Mitchell, Patrick; Hölttä, Teemu; Choat, Brendan; Meir, Patrick; O'Grady, Anthony; Tissue, David; Zweifel, Roman; Sevanto, Sanna; Pfautsch, Sebastian

2017-02-01

Substantial uncertainty surrounds our knowledge of tree stem growth, with some of the most basic questions, such as when stem radial growth occurs through the daily cycle, still unanswered. We employed high-resolution point dendrometers, sap flow sensors, and developed theory and statistical approaches, to devise a novel method separating irreversible radial growth from elastic tension-driven and elastic osmotically driven changes in bark water content. We tested this method using data from five case study species. Experimental manipulations, namely a field irrigation experiment on Scots pine and a stem girdling experiment on red forest gum trees, were used to validate the theory. Time courses of stem radial growth following irrigation and stem girdling were consistent with a-priori predictions. Patterns of stem radial growth varied across case studies, with growth occurring during the day and/or night, consistent with the available literature. Importantly, our approach provides a valuable alternative to existing methods, as it can be approximated by a simple empirical interpolation routine that derives irreversible radial growth using standard regression techniques. Our novel method provides an improved understanding of the relative source-sink carbon dynamics of tree stems at a sub-daily time scale. © 2016 The Authors Plant, Cell & Environment Published by John Wiley & Sons Ltd.

An empirical method that separates irreversible stem radial growth from bark water content changes in trees: theory and case studies

DOE PAGES

Mencuccini, Maurizio; Salmon, Yann; Mitchell, Patrick; ...

2017-11-12

Substantial uncertainty surrounds our knowledge of tree stem growth, with some of the most basic questions, such as when stem radial growth occurs through the daily cycle, still unanswered. Here, we employed high-resolution point dendrometers, sap flow sensors, and developed theory and statistical approaches, to devise a novel method separating irreversible radial growth from elastic tension-driven and elastic osmotically driven changes in bark water content. We tested this method using data from five case study species. Experimental manipulations, namely a field irrigation experiment on Scots pine and a stem girdling experiment on red forest gum trees, were used to validatemore » the theory. Time courses of stem radial growth following irrigation and stem girdling were consistent with a-priori predictions. Patterns of stem radial growth varied across case studies, with growth occurring during the day and/or night, consistent with the available literature. Importantly, our approach provides a valuable alternative to existing methods, as it can be approximated by a simple empirical interpolation routine that derives irreversible radial growth using standard regression techniques. In conclusion, our novel method provides an improved understanding of the relative source–sink carbon dynamics of tree stems at a sub-daily time scale.« less

Construction of knowledge about teaching practice and educating students from diverse cultures in an online induction program

NASA Astrophysics Data System (ADS)

Bice, Lawrence Raymond

2005-11-01

Beginning teachers in both urban areas and geographically isolated rural areas often do not have access to a mentor teacher of the same content area or grade level in their school or district. This project is a study of learning in the on-line e-Mentoring for Student Success (eMSS) program, which provides induction for science and mathematics teachers in Montana and California. The study centered on a particular segment of eMSS called the Diversity Module. Two examinations were conducted: (1) Analysis of discourse by all participants in the Diversity Module, and (2) case study of five beginning teachers with diverse student populations. Analysis of learning by cases was conducted by examining discourse in the Diversity Module, private on-line discussions with their assigned mentors during a two-year period, and pre and post Diversity Module interviews and interviews of their mentors. Three frameworks were developed to aid understanding of findings: (1) discourse analysis, (2) competencies of multicultural teachers, and, (3) competencies of pedagogical and pedagogical content knowledge. Cases developed their knowledge of teaching along a continuum of needs over two years of participation in the eMSS program. Initial needs expressed by mentees were in areas such as classroom management and general methods of instruction. Cases increased their knowledge in virtually all aspects of pedagogical knowledge, changing their expressed needs to pedagogical content knowledge concerns such as adapting and differentiating instruction for particular content and individual students, and building their repertoire of instructional representations. Through on-line discussion, teachers developed or advanced awareness of student culture and learning characteristics, and adapted their practice to foster a climate of student respect. Findings provided little evidence of adapting instruction for diverse student learning. Teachers who had a strong awareness of their own and their students' cultures advanced their understanding of multicultural teaching competencies further than those who did not. Interview results indicated that learning sometimes takes place in a non-visible manner. Growth in multicultural teaching knowledge, as well as several aspects of pedagogical and pedagogical content knowledge, was clearly evident for participants who posted few messages, but read and actively reflected on thoughts of others.

Internet informs parents about growth hormone.

PubMed

Cousounis, Pamela; Lipman, Terri H; Ginsburg, Kenneth R; Grimberg, Adda

2013-01-01

Parents' knowledge influences decisions regarding medical care for their children. Parents of pediatric primary care patients aged 9-14 years, irrespective of height, participated in open focus groups (OFGs). Moderators asked the question, 'How do people find out about growth hormone (GH)?' Because many parents cited the Internet, the top 10 results from the Google searches of 'growth hormone children' and 'parents of children who take growth hormone' were examined. Three investigators independently performed content analysis and then reached a consensus. The results were tabulated via summary statistics. Eighteen websites were reviewed, most with the purpose of education (56%) and many funded by commercial sources (44%). GH treatment information varied, with 33% of the sites containing content only about US FDA-approved indications. Fifty-six percent of the sites included information about psychosocial benefits from treatment, with 44% acknowledging them as controversial. Although important to OFG participants, risks and costs were each omitted from 39% of the websites. Parents often turn to the Internet for GH-related information for their children, although its content may be incomplete and/or biased. Clinicians may want to provide parents with tools for critically evaluating Internet-based information, a list of prereviewed websites, or their own educational materials. Copyright © 2013 S. Karger AG, Basel.

Plant probiotic bacteria Bacillus and Paraburkholderia improve growth, yield and content of antioxidants in strawberry fruit.

PubMed

Rahman, Mosaddiqur; Sabir, Abdullah As; Mukta, Julakha Akter; Khan, Md Mohibul Alam; Mohi-Ud-Din, Mohammed; Miah, Md Giashuddin; Rahman, Mahfuzur; Islam, M Tofazzal

2018-02-06

Strawberry is an excellent source of natural antioxidants with high capacity of scavenging free radicals. This study evaluated the effects of two plant probiotic bacteria, Bacillus amylolequefaciens BChi1 and Paraburkholderia fungorum BRRh-4 on growth, fruit yield and antioxidant contents in strawberry fruits. Root dipping of seedlings (plug plants) followed by spray applications of both probiotic bacteria in the field on foliage significantly increased fruit yield (up to 48%) over non-treated control. Enhanced fruit yield likely to be linked with higher root and shoot growth, individual and total fruit weight/plant and production of phytohormone by the probiotic bacteria applied on plants. Interestingly, the fruits from plants inoculated with the isolates BChi1 and BRRh-4 had significantly higher contents of phenolics, carotenoids, flavonoids and anthocyanins over non-treated control. Total antioxidant activities were also significantly higher (p < 0.05) in fruits of strawberry plants treated with both probiotic bacteria. To the best of our knowledge, this is the first report of significant improvement of both yield and quality of strawberry fruits by the application of plant probiotic bacteria BChi1 and BRRh-4 in a field condition. Further study is needed to elucidate underlying mechanism of growth and quality improvement of strawberry fruits by probiotic bacteria.

Talk the Talk: Learner-Generated Podcasts as Catalysts for Knowledge Creation

ERIC Educational Resources Information Center

Lee, Mark J. W.; McLoughlin, Catherine; Chan, Anthony

2008-01-01

Podcasting allows audio content from one or more user-selected feeds or channels to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at a convenient time and place. It is enjoying phenomenal growth in mainstream society, alongside other Web 2.0 technologies that…

Scaffolding Middle School Students' Construction of Scientific Explanations: Comparing a Cognitive versus a Metacognitive Evaluation Approach

ERIC Educational Resources Information Center

Wang, Chia-Yu

2015-01-01

This study investigated the effects of scaffolds as cognitive prompts and as metacognitive evaluation on seventh-grade students' growth of content knowledge and construction of scientific explanations in five inquiry-based biology activities. Students' scores on multiple-choice pretest and posttest and worksheets for five inquiry-based activities…

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

NASA Astrophysics Data System (ADS)

Viorica Diaconu, Dana; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

2012-04-01

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p < 0.05). During the last two years, their gains in science content knowledge, use of inquiry-based instruction and leadership skills were significantly higher than those of the Control group teachers' (p < 0.01, p < 0.001 and p < 0.05, respectively). Three themes resonated in the interviews with participants: science content knowledge growth, constructivist pedagogy and leadership skills.

Research and Teaching. Are We Keeping the Promise? Investigation of Students' Critical Thinking Growth

ERIC Educational Resources Information Center

Carmel, Justin H.; Yezierski, Ellen J.

2013-01-01

College instruction aims not only to expand students' content knowledge, but also to help students develop practical skills, such as the ability to think critically. This study was conducted in a chemistry course for non science majors offered as part of a liberal education core curriculum at a large public university in the Midwest. Students…

Reflective pedagogical practices in an era of standards based reform: What do teachers do? An examination of science teachers' communities and their contribution to the facilitation of professional growth through authentic reflection

NASA Astrophysics Data System (ADS)

Chowdhary, Bhawna

National and international science reform movements are sweeping through the educational landscape aimed at improving scientific literacy in students across the world. A myriad of professional development (PD) initiatives by governing bodies are continually initiated to help improve teacher knowledge in both science content and process. Change in not accomplished easily as visions and mission are often challenged by deeply engrained ways of being. In this study we explore the salient cultural and contextual factors that support teacher learning through the framework of Reflective Practice. The research questions aim to answer the following: (1) To what extent do teachers see PD activities connected to their daily teaching practices and (2) What are the salient cultural and contextual factors within the educational environments that encourage reflection which leads to growth in teachers? Although the geographical location, culture and PD approach of the two educational contexts vary and therefore incomparable, salient commonalities were found within the two contexts that explained a varied pattern of behavior among the participating teachers. It was found that the role of the leaders in schools, accountability structures, interaction with technology, fidelity towards the program and cultural values of the educational context deeply influenced the drive and direction of PD initiatives that led to teacher knowledge growth and change that was either fully or at the least partially realized. The knowledge gained in this study does not aim to compare one context to another, rather it points to the direction that one can go with knowledge that proves to nurture and sustain teacher knowledge growth and development through a cycle of continuous change.

An Analysis of Social Studies Teachers' Perception Levels Regarding Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yesiltas, Erkan

2016-01-01

Web pedagogical content knowledge generally takes pedagogical knowledge, content knowledge, and Web knowledge as basis. It is a structure emerging through the interaction of these three components. Content knowledge refers to knowledge of subjects to be taught. Pedagogical knowledge involves knowledge of process, implementation, learning methods,…

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-01-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about…

Tell Me Why! Content Knowledge Predicts Process-Orientation of Math Researchers' and Math Teachers' Explanations

ERIC Educational Resources Information Center

Lachner, Andreas; Nückles, Matthias

2016-01-01

In two studies, we investigated the impact of instructors' different knowledge bases on the quality of their instructional explanations. In Study 1, we asked 20 mathematics teachers (with high pedagogical content knowledge, but lower content knowledge) and 15 mathematicians (with lower pedagogical content knowledge, but high content knowledge) to…

Platelet-Poor and Platelet-Rich Plasma Stimulate Bone Lineage Differentiation in Periodontal Ligament Stem Cells.

PubMed

Martínez, Constanza E; González, Sergio A; Palma, Verónica; Smith, Patricio C

2016-02-01

Plasma-derived fractions have been used as an autologous source of growth factors; however, limited knowledge concerning their biologic effects has hampered their clinical application. In this study, the authors analyze the content and specific effect of both platelet-rich plasma (PRP) and platelet-poor plasma (PPP) on osteoblastic differentiation using primary cultures of human periodontal ligament stem cells (HPLSCs). The authors evaluated the growth factor content of PRP and PPP using a proteome profiler array and enzyme-linked immunosorbent assay. HPLSCs were characterized by flow cytometry and differentiation assays. The effect of PRP and PPP on HPLSC bone differentiation was analyzed by quantifying calcium deposition after 14 and 21 days of treatment. Albeit at different concentrations, the two fractions had similar profiles of growth factors, the most representative being platelet-derived growth factor (PDGF) isoforms (PDGF-AA, -BB, and -AB), insulin-like growth factor binding protein (IGFBP)-2, and IGFBP-6. Both formulations exerted a comparable stimulus on osteoblastic differentiation even at low doses (2.5%), increasing calcium deposits in HPLSCs. PRP and PPP showed a similar protein profile and exerted comparable effects on bone differentiation. Further studies are needed to characterize and compare the effects of PPP and PRP on bone healing in vivo.

Description of pedagogical content knowledge (PCK) and content knowledge on Muhammadiyah Semarang University's preservice teacher

NASA Astrophysics Data System (ADS)

Astuti, Andari Puji; Wijayatiningsih, Testiana Deni; Azis, Abdul; Sumarti, Sri Susilogati; Barati, Dwi Anggani Linggar

2017-12-01

One of the competencies of teachers to be mastered under the constitution is pedagogic competence. This study aims to provide an overview of the pedagogic competence of Preservice teachers through the mastery of Pedagogical Content Knowledge (PCK) and Content knowledge (CK). The research method used is descriptive qualitative, with data retrieval technique through essay tests, questionnaire and interview. The results showed that of the five PCK indicators, only knowledge of learning strategies to teach chemistry already in high category. For Content Knowledge of preservice teachers are in the middle category for indicators of knowledge of disciplinary content, whereas knowledge that alternative frameworks for thinking about the content exist and the knowledge of the relationship between big ideas and the supporting ideas in a content area is in the fair category.

Measuring preschool cognitive growth while it's still happening: the Learning Express.

PubMed

McDermott, Paul A; Fantuzzo, John W; Waterman, Clare; Angelo, Lauren E; Warley, Heather P; Gadsden, Vivian L; Zhang, Xiuyuan

2009-10-01

Educators need accurate assessments of preschool cognitive growth to guide curriculum design, evaluation, and timely modification of their instructional programs. But available tests do not provide content breadth or growth sensitivity over brief intervals. This article details evidence for a multiform, multiscale test criterion-referenced to national standards for alphabet knowledge, vocabulary, listening comprehension and mathematics, developed in field trials with 3433 3-5(1/2)-year-old Head Start children. The test enables repeated assessments (20-30 min per time point) over a school year. Each subscale is calibrated to yield scaled scores based on item response theory and Bayesian estimation of ability. Multilevel modeling shows that nearly all score variation is associated with child performance rather than examiner performance and individual growth-curve modeling demonstrates the high sensitivity of scores to child growth, controlled for age, sex, prior schooling, and language and special needs status.

Longitudinal Patent Analysis for Nanoscale Science and Engineering: Country, Institution and Technology Field

NASA Astrophysics Data System (ADS)

Huang, Zan; Chen, Hsinchun; Yip, Alan; Ng, Gavin; Guo, Fei; Chen, Zhi-Kai; Roco, Mihail C.

2003-08-01

Nanoscale science and engineering (NSE) and related areas have seen rapid growth in recent years. The speed and scope of development in the field have made it essential for researchers to be informed on the progress across different laboratories, companies, industries and countries. In this project, we experimented with several analysis and visualization techniques on NSE-related United States patent documents to support various knowledge tasks. This paper presents results on the basic analysis of nanotechnology patents between 1976 and 2002, content map analysis and citation network analysis. The data have been obtained on individual countries, institutions and technology fields. The top 10 countries with the largest number of nanotechnology patents are the United States, Japan, France, the United Kingdom, Taiwan, Korea, the Netherlands, Switzerland, Italy and Australia. The fastest growth in the last 5 years has been in chemical and pharmaceutical fields, followed by semiconductor devices. The results demonstrate potential of information-based discovery and visualization technologies to capture knowledge regarding nanotechnology performance, transfer of knowledge and trends of development through analyzing the patent documents.

Elevating vitamin C content via overexpression of myo-inositol oxygenase and l-gulono-1,4-lactone oxidase in Arabidopsis leads to enhanced biomass and tolerance to abiotic stresses.

PubMed

Lisko, Katherine A; Torres, Raquel; Harris, Rodney S; Belisle, Melinda; Vaughan, Martha M; Jullian, Berangère; Chevone, Boris I; Mendes, Pedro; Nessler, Craig L; Lorence, Argelia

2013-12-01

l-Ascorbic acid (vitamin C) is an abundant metabolite in plant cells and tissues. Ascorbate functions as an antioxidant, as an enzyme cofactor, and plays essential roles in multiple physiological processes including photosynthesis, photoprotection, control of cell cycle and cell elongation, and modulation of flowering time, gene regulation, and senescence. The importance of this key molecule in regulating whole plant morphology, cell structure, and plant development has been clearly established via characterization of low vitamin C mutants of Arabidopsis , potato, tobacco, tomato, and rice. However, the consequences of elevating ascorbate content in plant growth and development are poorly understood. Here we demonstrate that Arabidopsis lines over-expressing a myo -inositol oxygenase or an l-gulono-1,4-lactone oxidase, containing elevated ascorbate, display enhanced growth and biomass accumulation of both aerial and root tissues. To our knowledge this is the first study demonstrating such a marked positive effect in plant growth in lines engineered to contain elevated vitamin C content. In addition, we present evidence showing that these lines are tolerant to a wide range of abiotic stresses including salt, cold, and heat. Total ascorbate content of the transgenic lines remained higher than those of controls under the abiotic stresses tested. Interestingly, exposure to pyrene, a polycyclic aromatic hydrocarbon and known inducer of oxidative stress in plants, leads to stunted growth of the aerial tissue, reduction in the number of root hairs, and inhibition of leaf expansion in wild type plants, while these symptoms are less severe in the over-expressers. Our results indicate the potential of this metabolic engineering strategy to develop crops with enhanced biomass, abiotic stress tolerance, and phytoremediation capabilities.

Threshold Concepts and Student Engagement: Revisiting Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Zepke, Nick

2013-01-01

This article revisits the notion that to facilitate quality learning requires teachers in higher education to have pedagogical content knowledge. It constructs pedagogical content knowledge as a teaching and learning space that brings content and pedagogy together. On the content knowledge side, it suggests that threshold concepts, akin to a…

Pre-Service Teachers' Pedagogical Content Knowledge: Implications for Teaching

ERIC Educational Resources Information Center

Marshman, Margaret; Porter, Glorianne

2013-01-01

Effective teachers have good pedagogical content knowledge (PCK). Pedagogical content knowledge is the intersection of discipline specific content knowledge and pedagogical knowledge. How effectively are pre-service teachers helped to develop good PCK? In this project we asked our pre-service teachers how they would respond to a particular student…

Technological Pedagogical Content Knowledge of Prospective Mathematics Teacher in Three Dimensional Material Based on Sex Differences

NASA Astrophysics Data System (ADS)

Aqib, M. A.; Budiarto, M. T.; Wijayanti, P.

2018-01-01

The effectiveness of learning in this era can be seen from 3 factors such as: technology, content, and pedagogy that covered in Technological Pedagogical Content Knowledge (TPCK). This research was a qualitative research which aimed to describe each domain from TPCK include Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological, Pedagogical, and Content Knowledge. The subjects of this research were male and female mathematics college students at least 5th semester who has almost the same ability for some course like innovative learning, innovative learning II, school mathematics I, school mathematics II, computer applications and instructional media. Research began by spreading the questionnaire of subject then continued with the assignment and interview. The obtained data was validated by time triangulation.This research has result that male and female prospective teacher was relatively same for Content Knowledge and Pedagogical Knowledge domain. While it was difference in the Technological Knowledge domain. The difference in this domain certainly has an impact on other domains that has technology components on it. Although it can be minimized by familiarizing the technology.

Examining motivational shifts in middle school: What deepens science motivation and what attenuates its decline?

NASA Astrophysics Data System (ADS)

Bathgate, Meghan Elizabeth

While motivational decline towards science is common during adolescence, this dissertation asks if there are beneficial science experiences that buffer against the loss of motivation and even promote its growth. The dissertation consists of two papers (Chapter 2 & 3) with additional analyses in Chapter 4 and a summary of findings in Chapter 5. The first paper examines whether classroom science experiences are differentially associated with motivational change and science content knowledge. Using self-reports from a sample of approximately 3,000 middle school students, this study investigates the influence of perceived science classroom experiences (student engagement & perceived success), on motivational change (fascination, values, competency belief) and content learning. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioral-cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. The second paper examines one of these motivational outcomes (value) in more detail. Valuing science is associated with positive learning outcomes and is often used to motivate engagement in the sciences, but less is known about what influences its development and maintenance, particularly during the critical middle school years. Using multinomial regression applied to longitudinal data from approximately 2,600 middle-school students, I test the relationship of the perceived science experiences examined in Paper 1 (affective engagement, behavioral-cognitive engagement, & perceived success) and optional formal and optional informal experiences to changes in science utility value. Furthermore, we address whether the same factors that predict growth in science value also predict absence of decline. Overall, we find that all five factors are associated with changes in value, but some have different relationships with growth vs. decline outcomes. Chapter 4 extends these findings to examine drivers of growth and decline for fascination and competency beliefs. Together, these findings provide a more nuanced view of the factors associated with science motivation and learning (both in and out of the science classroom), as well as the practical implications for educational practice.

Exploring Preschool Children’s Science Content Knowledge

PubMed Central

Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

2014-01-01

Research Findings The purpose of this study was to describe children’s science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children’s science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed that children exhibited significant gains in science content knowledge over the course of the preschool year. Hierarchical linear modeling results indicated that the level of maternal education (i.e., holding at least a bachelor’s degree) significantly predicted children’s Time 1 science content knowledge. Children’s cognitive, math, and language skills at Time 1 were all significant concurrent predictors of Time 1 science content knowledge. However, only Time 1 math skills significantly predicted residualized gains in science content knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy Factors related to individual differences in young children’s science content knowledge may be important for early childhood educators to consider in their efforts to provide more support to children who may need help with science learning. PMID:25541574

Effects of Improved Content Knowledge on Pedagogical Content Knowledge and Student Performance in Physical Education

ERIC Educational Resources Information Center

Iserbyt, Peter; Ward, Phillip; Li, Weidong

2017-01-01

Background: Pedagogical content knowledge (PCK) is an interaction of several knowledge bases upon which the teacher makes decisions about what and how to teach. To date, there are no studies in physical education directly documenting relationships between specialized content knowledge (SCK) and PCK. Such relationships have not been empirically…

Does Knowing More Advanced Mathematics Ensure Effectiveness of Working towards Demonstrating Specialised Mathematical Content Knowledge of Second-Year Pre-Service Teachers?

ERIC Educational Resources Information Center

Livy, Sharyn

2012-01-01

The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the…

Understanding Malaysian Pre-Service Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Leong, Kwan Eu; Meng, Chew Cheng; Rahim, Suzieleez Syrene Abdul

2015-01-01

This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary…

Developing, maintaining, and using a body of knowledge for the massage therapy profession.

PubMed

Sefton, Joellen M; Shea, Michael; Hines, Chip

2011-01-01

The diverse field of massage therapy has lacked a formal body of knowledge to serve as a practice and educational foundation and to guide future development. This deficit has hampered the growth of the profession and its acceptance and recognition by the medical and allied health care community. To provide massage therapists, bodyworkers, physicians, educators, and associated allied health care professionals in the United States with a description of the purpose and development of the massage therapy body of knowledge (MTBOK) and recommendations for its future development and utilization. Professional groups in the massage therapy community came together and established a task force to develop a body of knowledge for the profession. Five groups became the stewards for this effort. A nationwide search produced a task force of eight volunteers from diverse areas of the profession charged with the responsibility of researching and developing the MTBOK document. Review of documents, curricula, state laws and regulations, certification exam content, interviews, and public comment resulted in the development of the MTBOK. During development multiple opportunities for comment and discussion by stakeholders (public) were provided in an effort to create a professional consensus. The resulting MTBOK document establishes professional descriptions of the field; scope of practice; knowledge, skills, and abilities for entry-level massage therapists; and definitions for terminology to insure standardization, in order to provide a foundation for future discussion and growth. The MTBOK fulfills the goal for which it was developed, to serve as a foundation for the growth and development of the massage therapy profession as a whole. A living document, it should continue to evolve and grow with the profession. Maintenance and continued stewardship of this document by the massage therapy community is vital for continued professional progress.

Developing, Maintaining, and Using a Body of Knowledge for the Massage Therapy Profession

PubMed Central

Sefton, JoEllen M.; Shea, Michael; Hines, Chip

2011-01-01

Background: The diverse field of massage therapy has lacked a formal body of knowledge to serve as a practice and educational foundation and to guide future development. This deficit has hampered the growth of the profession and its acceptance and recognition by the medical and allied health care community. Purpose: To provide massage therapists, bodyworkers, physicians, educators, and associated allied health care professionals in the United States with a description of the purpose and development of the massage therapy body of knowledge (MTBOK) and recommendations for its future development and utilization. Methods: Professional groups in the massage therapy community came together and established a task force to develop a body of knowledge for the profession. Five groups became the stewards for this effort. A nationwide search produced a task force of eight volunteers from diverse areas of the profession charged with the responsibility of researching and developing the MTBOK document. Review of documents, curricula, state laws and regulations, certification exam content, interviews, and public comment resulted in the development of the MTBOK. During development multiple opportunities for comment and discussion by stakeholders (public) were provided in an effort to create a professional consensus. Results: The resulting MTBOK document establishes professional descriptions of the field; scope of practice; knowledge, skills, and abilities for entry-level massage therapists; and definitions for terminology to insure standardization, in order to provide a foundation for future discussion and growth. Conclusions: The MTBOK fulfills the goal for which it was developed, to serve as a foundation for the growth and development of the massage therapy profession as a whole. A living document, it should continue to evolve and grow with the profession. Maintenance and continued stewardship of this document by the massage therapy community is vital for continued professional progress. PMID:22016755

Development under elevated pCO2 conditions does not affect lipid utilization and protein content in early life-history stages of the purple sea urchin, Strongylocentrotus purpuratus.

PubMed

Matson, Paul G; Yu, Pauline C; Sewell, Mary A; Hofmann, Gretchen E

2012-12-01

Ocean acidification (OA) is expected to have a major impact on marine species, particularly during early life-history stages. These effects appear to be species-specific and may include reduced survival, altered morphology, and depressed metabolism. However, less information is available regarding the bioenergetics of development under elevated CO(2) conditions. We examined the biochemical and morphological responses of Strongylocentrotus purpuratus during early development under ecologically relevant levels of pCO(2) (365, 1030, and 1450 μatm) that may occur during intense upwelling events. The principal findings of this study were (1) lipid utilization rates and protein content in S. purpuratus did not vary with pCO(2); (2) larval growth was reduced at elevated pCO(2) despite similar rates of energy utilization; and (3) relationships between egg phospholipid content and larval length were found under control but not high pCO(2) conditions. These results suggest that this species may either prioritize endogenous energy toward development and physiological function at the expense of growth, or that reduced larval length may be strictly due to higher costs of growth under OA conditions. This study highlights the need to further expand our knowledge of the physiological mechanisms involved in OA response in order to better understand how present populations may respond to global environmental change.

Disciplinary Literacy and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Carney, Michelle; Indrisano, Roselmina

2013-01-01

This review reports selected literature on theory, research, and practice in disciplinary literacy, primarily reading. The authors consider the ways this literature can be viewed through the lens of Lee S. Shulman's theory of Pedagogical Content Knowledge, which includes: subject matter content knowledge, pedagogical content knowledge, and…

Identifying content knowledge for teaching energy: Examples from high school physics

NASA Astrophysics Data System (ADS)

Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

2017-06-01

"Content knowledge for teaching" is the specialized content knowledge that teachers use in practice—the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for selecting and analyzing classroom episodes showing content knowledge for teaching about energy (CKT-E), and illustrate this methodology with examples from high school physics instruction. Our work has implications for research on teacher knowledge and for professional development that enhances teacher CKT-E.

Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability

ERIC Educational Resources Information Center

Danisman, Sahin; Tanisli, Dilek

2017-01-01

The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the…

Identifying Content Knowledge for Teaching Energy: Examples from High School Physics

ERIC Educational Resources Information Center

Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

2017-01-01

"Content knowledge for teaching" is the specialized content knowledge that teachers use in practice the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for…

Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know?

ERIC Educational Resources Information Center

Linsell, Chris; Anakin, Megan

2013-01-01

The mathematics content knowledge of pre-service teachers is a growing area of inquiry. This topic requires further theoretical development due to the limited applicability of current cognitive and practice-oriented frameworks of mathematics content knowledge to beginning pre-service teachers. Foundation content knowledge is an integrated,…

Exploring Preschool Children's Science Content Knowledge

ERIC Educational Resources Information Center

Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

2015-01-01

Research Findings: The purpose of this study was to describe children's science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children's science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed…

Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

ERIC Educational Resources Information Center

Li, Yufeng; Xiong, Jianwen

2012-01-01

Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

An Analysis of Content Knowledge and Cognitive Abilities as Factors That Are Associated with Algebra Performance

ERIC Educational Resources Information Center

McLean, Tamika Ann

2017-01-01

The current study investigated college students' content knowledge and cognitive abilities as factors associated with their algebra performance, and examined how combinations of content knowledge and cognitive abilities related to their algebra performance. Specifically, the investigation examined the content knowledge factors of computational…

Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

NASA Astrophysics Data System (ADS)

Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

2018-01-01

Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

ERIC Educational Resources Information Center

Mthethwa-Kunene, Eunice; Onwu, Gilbert Oke; de Villiers, Rian

2015-01-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base…

A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

ERIC Educational Resources Information Center

Lin, Jing-Wen

2017-01-01

This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

What Is Technological Pedagogical Content Knowledge (TPACK)?

ERIC Educational Resources Information Center

Koehler, Mathew J.; Mishra, Punya; Cain, William

2013-01-01

This paper describes TPACK, technological pedagogical content knowledge (originally TPCK), a teacher knowledge framework for technology integration that builds on Lee S. Shulman's construct of pedagogical content knowledge to include technology knowledge. The paper begins with a brief introduction to the complex, ill-structured nature of teaching.…

Use of the Rasch Measurement Model to Explore the Relationship between Content Knowledge and Topic-Specific Pedagogical Content Knowledge for Organic Chemistry

ERIC Educational Resources Information Center

Davidowitz, Bette; Potgieter, Marietjie

2016-01-01

Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the…

An Investigation of the Technological Pedagogical Content Knowledge of Pre-Service Teachers

ERIC Educational Resources Information Center

Horzum, Mehmet Baris

2013-01-01

This study investigates whether pre-service teachers' learning approach and gender are related to their technological knowledge, their technological content knowledge, their technological pedagogical knowledge and their technological pedagogical content knowledge. The sample of the study consisted of 239 pre-service teachers. It was found that an…

A Portal of Educational Resources: Providing Evidence for Matching Pedagogy with Technology

ERIC Educational Resources Information Center

Di Blas, Nicoletta; Fiore, Alessandro; Mainetti, Luca; Vergallo, Roberto; Paolini, Paolo

2014-01-01

The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge), PCK (Pedagogical Content Knowledge) and TCK (Technological Content Knowledge)…

Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes.

PubMed

Bergey, Bradley W; Cromley, Jennifer G; Kirchgessner, Mandy L; Newcombe, Nora S

2015-03-01

Spaced restudy has been typically tested with written learning materials, but restudy with visual representations in actual classrooms is under-researched. We compared the effects of two spaced restudy interventions: A Diagram-Based Restudy (DBR) warm-up condition and a business-as-usual Text-Based Restudy (TBR) warm-up condition. One hundred and twenty-eight consented high school students in 15 classes. Students completed daily warm-ups over a 4-week period. Students were randomly assigned to conditions within classrooms. Warm-ups were independently completed at the start of class meetings and consisted of questions about content covered 1-10 days prior to each warm-up. Students received feedback on their answers each week. A series of ANOVAs and ANCOVAs was conducted. Results showed equal and significant growth from pre- to post-test for both conditions (d = .31-.67) on three outcomes: Biology knowledge, biology diagram comprehension (near transfer), and geology diagram comprehension (far transfer). ANCOVA results suggested that the magnitude of this increase was linked to the number of questions attempted during the intervention. For the DBR condition only, there were interactions with content knowledge on diagram comprehension gain scores and interactions with spatial scores on biology knowledge gain scores. Students with lower biology knowledge and lower Paper Folding Test scores were disadvantaged in the DBR condition, whereas the TBR condition was equitable across all levels of knowledge and spatial ability. © 2014 The British Psychological Society.

Personal Reflection: Pedagogical Content Knowledge and the Affective Domain of Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Garritz, Andoni

2010-01-01

The question of these reflections is if among those content-dependent instructional conditions necessary to attain conceptual understanding, those belonging to the affective domain of teaching and learning must be included in Pedagogical Content Knowledge (PCK), the special amalgam of content knowledge and knowledge of general pedagogy that a…

Effect of Boron Toxicity on Oxidative Stress and Genotoxicity in Wheat (Triticum aestivum L.).

PubMed

Çatav, Şükrü Serter; Genç, Tuncer Okan; Kesik Oktay, Müjgan; Küçükakyüz, Köksal

2018-04-01

Boron (B) toxicity, which occurs in semi-arid and arid environments, can adversely affect the growth and yield of many plants. The aim of this study was to determine the effects of different concentrations of boric acid (3, 6, 9 and 12 mM) on growth, oxidative stress and genotoxicity parameters in root and shoot tissues of wheat seedlings. Our results indicate that B stress inhibits root and shoot growth of wheat in a concentration-dependent manner, and leads to increases in TBARS and H 2 O 2 contents in shoot tissue. Moreover, our findings suggest that high concentrations of B may exert a genotoxic effect on wheat. To the best of our knowledge, this is the first report to evaluate the effect of B stress on genotoxicity in both root and shoot tissues of wheat.

Identification of factors influencing the restoration of cyanobacteria-dominated biological soil crusts.

PubMed

Bu, Chongfeng; Wu, Shufang; Yang, Yongsheng; Zheng, Mingguo

2014-01-01

Biological soil crusts (BSCs) cover >35% of the Earth's land area and contribute to important ecological functions in arid and semiarid ecosystems, including erosion reduction, hydrological cycling, and nutrient cycling. Artificial rapid cultivation of BSCs can provide a novel alternative to traditional biological methods for controlling soil and water loss such as the planting of trees, shrubs, and grasses. At present, little is known regarding the cultivation of BSCs in the field due to lack of knowledge regarding the influencing factors that control BSCs growth. Thus, we determined the effects of various environmental factors (shade; watering; N, P, K, and Ca concentrations) on the growth of cyanobacteria-dominated BSCs from the Sonoran Desert in the southwestern United States. The soil surface changes and chlorophyll a concentrations were used as proxies of BSC growth and development. After 4 months, five factors were found to impact BSC growth with the following order of importance: NH4NO3 ≈ watering frequency>shading>CaCO3 ≈ KH2PO4. The soil water content was the primary positive factor affecting BSC growth, and BSCs that were watered every 5 days harbored greater biomass than those watered every 10 days. Groups that received NH4NO3 consistently exhibited poor growth, suggesting that fixed N amendment may suppress BSC growth. The effect of shading on the BSC biomass was inconsistent and depended on many factors including the soil water content and availability of nutrients. KH2PO4 and CaCO3 had nonsignificant effects on BSC growth. Collectively, our results indicate that the rapid restoration of BSCs can be controlled and realized by artificial "broadcasting" cultivation through the optimization of environmental factors.

Enterococcus faecium LKE12 Cell-Free Extract Accelerates Host Plant Growth via Gibberellin and Indole-3-Acetic Acid Secretion.

PubMed

Lee, Ko-Eun; Radhakrishnan, Ramalingam; Kang, Sang-Mo; You, Young-Hyun; Joo, Gil-Jae; Lee, In-Jung; Ko, Jae-Hwan; Kim, Jin-Ho

2015-09-01

The use of microbial extracts containing plant hormones is a promising technique to improve crop growth. Little is known about the effect of bacterial cell-free extracts on plant growth promotion. This study, based on phytohormonal analyses, aimed at exploring the potential mechanisms by which Enterococcus faecium LKE12 enhances plant growth in oriental melon. A bacterial strain, LKE12, was isolated from soil, and further identified as E. faecium by 16S rDNA sequencing and phylogenetic analysis. The plant growth-promoting ability of an LKE12 bacterial culture was tested in a gibberellin (GA)-deficient rice dwarf mutant (waito-C) and a normal GA biosynthesis rice cultivar (Hwayongbyeo). E. faecium LKE12 significantly improved the length and biomass of rice shoots in both normal and dwarf cultivars through the secretion of an array of gibberellins (GA1, GA3, GA7, GA8, GA9, GA12, GA19, GA20, GA24, and GA53), as well as indole-3-acetic acid (IAA). To the best of our knowledge, this is the first study indicating that E. faecium can produce GAs. Increases in shoot and root lengths, plant fresh weight, and chlorophyll content promoted by E. faecium LKE12 and its cell-free extract inoculated in oriental melon plants revealed a favorable interaction of E. faecium LKE12 with plants. Higher plant growth rates and nutrient contents of magnesium, calcium, sodium, iron, manganese, silicon, zinc, and nitrogen were found in cell-free extract-treated plants than in control plants. The results of the current study suggest that E. faecium LKE12 promotes plant growth by producing GAs and IAA; interestingly, the exogenous application of its cell-free culture extract can be a potential strategy to accelerate plant growth.

Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes.

PubMed

Phelps, Geoffrey; Kelcey, Benjamin; Jones, Nathan; Liu, Shuangshuang

2016-10-03

Mathematics professional development is widely offered, typically with the goal of improving teachers' content knowledge, the quality of teaching, and ultimately students' achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect. The study drew on a large database representing five different assessments of MKT and collectively 326 professional development programs and 9,365 teachers. Results from cross-classified hierarchical growth models found that standardized average change estimates across the five assessments ranged from a low of 0.16 standard deviations (SDs) to a high of 0.26 SDs. Power analyses using the estimated pre- and posttest change estimates indicated that hundreds of teachers are needed to detect changes in knowledge at the lower end of the distribution. Even studies powered to detect effects at the higher end of the distribution will require substantial resources to conduct rigorous experimental trials. Empirical benchmarks that describe average program change and its variation provide a useful preliminary resource for interpreting the relative magnitude of effect sizes associated with professional development programs and for designing adequately powered trials. © The Author(s) 2016.

Examining Prospective Mathematics Teachers' Pedagogical Content Knowledge on Fractions in Terms of Students' Mistakes

ERIC Educational Resources Information Center

Sahin, Ömer; Gökkurt, Burçin; Soylu, Yasin

2016-01-01

The aim of the study is to examine prospective mathematics teachers' pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two…

Measuring Teachers' Pedagogical Content Knowledge in Primary Technology Education

ERIC Educational Resources Information Center

Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

2009-01-01

Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation, and interest. The common methods to investigate teachers' pedagogical content knowledge are often…

Reading Content Knowledge: What Do Teachers Need to Know and How Can We Assess Their Knowledge?

ERIC Educational Resources Information Center

Lilienthal, Linda K.

2008-01-01

The purpose of this study was to investigate preservice teachers' reading content knowledge, to develop a definition of reading, and to develop an informal test of teachers' reading content knowledge. A content analysis of two contemporary reading textbooks used in university reading courses was the source of a six-tier, hierarchical definition of…

Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset

ERIC Educational Resources Information Center

Murray, Eileen; Durkin, Kelley; Chao, Theodore; Star, Jon R.; Vig, Rozy

2018-01-01

Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs. The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between…

Mathematics teaching experiences of elementary preservice teachers with high and low mathematics anxiety during student teaching: A multiple case study

NASA Astrophysics Data System (ADS)

Nisbet, Leslie Deanna

This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman's content knowledge, Graeber's mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs' perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.

A preliminary analysis of the effects of bisphenol A on the plant root growth via changes in endogenous plant hormones.

PubMed

Li, Xingyi; Wang, Lihong; Wang, Shengman; Yang, Qing; Zhou, Qing; Huang, Xiaohua

2018-04-15

Bisphenol A (BPA) is ubiquitous in the environment worldwide, affecting plant growth and development. Endogenous plant hormones serve as switches that regulate plant growth and development. However, plants have different physiological requirements and environmental adaptive capacities during the different growth stages. Here, we investigated the effects of BPA on soybean (Glycine max L.) root growth at the three growth stages and analyzed the mechanisms underlying the effects of BPA on the root growth by assessing changes in endogenous hormone. The results showed that low concentration of BPA (1.5mgL -1 ) improved root growth (except at the seed-filling stage), increased indole-3-acetic acid (IAA) content at the first two growth stages, and increased zeatin (ZT) content and decreased gibberellic acid (GA 3 ) content at the seedling stage. But low concentration of BPA caused decreased ethylene (ETH) contents and constant abscisic acid (ABA) content at all three stages. However, BPA at moderate and high concentrations (6.0 and 12.0mgL -1 ) inhibited root growth, causing the decreased IAA, GA 3 and ETH contents and increased ABA content at all three growth stages. The change degrees of above indices were weakened with prolonging the growth stages. After BPA withdrawal, both the root growth and the hormone contents recovered (with the exception of ZT and ETH), and the recovery degrees had negative correlation with the BPA exposure concentration and had positive correlation with the growth stage. Changes in residual BPA content in the roots were also observed at different BPA concentrations and different growth stages. Our results demonstrated the effects of BPA on root growth were related to BPA-induced changes in hormone, which performed differently at various growth stages. Copyright © 2017 Elsevier Inc. All rights reserved.

Preliminary Studies to Characterize the Temporal Variation of Micronutrient Composition of the Above Ground Organs of Maize and Correlated Uptake Rates

PubMed Central

Martins, Karla Vilaça; Dourado-Neto, Durval; Reichardt, Klaus; de Jong van Lier, Quirijn; Favarin, José Laércio; Sartori, Felipe Fadel; Felisberto, Guilherme; Mello, Simone da Costa

2017-01-01

The improvement of agronomic practices and the use of high technology in field crops contributes for significant increases in maize productivity, and may have altered the dynamics of nutrient uptake and partition by the plant. Official recommendations for fertilizer applications to the maize crop in Brazil and in many countries are based on critical soil nutrient contents and are relatively outdated. Since the factors that interact in an agricultural production system are dynamic, mathematical modeling of the growth process turns out to be an appropriate tool for these studies. Agricultural modeling can expand our knowledge about the interactions prevailing in the soil-plant-atmosphere system. The objective of this study is to propose a methodology for characterizing the micronutrient composition of different organs and their extraction, and export during maize crop development, based on modeling nutrient uptake, crop potential evapotranspiration and micronutrient partitioning in the plant, considering the production environment. This preliminary characterization study (experimental growth analysis) considers the temporal variation of the micronutrient uptake rate in the aboveground organs, which defines crop needs and the critical nutrient content of the soil solution. The methodology allowed verifying that, initially, the highest fraction of dry matter, among aboveground organs, was assigned to the leaves. After the R1 growth stage, the largest part of dry matter was partitioned to the stalk, which in this growth stage is the main storage organ of the maize plant. During the reproductive phase, the highest fraction of dry matter was conferred to the reproductive organs, due to the high demand for carbohydrates for grain filling. The micronutrient (B, Cu, Fe, Mn, and Zn) content follows a power model, with higher values for the initial growth stages of development and leveling off to minimum values at the R6 growth stage. The proposed model allows to verify that fertilizer recommendations should be related to the temporal variability of micronutrient absorption rates, in contrast to the classic recommendation based on the critical soil micronutrient content. The maximum micronutrient absorption rates occur between the reproductive R4 and R5 growth stages. These evaluations allowed to predict the maximum micronutrient requirements, considered equal to respective stalk sap concentrations. PMID:28919900

Socioscientific Argumentation: The effects of content knowledge and morality

NASA Astrophysics Data System (ADS)

Sadler, Troy D.; Donnelly, Lisa A.

2006-10-01

Broad support exists within the science education community for the incorporation of socioscientific issues (SSI) and argumentation in the science curriculum. This study investigates how content knowledge and morality contribute to the quality of SSI argumentation among high school students. We employed a mixed-methods approach: 56 participants completed tests of content knowledge and moral reasoning as well as interviews, related to SSI topics, which were scored based on a rubric for argumentation quality. Multiple regression analyses revealed no statistically significant relationships among content knowledge, moral reasoning, and argumentation quality. Qualitative analyses of the interview transcripts supported the quantitative results in that participants very infrequently revealed patterns of content knowledge application. However, most of the participants did perceive the SSI as moral problems. We propose a “Threshold Model of Knowledge Transfer” to account for the relationship between content knowledge and argumentation quality. Implications for science education are discussed.

Influence of Knowledge of Content and Students on Beginning Agriculture Teachers' Approaches to Teaching Content

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2016-01-01

This study explored experiences of beginning agriculture teachers' approaches to teaching content. The research question guiding the study was: how does agriculture teachers' knowledge of content and students influence their process of breaking down content knowledge for teaching? The researchers employed a grounded theory approach in which five…

A Theory of the Measurement of Knowledge Content, Access, and Learning.

ERIC Educational Resources Information Center

Pirolli, Peter; Wilson, Mark

1998-01-01

An approach to the measurement of knowledge content, knowledge access, and knowledge learning is developed. First a theoretical view of cognition is described, and then a class of measurement models, based on Rasch modeling, is presented. Knowledge access and content are viewed as determining the observable actions selected by an agent to achieve…

Response of the unicellular diazotrophic cyanobacterium Crocosphaera watsonii to iron limitation.

PubMed

Jacq, Violaine; Ridame, Céline; L'Helguen, Stéphane; Kaczmar, Fanny; Saliot, Alain

2014-01-01

Iron (Fe) is widely suspected as a key controlling factor of N2 fixation due to the high Fe content of nitrogenase and photosynthetic enzymes complex, and to its low concentrations in oceanic surface seawaters. The influence of Fe limitation on the recently discovered unicellular diazotrophic cyanobacteria (UCYN) is poorly understood despite their biogeochemical importance in the carbon and nitrogen cycles. To address this knowledge gap, we conducted culture experiments on Crocosphaera watsonii WH8501 growing under a range of dissolved Fe concentrations (from 3.3 to 403 nM). Overall, severe Fe limitation led to significant decreases in growth rate (2.6-fold), C, N and chlorophyll a contents per cell (up to 4.1-fold), N2 and CO2 fixation rates per cell (17- and 7-fold) as well as biovolume (2.2-fold). We highlighted a two phased response depending on the degree of limitation: (i) under a moderate Fe limitation, the biovolume of C. watsonii was strongly reduced, allowing the cells to keep sufficient energy to maintain an optimal growth, volume-normalized contents and N2 and CO2 fixation rates; (ii) with increasing Fe deprivation, biovolume remained unchanged but the entire cell metabolism was affected, as shown by a strong decrease in the growth rate, volume-normalized contents and N2 and CO2 fixation rates. The half-saturation constant for growth of C. watsonii with respect to Fe is twice as low as that of the filamentous Trichodesmium indicating a better adaptation of C. watsonii to poor Fe environments than filamentous diazotrophs. The physiological response of C. watsonii to Fe limitation was different from that previously shown on the UCYN Cyanothece sp, suggesting potential differences in Fe requirements and/or Fe acquisition within the UCYN community. These results contribute to a better understanding of how Fe bioavailability can control the activity of UCYN and explain the biogeography of diverse N2 fixers in ocean.

Exploring Facilitators of Post-traumatic Growth in Patients with Spinal Cord Injury: A Qualitative Study

PubMed Central

Khanjani, Mohammad Saeed; Younesi, Seyed Jalal; Khankeh, Hamid Reza; Azkhosh, Manouchehr

2017-01-01

Introduction There is increasing evidence regarding people’s reactions to life stressors in which people also may show positive experiences following a traumatic event. The aim of the present study was to explain the facilitators of post-traumatic growth based on the experiences of patients with a spinal cord injury. Methods This was a qualitative study conducted on 16 Iranian patients with a spinal cord injury using semistructured, in-depth interviews, and content analysis in 2015. These participants, despite their spinal cord injury, were successful in their lives and were considered successful members of society. A purposive sampling method was used until reaching data saturation, and then the collected data were analyzed using a content analysis method. Results The study revealed several factors as facilitators of post-traumatic growth in the patients. The extracted facilitators were put into seven categories of main concepts, including existence of support resources, contact with spinal cord injury associations, spiritual beliefs, positive attitude toward injury, access to proper facilities, enhancement of knowledge and awareness, and active presence in society. Conclusion Different factors may facilitate post-traumatic growth in patients with a spinal cord injury. Understanding these facilitators may help us in designing educational, support, and consulting programs for patients and their families as well as to the correct the support programs. PMID:28243405

Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom

NASA Astrophysics Data System (ADS)

Leavy, Aisling

2015-09-01

In the evolving field of mathematics education, there is the need to maintain the relationship between what is presented in college level preparation courses and the skills required to teach mathematics in classrooms. This research examines the knowledge demands placed on 73 pre-service primary teachers as they use lesson study to plan and teach data handling in primary classrooms. Pre-service teachers are observed as they plan, teach and re-teach data lessons in classrooms. Problems of practice are identified and categorized using the Ball, Thames and Phelps (2008) subdomains of common content knowledge (CCK), specialized content knowledge (SCK), knowledge of content and students (KCS) and knowledge of content and teaching (KCT). The results provide insights into the specific knowledge demands placed on early career teachers when teaching data and statistics and identifies foci area that can be addressed in teacher preparation programs. The results illustrate that development of understandings in one knowledge subdomain can motivate and impact learning in another subdomain. These interrelationships were found to exist both within and between the domains of content and pedagogical content knowledge.

Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci

2018-01-01

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

Changes in growth rate and macroelement and trace element accumulation in Hydrocharis morsus-ranae L. during the growing season in relation to environmental contamination.

PubMed

Polechońska, Ludmiła; Samecka-Cymerman, Aleksandra; Dambiec, Małgorzata

2017-02-01

The temporal variations in plant chemistry connected with its life cycle may affect the cycling of elements in an ecosystem as well as determine the usefulness of the species in phytoremediation and bioindication. In this context, there is a gap in knowledge on the role of floating plants for elements cycling in aquatic reservoirs. The aim of the study was to determine if there are variations in Hydrocharis morsus-ranae (European frog-bit) bioaccumulation capacity and the growth rate of its population during the growing season and to test the impact of environmental pollution on these features. The content of macroelements (Ca, K, Mg, N, Na, P, S) and trace metals (Cd, Co, Cu, Cr, Hg, Fe, Mn, Ni, Pb, Zn) was determined in H. morsus-ranae collected monthly from June to October from habitats differing in environmental contamination. The results showed that the highest content of most trace metals (Co, Cr, Cu, Hg, Mn, Ni, Zn) and some nutrients (N, P) in plants as well as the greatest bioaccumulation efficiency occurred simultaneously in the beginning of the growing season. In the following months, a dilution effect (manifested by a decrease in content) related to the rapid growth was observed. Co, Mn, and Ni content in plant tissues reflected the level of environmental contamination throughout the growing season which makes H. morsus-ranae a potential biomonitor of pollution for these metals. Considering the great bioaccumulation ability, high sensitivity to contamination, and low biomass of European frog-bit in polluted systems, further investigation is required to assess the real phytoremediation capability of the species.

Why Don't They Understand Us?

NASA Astrophysics Data System (ADS)

Kvasz, Ladislav

The aim of the article is to provide teachers some ideas about the development of physical knowledge and to make them more receptive to the differences between their and the students thinking. I want to show, that these differences lie not only in the richness of experience, but also in the structure of this experience. I try to point to some of these differences lying in the content, form and meaningfulness. The article is based on an adapted version of Piaget's model of the growth of physical knowledge. The model represents the changes of semantic understanding, formal language and logical structure of a theory during its historical development. I illustrate the model on the development of classical mechanics, but similar changes can be found also in the history of electrodynamics or quantum mechanics. The central idea of the paper is to use this model of the historical development of physical knowledge in analysis of the cognitive processes in physics education.

Self-Directed Learning to Improve Science Content Knowledge for Teachers

ERIC Educational Resources Information Center

van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

2017-01-01

Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

A Review of Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Chai, Ching Sing; Koh, Joyce Hwee Ling; Tsai, Chin-Chung

2013-01-01

This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in…

Using CoRes to Develop the Pedagogical Content Knowledge (PCK) of Early Career Science and Technology Teachers

ERIC Educational Resources Information Center

Williams, John; Lockley, John

2012-01-01

Research has shown that one of the factors that enable effective teachers is their rich "Pedagogical Content Knowledge" (PCK), a special blend of content knowledge and pedagogical knowledge that is built up over time and experience. This form of professional knowledge, first theorized by Shulman (1987), is topic-specific, unique to each…

Developing a Scale to Measure Content Knowledge and Pedagogy Content Knowledge of In-Service Elementary Teachers on Fractions

ERIC Educational Resources Information Center

Kazemi, Farhad; Rafiepour, Abolfazl

2018-01-01

The main purpose of this study was to develop a scale for measuring content knowledge (CK) and pedagogy content knowledge (PCK) of in-service elementary teachers on mathematical fractions. Another aim of this study was to consider whether CK and PCK are separate from each other, or are in a single body. Therefore, a scale containing 22 items about…

Strengthening introductory psychology: A new model for teaching the introductory course.

PubMed

Gurung, Regan A R; Hackathorn, Jana; Enns, Carolyn; Frantz, Susan; Cacioppo, John T; Loop, Trudy; Freeman, James E

2016-01-01

Introductory psychology (Intro Psych) is one of the most popular and frequently taught courses on college campuses, yet educators in psychology have limited knowledge about what is covered in classes around the nation or the extent to which class content reflects the current scope of the discipline. There is no explicit model to guide course content selection for the intro course, which poses substantial challenges for instructors. This article proposes a new model for teaching the intro course that integrates (a) scientific foundations, (b) 5 major domains or pillars of knowledge (biological, cognitive, developmental, social and personality, and mental and physical health), and (c) cross-cutting themes relevant to all domains (cultural and social diversity, ethics, variations in human functioning, and applications; American Psychological Association, 2014). We advocate for national assessment of the course, a similar introductory course for majors and nonmajors, the inclusion of experiential or laboratory components, and additional training resources for instructors of the intro course. Given the exponential growth of psychological knowledge and applications during the past decades, we caution against attempting to provide exhaustive coverage of all topic areas of psychology in a one-semester course. We conclude by discussing the challenges that lie ahead for the discipline of psychology as it launches this new model for Intro Psych. (c) 2016 APA, all rights reserved).

Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

ERIC Educational Resources Information Center

Peters, Erin E.

2012-01-01

Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

Contribution of Content Knowledge and Learning Ability to the Learning of Facts.

ERIC Educational Resources Information Center

Kuhara-Kojima, Keiko; Hatano, Giyoo

1991-01-01

In 3 experiments, 1,598 Japanese college students were examined concerning the learning of facts in 2 content domains, baseball and music. Content knowledge facilitated fact learning only in the relevant domain; learning ability facilitated fact learning in both domains. Effects of content knowledge and learning ability were additive. (SLD)

Chinese Secondary Physical Education Teachers' Depth of Specialized Content Knowledge in Soccer

ERIC Educational Resources Information Center

Ward, Phillip; He, Yaohui; Wang, Xiaozan; Li, Weidong

2018-01-01

Purpose: Accurately measuring the content knowledge of teachers is critical to designing professional development to support their teaching. We examined the depth of specialized content knowledge (SCK), defined in terms of instructional tasks reported by teachers and factors that could affect their SCK. Method: Content maps were used to evaluate…

Secondary Pre-Service Teachers' Content Knowledge for State Assessments: Implications for Mathematics Education Programs

ERIC Educational Resources Information Center

Wilburne, Jane M.; Long, Michael

2010-01-01

Seventy secondary mathematics pre-service teachers from two universities were assessed on their content knowledge, vocabulary knowledge, and their perceived confidence in teaching the content addressed on the eleventh grade state assessment. The results indicate the pre-service teachers had significant content weakness in data analysis, algebra,…

Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

ERIC Educational Resources Information Center

Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

2013-01-01

Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with…

Examination of Lower Secondary Mathematics Teachers' Content Knowledge and Its Connection to Students' Performance

ERIC Educational Resources Information Center

Tchoshanov, Mourat; Cruz, Maria D.; Huereca, Karla; Shakirova, Kadriya; Shakirova, Liliana; Ibragimova, Elena N.

2017-01-01

This mixed methods study examined an association between cognitive types of teachers' mathematical content knowledge and students' performance in lower secondary schools (grades 5 through 9). Teachers (N = 90) completed the Teacher Content Knowledge Survey (TCKS), which consisted of items measuring different cognitive types of teacher knowledge.…

Nano Mapper: an Internet knowledge mapping system for nanotechnology development

NASA Astrophysics Data System (ADS)

Li, Xin; Hu, Daning; Dang, Yan; Chen, Hsinchun; Roco, Mihail C.; Larson, Catherine A.; Chan, Joyce

2009-04-01

Nanotechnology research has experienced rapid growth in recent years. Advances in information technology enable efficient investigation of publications, their contents, and relationships for large sets of nanotechnology-related documents in order to assess the status of the field. This paper presents the development of a new knowledge mapping system, called Nano Mapper (http://nanomapper.eller.arizona.edu), which integrates the analysis of nanotechnology patents and research grants into a Web-based platform. The Nano Mapper system currently contains nanotechnology-related patents for 1976-2006 from the United States Patent and Trademark Office (USPTO), European Patent Office (EPO), and Japan Patent Office (JPO), as well as grant documents from the U.S. National Science Foundation (NSF) for the same time period. The system provides complex search functionalities, and makes available a set of analysis and visualization tools (statistics, trend graphs, citation networks, and content maps) that can be applied to different levels of analytical units (countries, institutions, technical fields) and for different time intervals. The paper shows important nanotechnology patenting activities at USPTO for 2005-2006 identified through the Nano Mapper system.

Nano Mapper: an Internet knowledge mapping system for nanotechnology development

PubMed Central

Hu, Daning; Dang, Yan; Chen, Hsinchun; Roco, Mihail C.; Larson, Catherine A.; Chan, Joyce

2008-01-01

Nanotechnology research has experienced rapid growth in recent years. Advances in information technology enable efficient investigation of publications, their contents, and relationships for large sets of nanotechnology-related documents in order to assess the status of the field. This paper presents the development of a new knowledge mapping system, called Nano Mapper (http://nanomapper.eller.arizona.edu), which integrates the analysis of nanotechnology patents and research grants into a Web-based platform. The Nano Mapper system currently contains nanotechnology-related patents for 1976–2006 from the United States Patent and Trademark Office (USPTO), European Patent Office (EPO), and Japan Patent Office (JPO), as well as grant documents from the U.S. National Science Foundation (NSF) for the same time period. The system provides complex search functionalities, and makes available a set of analysis and visualization tools (statistics, trend graphs, citation networks, and content maps) that can be applied to different levels of analytical units (countries, institutions, technical fields) and for different time intervals. The paper shows important nanotechnology patenting activities at USPTO for 2005–2006 identified through the Nano Mapper system. PMID:21170121

The Analysis of Sustainable Development Content in the Syllabus of Environmental Knowledge and Plants Ecology Lecture

NASA Astrophysics Data System (ADS)

Putra, A.; Rahmat, A.; Redjeki, S.

2017-09-01

This research aims to find out how much the content of sustainable development exist in the content of environmental knowledge and plant ecology courses. The focus indicators of sustainable development indicators is the environment. This research is a qualitative research type with qualitative descriptive approach. The analyzed variables are only 2 courses, which are environmental knowledge and plants ecology. The results showed that the syllabus contents analysis of environmental knowledge and plants ecology courses in private Lembaga Pendidikan Tenaga Kependidikan (LPTK) in the province of Nusa Tenggara Barat is already good enough and the sustainable development contents is very large, almost all syllabus contents has already prioritize the sustainable development load of both the subject of environmental knowledge and plants ecology, although there are still some syllabus contents that was not includes sustainable development load, but the percentage is quite small, especially in the course of Plant Ecology.

Nutriomes and personalised nutrition for DNA damage prevention, telomere integrity maintenance and cancer growth control.

PubMed

Fenech, Michael F

2014-01-01

DNA damage at the base sequence and chromosome level is a fundamental cause of developmental and degenerative diseases. Multiple micronutrients and their interactions with the inherited and/or acquired genome determine DNA damage and genomic instability rates. The challenge is to identify for each individual the combination of micronutrients and their doses (i.e. the nutriome) that optimises genome stability, including telomere integrity and functionality and DNA repair. Using nutrient array systems with high-content analysis diagnostics of DNA damage, cell death and cell growth, it is possible to define, on an individual basis, the optimal nutriome for DNA damage prevention and cancer growth control. This knowledge can also be used to improve culture systems for cells used in therapeutics such as stem cells to ensure that they are not genetically aberrant when returned to the body. Furthermore, this information could be used to design dietary patterns that deliver the micronutrient combinations and concentrations required for preventing DNA damage by micronutrient deficiency or excess. Using this approach, new knowledge could be obtained to identify the dietary restrictions and/or supplementations required to control specific cancers, which is particularly important given that reliable validated advice is not yet available for those diagnosed with cancer.

Can Cases Carry Pedagogical Content Knowledge? Yes, But We've Got Signs of a "Matthew Effect."

ERIC Educational Resources Information Center

Kleinfeld, Judith

Teacher educators have come to appreciate that the teaching of difficult subjects combines knowledge of content and knowledge of generic teaching methods. A study was conducted, therefore, to explore the potential of cases to carry pedagogical content knowledge. A case was developed describing how an expert teacher goes about teaching…

Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: a longitudinal perspective.

PubMed

Kahn-Horwitz, Janina

2016-04-01

This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent to which these teachers retained orthographic-related content knowledge four months after participating in a semester course on the topic. In addition, the study examined the relationship between participants' acquired orthographic-related content knowledge and EFL spelling. Both groups of teachers that studied in the course improved on overall orthographic-related content knowledge, both immediately following the course and longitudinally. Preservice and inservice participants showed similar levels of orthographic knowledge prior to course participation and both showed significant improvements compared to controls following course participation. Participants also retained knowledge four months after course completion. Overall, the inservice teachers scored higher on orthographic-related knowledge, possibly as a result of the immediate application of their newly acquired knowledge. An unexpected finding was a lack of interaction between acquired orthographic-related content knowledge and pseudo word spelling scores. Possible methodological limitations, such as number of participants as well as the length and scope of the course, may explain this outcome. This paper also discusses practical implications of this study for EFL decoding and spelling instruction.

Looking inward, looking outward: Developing knowledge through teacher research in a middle school science classroom during a unit on magnetism and electricity

NASA Astrophysics Data System (ADS)

George, Melissa D.

In this study I aimed to understand effective teaching and learning in the context of my middle school science classroom. The study was a multiple case analysis of two classes of students, one gifted and one academic, during a unit on magnetism and electricity. From a teacher researcher perspective, I conducted the study to investigate the development of my knowledge---scientific, pedagogical content, and reflective---as a teacher. From an analysis of questionnaires, field notes, transcribed audio tapes of small and large group discussions, and student artifacts, I constructed an understanding of my students' learning and my own growth in several realms. My scientific knowledge grew both substantively and syntactically; I elaborated my understanding of magnetism, rethought my delivery of electricity, realized a need for training in electronics, and refined my definition of the nature of science in research. I built on my pedagogical content knowledge with regard to students ideas about magnetism and electricity, learning characteristics of gifted students, tools of inquiry that facilitate learning, and methods to operationalize the situated learning model. Most importantly I gained an understanding of teacher research and its three components: ownership, purpose, and methodology. The findings contribute to the understanding of teacher research as well as various bodies of science education literature: (a) students' ideas about magnetism, (b) the science learning characteristics of gifted students, (c) tools of inquiry in the science classroom, and (d) operationalization of the situated learning model.

Beginning History Teachers' Enactment of Pedagogical Content Knowledge through Content Decision-Making

ERIC Educational Resources Information Center

Ellsworth, Tina M.

2017-01-01

Pedagogical Content Knowledge exists in some capacity in every teacher. It is more well-developed as the wisdom in practice informs it. In their capacity as curriculum gatekeepers, teachers enact their PCK as they decide which content to teach. But what knowledge is of most worth? How do teachers employ the structures unique to their disciplines…

Semantic-syntactic partial word knowledge growth through reading.

PubMed

Wagovich, Stacy A; Hill, Margaret S; Petroski, Gregory F

2015-02-01

Incidental reading provides a powerful opportunity for partial word knowledge growth in the school-age years. The extent to which children of differing language abilities can use reading experiences to glean partial knowledge of words is not well understood. The purpose of this study was to compare semantic-syntactic partial word knowledge growth of children with higher language skills (HL group; overall language standard scores of 85 or higher) to that of children with relatively lower language skills (LL group; overall receptive or expressive standard score below 85). Thirty-two children, 16 per group, silently read stories containing unfamiliar nouns and verbs 3 times over a 1-week period. Semantic-syntactic partial word knowledge growth was assessed after each reading and 2-3 days later to assess retention. Over time, both groups showed significant partial word knowledge growth, with the HL group showing significantly more growth. In addition, both groups retained knowledge several days later. Regardless of language skill level, children benefit from multiple exposures to unfamiliar words in reading in their development and retention of semantic-syntactic partial word knowledge growth.

Content Validity and Psychometric Characteristics of the "Knowledge about Older Patients Quiz" for Nurses Using Item Response Theory.

PubMed

Dikken, Jeroen; Hoogerduijn, Jita G; Kruitwagen, Cas; Schuurmans, Marieke J

2016-11-01

To assess the content validity and psychometric characteristics of the Knowledge about Older Patients Quiz (KOP-Q), which measures nurses' knowledge regarding older hospitalized adults and their certainty regarding this knowledge. Cross-sectional. Content validity: general hospitals. Psychometric characteristics: nursing school and general hospitals in the Netherlands. Content validity: 12 nurse specialists in geriatrics. Psychometric characteristics: 107 first-year and 78 final-year bachelor of nursing students, 148 registered nurses, and 20 nurse specialists in geriatrics. Content validity: The nurse specialists rated each item of the initial KOP-Q (52 items) on relevance. Ratings were used to calculate Item-Content Validity Index and average Scale-Content Validity Index (S-CVI/ave) scores. Items with insufficient content validity were removed. Psychometric characteristics: Ratings of students, nurses, and nurse specialists were used to test for different item functioning (DIF) and unidimensionality before item characteristics (discrimination and difficulty) were examined using Item Response Theory. Finally, norm references were calculated and nomological validity was assessed. Content validity: Forty-three items remained after assessing content validity (S-CVI/ave = 0.90). Psychometric characteristics: Of the 43 items, two demonstrating ceiling effects and 11 distorting ability estimates (DIF) were subsequently excluded. Item characteristics were assessed for the remaining 30 items, all of which demonstrated good discrimination and difficulty parameters. Knowledge was positively correlated with certainty about this knowledge. The final 30-item KOP-Q is a valid, psychometrically sound, comprehensive instrument that can be used to assess the knowledge of nursing students, hospital nurses, and nurse specialists in geriatrics regarding older hospitalized adults. It can identify knowledge and certainty deficits for research purposes or serve as a tool in educational or quality improvement programs. © 2016, Copyright the Authors Journal compilation © 2016, The American Geriatrics Society.

Education, reregistration, and recommendation effect of iPhone Poomsae education app in Taekwondo academy.

PubMed

Ha, In Sook; Lee, Seung Il; Cha, Eun Jong; Lee, Tae Soo

2011-01-01

This paper analyzed the effect of a smartphone application in Taekwondo Academy. The iPhone app was self-developed to display Taekwondo education contents for Poomsae training. From the viewpoint of education, reregistration and recommendation effect, it showed statistically significant difference in 196 trainee sample survey. Therefore, the research suggest that the use of smartphone technology in Poomsae education would be a great help to the trainee for the acquisition of Taekwondo knowledge and make a great contribution to the growth of Taekwondo.

Mobility and health sector development in China and India.

PubMed

Holdaway, Jennifer; Levitt, Peggy; Fang, Jing; Rajaram, Narasimhan

2015-04-01

China and India are both attempting to create comprehensive healthcare systems in the context of rapid but uneven economic growth and rapidly changing burdens of disease. While in each country the referencing of international policies and work experience abroad have been part of this process, research has yet to examine the kind of knowledge that is exchanged or the various actors involved in knowledge circulation. Based on a study of two sub-national contexts, this article focuses on the role Chinese and Indian health professionals who have studied and worked overseas play in introducing ideas and practices about healthcare provision and health education. We found that experience abroad influenced individuals, institutions, and each society differently and with some contradictory effects. International experience clearly contributed to personal growth and led individuals to support the adoption of new institutional practices, such as more egalitarian relations between doctors and patients and between students and teachers. However, the content of what individuals learned overseas and the mechanisms through which this knowledge was introduced back into homeland settings often reinforced rather than ameliorated institutional hierarchies and social inequalities. While the scope of this research was limited, we suggest that more explicit analysis of the role professional migrants play in transferring ideas and practices within the health sector would be valuable for policymakers and funders seeking to support a more productive interaction between local and global knowledge. Copyright © 2015 Elsevier Ltd. All rights reserved.

Drought Induces Distinct Growth Response, Protection, and Recovery Mechanisms in the Maize Leaf Growth Zone1[OPEN

PubMed Central

Avramova, Viktoriya; AbdElgawad, Hamada; Zhang, Zhengfeng; Fotschki, Bartosz; Casadevall, Romina; Vergauwen, Lucia; Knapen, Dries; Taleisnik, Edith; Guisez, Yves; Asard, Han; Beemster, Gerrit T.S.

2015-01-01

Drought is the most important crop yield-limiting factor, and detailed knowledge of its impact on plant growth regulation is crucial. The maize (Zea mays) leaf growth zone offers unique possibilities for studying the spatiotemporal regulation of developmental processes by transcriptional analyses and methods that require more material, such as metabolite and enzyme activity measurements. By means of a kinematic analysis, we show that drought inhibits maize leaf growth by inhibiting cell division in the meristem and cell expansion in the elongation zone. Through a microarray study, we observed the down-regulation of 32 of the 54 cell cycle genes, providing a basis for the inhibited cell division. We also found evidence for an up-regulation of the photosynthetic machinery and the antioxidant and redox systems. This was confirmed by increased chlorophyll content in mature cells and increased activity of antioxidant enzymes and metabolite levels across the growth zone, respectively. We demonstrate the functional significance of the identified transcriptional reprogramming by showing that increasing the antioxidant capacity in the proliferation zone, by overexpression of the Arabidopsis (Arabidopsis thaliana) iron-superoxide dismutase gene, increases leaf growth rate by stimulating cell division. We also show that the increased photosynthetic capacity leads to enhanced photosynthesis upon rewatering, facilitating the often-observed growth compensation. PMID:26297138

Knowledge Growth: Applied Models of General and Individual Knowledge Evolution

ERIC Educational Resources Information Center

Silkina, Galina Iu.; Bakanova, Svetlana A.

2016-01-01

The article considers the mathematical models of the growth and accumulation of scientific and applied knowledge since it is seen as the main potential and key competence of modern companies. The problem is examined on two levels--the growth and evolution of objective knowledge and knowledge evolution of a particular individual. Both processes are…

Event-related potentials in response to violations of content and temporal event knowledge.

PubMed

Drummer, Janna; van der Meer, Elke; Schaadt, Gesa

2016-01-08

Scripts that store knowledge of everyday events are fundamentally important for managing daily routines. Content event knowledge (i.e., knowledge about which events belong to a script) and temporal event knowledge (i.e., knowledge about the chronological order of events in a script) constitute qualitatively different forms of knowledge. However, there is limited information about each distinct process and the time course involved in accessing content and temporal event knowledge. Therefore, we analyzed event-related potentials (ERPs) in response to either correctly presented event sequences or event sequences that contained a content or temporal error. We found an N400, which was followed by a posteriorly distributed P600 in response to content errors in event sequences. By contrast, we did not find an N400 but an anteriorly distributed P600 in response to temporal errors in event sequences. Thus, the N400 seems to be elicited as a response to a general mismatch between an event and the established event model. We assume that the expectancy violation of content event knowledge, as indicated by the N400, induces the collapse of the established event model, a process indicated by the posterior P600. The expectancy violation of temporal event knowledge is assumed to induce an attempt to reorganize the event model in working memory, a process indicated by the frontal P600. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Threshold Model of Content Knowledge Transfer for Socioscientific Argumentation

ERIC Educational Resources Information Center

Sadler, Troy D.; Fowler, Samantha R.

2006-01-01

This study explores how individuals make use of scientific content knowledge for socioscientific argumentation. More specifically, this mixed-methods study investigates how learners apply genetics content knowledge as they justify claims relative to genetic engineering. Interviews are conducted with 45 participants, representing three distinct…

Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

ERIC Educational Resources Information Center

Sahin, Ismail; Celik, Ismail; Akturk, Ahmet Oguz; Aydin, Mustafa

2013-01-01

This study analyzes the relationships between preservice teachers' technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the…

Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics

ERIC Educational Resources Information Center

Getenet, Seyum Tekeher

2017-01-01

The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge…

Teacher Subject Matter Knowledge of Number Sense

ERIC Educational Resources Information Center

Briand-Newman, Hannah; Wong, Monica; Evans, David

2012-01-01

Pedagogical content knowledge has been widely acknowledged by researchers and practitioners as a significant factor for improving student knowledge, understanding and achievement. Recently, the knowledge teachers need for teaching has expanded to include teacher horizon content knowledge, "an awareness of how mathematical topics are related…

The Interaction of Knowledge and Text Structure on the Ability to Identify Main Ideas in Texts. Content Knowledge and Reading Comprehension.

ERIC Educational Resources Information Center

Day, Jeanne D.; Engelhardt, Jean

Two studies examined how the factors of content-relevant knowledge and text organization influence students' abilities to study and to remember text information. The first experiment examined the effect of prior content knowledge on students' ability to identify important information in the text. Forty 7th- and forty 11th-grade students, experts…

Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results

ERIC Educational Resources Information Center

Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee

2014-01-01

Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks

ERIC Educational Resources Information Center

Wäschle, Kristin; Lehmann, Thomas; Brauch, Nicola; Nückles, Matthias

2015-01-01

Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students' knowledge integration. Fifty-two preservice…

Preservice Agricultural Education Teachers' Experiences in and Anticipation of Content Knowledge Preparation

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2015-01-01

This study explored the experiences of preservice agriculture teachers in content knowledge preparation for pedagogical content knowledge (PCK) development. The researchers employed a phenomenological approach in which six preservice teachers were interviewed the semester prior to student teaching. The researchers found there was general…

Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2016-01-01

The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This…

Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

ERIC Educational Resources Information Center

Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin

2015-01-01

The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

Determination of Technopedagogical Content Knowledge Competencies of Preservice Physical Education Teachers: A Turkish Sample

ERIC Educational Resources Information Center

Arslan, Yunus

2015-01-01

This study examined preservice physical education teachers' (PPETs') technopedagogical content knowledge (TPCK) competencies. The participants were 1028 PPETs from 26 major universities representing all seven geographical regions of Turkey. The Technological Pedagogical Content Knowledge Deep-Scale developed by Kabakci Yurdakul et al. (2012) was…

Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

ERIC Educational Resources Information Center

Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.

2012-01-01

The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…

Technological Pedagogical Content Knowledge -- A Review of the Literature

ERIC Educational Resources Information Center

Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

2013-01-01

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

ERIC Educational Resources Information Center

Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens

2016-01-01

We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

Growing and navigating the small world Web by local content

PubMed Central

Menczer, Filippo

2002-01-01

Can we model the scale-free distribution of Web hypertext degree under realistic assumptions about the behavior of page authors? Can a Web crawler efficiently locate an unknown relevant page? These questions are receiving much attention due to their potential impact for understanding the structure of the Web and for building better search engines. Here I investigate the connection between the linkage and content topology of Web pages. The relationship between a text-induced distance metric and a link-based neighborhood probability distribution displays a phase transition between a region where linkage is not determined by content and one where linkage decays according to a power law. This relationship is used to propose a Web growth model that is shown to accurately predict the distribution of Web page degree, based on textual content and assuming only local knowledge of degree for existing pages. A qualitatively similar phase transition is found between linkage and semantic distance, with an exponential decay tail. Both relationships suggest that efficient paths can be discovered by decentralized Web navigation algorithms based on textual and/or categorical cues. PMID:12381792

Growing and navigating the small world Web by local content

NASA Astrophysics Data System (ADS)

Menczer, Filippo

2002-10-01

Can we model the scale-free distribution of Web hypertext degree under realistic assumptions about the behavior of page authors? Can a Web crawler efficiently locate an unknown relevant page? These questions are receiving much attention due to their potential impact for understanding the structure of the Web and for building better search engines. Here I investigate the connection between the linkage and content topology of Web pages. The relationship between a text-induced distance metric and a link-based neighborhood probability distribution displays a phase transition between a region where linkage is not determined by content and one where linkage decays according to a power law. This relationship is used to propose a Web growth model that is shown to accurately predict the distribution of Web page degree, based on textual content and assuming only local knowledge of degree for existing pages. A qualitatively similar phase transition is found between linkage and semantic distance, with an exponential decay tail. Both relationships suggest that efficient paths can be discovered by decentralized Web navigation algorithms based on textual and/or categorical cues.

Growing and navigating the small world Web by local content.

PubMed

Menczer, Filippo

2002-10-29

Can we model the scale-free distribution of Web hypertext degree under realistic assumptions about the behavior of page authors? Can a Web crawler efficiently locate an unknown relevant page? These questions are receiving much attention due to their potential impact for understanding the structure of the Web and for building better search engines. Here I investigate the connection between the linkage and content topology of Web pages. The relationship between a text-induced distance metric and a link-based neighborhood probability distribution displays a phase transition between a region where linkage is not determined by content and one where linkage decays according to a power law. This relationship is used to propose a Web growth model that is shown to accurately predict the distribution of Web page degree, based on textual content and assuming only local knowledge of degree for existing pages. A qualitatively similar phase transition is found between linkage and semantic distance, with an exponential decay tail. Both relationships suggest that efficient paths can be discovered by decentralized Web navigation algorithms based on textual and/or categorical cues.

Developing Domain Ontologies for Course Content

ERIC Educational Resources Information Center

Boyce, Sinead; Pahl, Claus

2007-01-01

Ontologies have the potential to play an important role in instructional design and the development of course content. They can be used to represent knowledge about content, supporting instructors in creating content or learners in accessing content in a knowledge-guided way. While ontologies exist for many subject domains, their quality and…

Complementary knowledge sharing: Experiences of nursing students participating in an educational exchange program between Madagascar and Norway.

PubMed

Tjoflåt, Ingrid; Razaonandrianina, Julie; Karlsen, Bjørg; Hansen, Britt Sætre

2017-02-01

To describe how Malagasy and Norwegian nursing students experience an educational exchange program in Madagascar. Previous studies show that nursing students participating in an educational exchange program enhanced their cultural knowledge and experienced personal growth. However, few studies have described two-way exchange programs, including experiences from both the hosts' and the guest students' perspectives. This study applies a descriptive qualitative design. Data were collected in 2015 by means of five semi-structured interviews with Malagasy students and two focus group interview sessions with Norwegian students. They were analysed using qualitative content analysis. The study was conducted in Madagascar. The data analyses revealed one main theme and two sub-themes related to the Malagasy and Norwegian nursing students' experiences. Main theme: complementary knowledge sharing; sub-themes: (1) learning from each other and (2) challenges of working together. The findings indicate that both the Malagasy and Norwegian nursing students experienced the exchange program as valuable and essential in exchanging knowledge. They also highlighted challenges, linked mainly to language barriers and the lack of available resources. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mapping out the Integration of the Components of Pedagogical Content Knowledge (PCK): Examples from High School Biology Classrooms

ERIC Educational Resources Information Center

Park, Soonhye; Chen, Ying-Chih

2012-01-01

This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning.…

Using Doubly Latent Multilevel Analysis to Elucidate Relationships between Science Teachers' Professional Knowledge and Students' Performance

ERIC Educational Resources Information Center

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive…

European Teachers' Technological Pedagogical Content Knowledge (TPCK) and Educational Use of Web Technologies

ERIC Educational Resources Information Center

Baris, Mehmet Fatih

2015-01-01

Several studies have been conducted on technological, pedagogical content knowledge and web-based education. In this study, the Technological Pedagogical Content Knowledge and Educational Use of Web Technologies (TPCK-W) were analyzed in addition to the self-efficacy and attitudes of 33 teachers from eight different branches carrying out their…

On the Content-Dependence of Prospective Teachers' Knowledge: A Case of Exemplifying Definitions

ERIC Educational Resources Information Center

Leikin, Roza; Zazkis, Rina

2010-01-01

In this article, we demonstrate that prospective teachers' content knowledge related to defining mathematical concepts is dependent on content area. We use the example of generation (a research tool we developed in a previous study) to investigate prospective teachers' knowledge. We asked prospective secondary mathematics teachers to provide…

Developing a Questionnaire to Assess the Probability Content Knowledge of Prospective Primary School Teachers

ERIC Educational Resources Information Center

Gómez-Torres, Emilse; Batanero, Carmen; Díaz, Carmen; Contreras, José Miguel

2016-01-01

In this paper we describe the development of a questionnaire designed to assess the probability content knowledge of prospective primary school teachers. Three components of mathematical knowledge for teaching and three different meanings of probability (classical, frequentist and subjective) are considered. The questionnaire content is based on…

Correlation between Teacher's PCK (Pedagogical Content Knowledge) and Student's Motivation in Primary School

ERIC Educational Resources Information Center

Maryani, Ika; Martaningsih, Sri Tutur

2015-01-01

Various learning problems occur due to the teachers' inability in managing the learning process. Teacher's learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge…

The Hidden Strand of Mathematical Proficiency: Defining and Assessing for Productive Disposition in Elementary School Teachers' Mathematical Content Knowledge

ERIC Educational Resources Information Center

Siegfried, John Zig Michael

2012-01-01

Teachers' mathematical content knowledge is one of the most important constructs considered by researchers studying elementary mathematics education (Fennema & Franke, 1992). One component of mathematical content knowledge that is complicated, ill-defined, and oft-ignored is "productive disposition," defined as the…

Improving Instructional Leadership through the Development of Leadership Content Knowledge: The Case of Principal Learning in Algebra

ERIC Educational Resources Information Center

Steele, Michael D.; Johnson, Kate R.; Otten, Samuel; Herbel-Eisenmann, Beth A.; Carver, Cynthia L.

2015-01-01

Instructional leadership is integral to improving mathematics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written…

Teaching Skill Acquisition and Development in Dental Education.

PubMed

Lyon, Lucinda J; Hoover, Terry E; Giusti, Lola; Booth, Mark T; Mahdavi, Elham

2016-08-01

Development of dental faculty members is paramount to providing outstanding education and role modeling for students. With the large number of second career educators in dental schools, an efficient method of acquiring teaching skills is important for new faculty members. Knowing the skill progression and learning experiences identified by dental educators of varying rank may lead to more efficient, effective faculty development. The aims of this study were to identify the perceptions of a group of faculty members about the knowledge, skills, attitudes, and learning experiences that contribute to developing teaching expertise and to compare and contrast the perceptions of new and more senior faculty members on these subjects. The Dreyfus skill acquisition continuum of novice to expert performance was used as a construct reference. The study used a mixed-methods approach in which qualitative and quantitative data were collected concurrently in an electronic survey of faculty members at one U.S. dental school. Of the 492 total faculty members, 80 survey responses were received, for a 16% response rate. Open coding and analysis of responses revealed some common themes. Building rich content knowledge and learning varied methodologies for teaching and assessment, supported by an awareness of peer role models, were perceived to be features of early growth. Content prioritization, clarity, and customization appropriate for the learner characterized mid growth. As theorized in the Dreyfus model, more experienced faculty members described a fluid, less structured teaching process, increased reflection, and appreciation of the strength of the educational community. The results of this study may help increase dental educators' understanding of teaching skill acquisition and inform faculty development and support.

Rhizomes Help the Forage Grass Leymus chinensis to Adapt to the Salt and Alkali Stresses

PubMed Central

Li, Xiaoyu; Wang, Junfeng; Lin, Jixiang; Wang, Ying; Mu, Chunsheng

2014-01-01

Leymus chinensis has extensive ecological adaptability and can grow well in saline-alkaline soils. The knowledge about tolerance mechanisms of L. chinensis could be base for utilization of saline-alkaline soils and grassland restoration and rebuilding. Two neutral salts (NaCl : Na2SO4 = 9 : 1) and two alkaline salts (NaHCO3 : Na2CO3 = 9 : 1) with concentration of 0, 100, and 200 mmol/L were used to treat potted 35-day-old seedlings with rhizome growth, respectively. After 10 days, the biomass and number of daughter shoots all decreased, with more reduction in alkali than in salt stress. The rhizome biomass reduced more than other organs. The number of daughter shoots from rhizome was more than from tillers. Under both stresses, Na+ contents increased more in rhizome than in other organs; the reduction of K+ content was more in underground than aerial tissue. Anion ions or organic acids were absorbed to neutralize cations. Na+ content in stem and leaf increased markedly in high alkalinity (200 mmol/L), with accumulation of soluble sugar and organic acids sharply. Rhizomes help L. chinensis to adapt to saline and low alkaline stresses by transferring Na+. However, rhizomes lost the ability to prevent Na+ transport to aerial organs under high alkalinity, which led to severe growth inhibition of L. chinensis. PMID:25121110

Rhizomes help the forage grass Leymus chinensis to adapt to the salt and alkali stresses.

PubMed

Li, Xiaoyu; Wang, Junfeng; Lin, Jixiang; Wang, Ying; Mu, Chunsheng

2014-01-01

Leymus chinensis has extensive ecological adaptability and can grow well in saline-alkaline soils. The knowledge about tolerance mechanisms of L. chinensis could be base for utilization of saline-alkaline soils and grassland restoration and rebuilding. Two neutral salts (NaCl : Na₂SO₄ = 9 : 1) and two alkaline salts (NaHCO₃ : Na₂CO₃ = 9 : 1) with concentration of 0, 100, and 200 mmol/L were used to treat potted 35-day-old seedlings with rhizome growth, respectively. After 10 days, the biomass and number of daughter shoots all decreased, with more reduction in alkali than in salt stress. The rhizome biomass reduced more than other organs. The number of daughter shoots from rhizome was more than from tillers. Under both stresses, Na(+) contents increased more in rhizome than in other organs; the reduction of K(+) content was more in underground than aerial tissue. Anion ions or organic acids were absorbed to neutralize cations. Na(+) content in stem and leaf increased markedly in high alkalinity (200 mmol/L), with accumulation of soluble sugar and organic acids sharply. Rhizomes help L. chinensis to adapt to saline and low alkaline stresses by transferring Na(+). However, rhizomes lost the ability to prevent Na(+) transport to aerial organs under high alkalinity, which led to severe growth inhibition of L. chinensis.

Photoperiod- and temperature-mediated control of phenology in trees - a molecular perspective.

PubMed

Singh, Rajesh Kumar; Svystun, Tetiana; AlDahmash, Badr; Jönsson, Anna Maria; Bhalerao, Rishikesh P

2017-01-01

Contents 511 I. 511 II. 512 III. 513 IV. 513 V. 517 VI. 517 VII. 521 VIII. 521 Acknowledgements 521 References 521 SUMMARY: Trees growing in boreal and temperate regions synchronize their growth with seasonal climatic changes in adaptive responses that are essential for their survival. These trees cease growth before the winter and establish a dormant state during which growth cessation is maintained by repression of responses to growth-promotive signals. Reactivation of growth in the spring follows the release from dormancy promoted by prolonged exposure to low temperature during the winter. The timing of the key events and regulation of the molecular programs associated with the key stages of the annual growth cycle are controlled by two main environmental cues: photoperiod and temperature. Recently, key components mediating photoperiodic control of growth cessation and bud set have been identified, and striking similarities have been observed in signaling pathways controlling growth cessation in trees and floral transition in Arabidopsis. Although less well understood, the regulation of bud dormancy and bud burst may involve cell-cell communication and chromatin remodeling. Here, we discuss current knowledge of the molecular-level regulation of the annual growth cycle of woody trees in temperate and boreal regions, and identify key questions that need to be addressed in the future. © 2016 The Authors. New Phytologist © 2016 New Phytologist Trust.

Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

ERIC Educational Resources Information Center

Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

2016-01-01

The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

Pedagogical Content Knowledge and Preparation of High School Physics Teachers

ERIC Educational Resources Information Center

Etkina, Eugenia

2010-01-01

This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education

ERIC Educational Resources Information Center

König, Johannes; Lammerding, Sandra; Nold, Günter; Rohde, Andreas; Strauß, Sarah; Tachtsoglou, Sarantis

2016-01-01

Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and…

Theorising about Mathematics Teachers' Professional Knowledge: The Content, Form, Nature, and Course of Teachers' Knowledge

ERIC Educational Resources Information Center

Scheiner, Thorsten

2015-01-01

The guiding philosophy of this theoretical work lays in the argument that mathematics teachers' professional knowledge is the integration of various knowledge facets derived from different sources including teaching experience and research. This paper goes beyond past trends identifying what the teachers' knowledge is about (content) by providing…

Application of prickly pear fruit extract to improve domestic shelf life, quality and microbial safety of sliced beef.

PubMed

Palmeri, Rosa; Parafati, Lucia; Restuccia, Cristina; Fallico, Biagio

2018-05-19

The research aimed to expand the knowledge on the use of natural bioactive compounds for food preservation. First-crop fruit of prickly pear were subjected to water extraction and evaluated for total polyphenol content, antioxidant activity, in vitro antimicrobial performance against food spoilage and pathogenic bacteria, and betacyanin and betaxanthin content. The extract was then applied by dipping technique to packed sliced beef, to evaluate its effect on physical and chemical parameters, color and texture maintenance, as well as on microbial growth during shelf life at domestic storage conditions. The in vitro antimicrobial assay of prickly pear fruit extract evidenced a wide spectrum activity, since it inhibited the growth of all Gram positive and negative targeted strains. In vivo application of extract effectively reduced microbial growth during refrigerated storage; total mesophilic count was maintained below the limit established by Commission Regulation (EC) No 2073/2005 of 5 × 10 6 log CFU/g of beef up to 8 d, in comparison to control sample that reached the mentioned limit after 4 d. Moreover, extract addition preserved beef color and texture over the considered storage period, supporting the potential prospect to utilize the extract to improve overall quality and to prolong domestic shelf life of sliced beef. Copyright © 2018 Elsevier Ltd. All rights reserved.

Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

ERIC Educational Resources Information Center

Kim, Insook

2016-01-01

This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers

ERIC Educational Resources Information Center

Schmidt, Denise A.; Baran, Evrim; Thompson, Ann D.; Mishra, Punya; Koehler, Matthew J.; Shin, Tae S.

2009-01-01

Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper…

Preservice Teachers' Level of Web Pedagogical Content Knowledge: Assessment by Individual Innovativeness

ERIC Educational Resources Information Center

Gökçearslan, Sahin; Karademir, Tugra; Korucu, Agah Tugrul

2017-01-01

Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers…

Multi-Level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues-Based Instruction

ERIC Educational Resources Information Center

Klosterman, Michelle L.; Sadler, Troy D.

2010-01-01

This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi-level assessment design, student content knowledge gains were measured before and after implementation of a three-week unit on global warming (a prominent SSI) that explored both the relevant science content…

Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

ERIC Educational Resources Information Center

Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong

2017-01-01

Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA…

The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

ERIC Educational Resources Information Center

Lenhart, Sara Talley

2010-01-01

This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

Integrating the Epistemic and Ontological Aspects of Content Knowledge in Science Teaching and Learning

ERIC Educational Resources Information Center

Papadouris, Nicos; Constantinou, Constantinos P.

2017-01-01

Promoting facility with content knowledge is one of the most important objectives of science teaching. Conventionally, the focus for this objective is placed on the substantive side of content knowledge (e.g. science concepts/laws), whereas its epistemic or ontological aspects (e.g. why do we construct concepts?) rarely receive explicit attention.…

Exploring the Role of Content Knowledge in Responsive Teaching

ERIC Educational Resources Information Center

Goodhew, Lisa M.; Robertson, Amy D.

2017-01-01

In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using "in situ" data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within…

The Importance and Use of Targeted Content Knowledge with Scaffolding Aid in Educational Simulation Games

ERIC Educational Resources Information Center

Tsai, Fu-Hsing; Kinzer, Charles; Hung, Kuo-Hsun; Chen, Cheng-Ling Alice; Hsu, I-Ying

2013-01-01

While most current educational simulation games provide learners with gameplay experience to motivate learning, there is often a lack of focus on ensuring that the desired content knowledge is actually learned. Students may focus on completing game activities without learning the targeted content knowledge, thus negating the desired learning…

Central Component Descriptors for Levels of Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Niess, Margaret L.

2013-01-01

Technological pedagogical content knowledge (TPACK) proposes a theoretical framework that incorporates four central components: an overarching conception of what it means to teach with technology, knowledge of students' thinking and understandings of specific topics with technologies, knowledge of curricular materials that incorporate…

Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

ERIC Educational Resources Information Center

Lederman, Norman G.; Gess-Newsome, Julie

1992-01-01

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

Energy Content Estimation by Collegians for Portion Standardized Foods Frequently Consumed in Korea

PubMed Central

Kim, Jin; Lee, Hee Jung; Lee, Hyun Jung; Lee, Sun Ha; Yun, Jee-Young; Choi, Mi-Kyeong

2014-01-01

The purpose of this study is to estimate Korean collegians' knowledge of energy content in the standard portion size of foods frequently consumed in Korea and to investigate the differences in knowledge between gender groups. A total of 600 collegians participated in this study. Participants' knowledge was assessed based on their estimation on the energy content of 30 selected food items with their actual-size photo images. Standard portion size of food was based on 2010 Korean Dietary Reference Intakes, and the percentage of participants who accurately estimated (that is, within 20% of the true value) the energy content of the standard portion size was calculated for each food item. The food for which the most participants provided the accurate estimation was ramyun (instant noodles) (67.7%), followed by cooked rice (57.8%). The proportion of students who overestimated the energy content was highest for vegetables (68.8%) and beverages (68.1%). The proportion of students who underestimated the energy content was highest for grains and starches (42.0%) and fruits (37.1%). Female students were more likely to check energy content of foods that they consumed than male students. From these results, it was concluded that the knowledge on food energy content was poor among collegians, with some gender difference. Therefore, in the future, nutrition education programs should give greater attention to improving knowledge on calorie content and to helping them apply this knowledge in order to develop effective dietary plans. PMID:24527417

Energy content estimation by collegians for portion standardized foods frequently consumed in Korea.

PubMed

Kim, Jin; Lee, Hee Jung; Lee, Hyun Jung; Lee, Sun Ha; Yun, Jee-Young; Choi, Mi-Kyeong; Kim, Mi-Hyun

2014-01-01

The purpose of this study is to estimate Korean collegians' knowledge of energy content in the standard portion size of foods frequently consumed in Korea and to investigate the differences in knowledge between gender groups. A total of 600 collegians participated in this study. Participants' knowledge was assessed based on their estimation on the energy content of 30 selected food items with their actual-size photo images. Standard portion size of food was based on 2010 Korean Dietary Reference Intakes, and the percentage of participants who accurately estimated (that is, within 20% of the true value) the energy content of the standard portion size was calculated for each food item. The food for which the most participants provided the accurate estimation was ramyun (instant noodles) (67.7%), followed by cooked rice (57.8%). The proportion of students who overestimated the energy content was highest for vegetables (68.8%) and beverages (68.1%). The proportion of students who underestimated the energy content was highest for grains and starches (42.0%) and fruits (37.1%). Female students were more likely to check energy content of foods that they consumed than male students. From these results, it was concluded that the knowledge on food energy content was poor among collegians, with some gender difference. Therefore, in the future, nutrition education programs should give greater attention to improving knowledge on calorie content and to helping them apply this knowledge in order to develop effective dietary plans.

A threshold model of content knowledge transfer for socioscientific argumentation

NASA Astrophysics Data System (ADS)

Sadler, Troy D.; Fowler, Samantha R.

2006-11-01

This study explores how individuals make use of scientific content knowledge for socioscientific argumentation. More specifically, this mixed-methods study investigates how learners apply genetics content knowledge as they justify claims relative to genetic engineering. Interviews are conducted with 45 participants, representing three distinct groups: high school students with variable genetics knowledge, college nonscience majors with little genetics knowledge, and college science majors with advanced genetics knowledge. During the interviews, participants advance positions concerning three scenarios dealing with gene therapy and cloning. Arguments are assessed in terms of the number of justifications offered as well as justification quality, based on a five-point rubric. Multivariate analysis of variance results indicate that college science majors outperformed the other groups in terms of justification quality and frequency. Argumentation does not differ among nonscience majors or high school students. Follow-up qualitative analyses of interview responses suggest that all three groups tend to focus on similar, sociomoral themes as they negotiate socially complex, genetic engineering issues, but that the science majors frequently reference specific science content knowledge in the justification of their claims. Results support the Threshold Model of Content Knowledge Transfer, which proposes two knowledge thresholds around which argumentation quality can reasonably be expected to increase. Research and educational implications of these findings are discussed.

Investigating the Measurement of Grammatical Knowledge and Civics Content Knowledge in the Context of an English-for Specific-Purposes Program Designed for Adult Learners with Low English Proficiency

ERIC Educational Resources Information Center

Dakin, Jee Wha

2010-01-01

In the context of adult learners with low English proficiency enrolled in an organization offering instruction in both language and civics content, the purpose of the study was to determine. (1) the nature of grammatical knowledge in the context in the learners' second language (L2) and the nature of civics content knowledge in the learners' first…

Biohydrogen production in the suspended and attached microbial growth systems from waste pastry hydrolysate.

PubMed

Han, Wei; Hu, Yunyi; Li, Shiyi; Li, Feifei; Tang, Junhong

2016-10-01

Waste pastry was hydrolyzed by glucoamylase and protease which were obtained from solid state fermentation of Aspergillus awamori and Aspergillus oryzae to produce waste pastry hydrolysate. Then, the effects of hydraulic retention times (HRTs) (4-12h) on hydrogen production rate (HPR) in the suspended microbial growth system (continuous stirred tank reactor, CSTR) and attached microbial growth system (continuous mixed immobilized sludge reactor, CMISR) from waste pastry hydrolysate were investigated. The maximum HPRs of CSTR (201.8mL/(h·L)) and CMISR (255.3mL/(h·L)) were obtained at HRT of 6h and 4h, respectively. The first-order reaction could be used to describe the enzymatic hydrolysis of waste pastry. The carbon content of the waste pastry remained 22.8% in the undigested waste pastry and consumed 77.2% for carbon dioxide and soluble microbial products. To our knowledge, this is the first study which reports biohydrogen production from waste pastry. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

NASA Astrophysics Data System (ADS)

Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

NASA Astrophysics Data System (ADS)

Rollnick, Marissa

2017-08-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

ERIC Educational Resources Information Center

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

Interplay between Content Knowledge and Scientific Argumentation

ERIC Educational Resources Information Center

Hakyolu, Hanife; Ogan-Bekiroglu, Feral

2016-01-01

This research study aimed to analyze the relationship between content knowledge and argumentation by examining students' prior subject matter knowledge and their production of arguments as well as by comparing students' arguments with their knowledge-in-use during scientific argumentation sessions. A correlational research design was carried out…

Effect of dietary choline levels on growth performance, lipid deposition and metabolism in juvenile yellow catfish Pelteobagrus fulvidraco.

PubMed

Luo, Zhi; Wei, Chuan-Chuan; Ye, Han-Mei; Zhao, Hai-Ping; Song, Yu-Feng; Wu, Kun

2016-12-01

The present experiment was conducted to determine the effect and mechanism of dietary choline levels on growth performance and lipid deposition of yellow catfish Pelteobagrus fulvidraco. Dietary choline was included at three levels of 239.2 (control (without extra choline addition), 1156.4 and 2273.6mg choline per kg diet, respectively) and fed to yellow catfish (mean initial weight: 3.45±0.02g mean±standard errors of mean (SEM)) for 8weeks. Fish fed the diet containing 1156.4mgkg -1 choline showed the higher weight gain (WG), specific growth rate (SGR) and feed intake (FI), but the lower feed conversion rate (FCR), than those in control and highest choline group. Hepatosomatic index (HSI) and hepatic lipid content declined with increasing dietary choline levels. Muscle lipid content was the lowest for fish fed adequate choline diets and showed no significant difference between other two groups. Choline contents in liver and muscle increased with increasing dietary choline levels. Dietary choline levels significantly influenced mRNA levels of genes involved in lipid homeostasis in muscle and liver, such as CTP:phosphocholine cytidylyltransferase a (CCTa), phosphatidylethanolamine N-methyl-transferase (PEMT), microsomal triglyceride transfer protein (MTP), apolipoprotein b (APOBb), apolipoprotein E (ApoE) and lipoprotein lipase (LPL), and effects of dietary choline levels on lipid deposition and metabolism were tissue-specific. Different responses of these genes at the mRNA levels partially explained the profiles of lipid deposition in liver and muscle for fish fed different choline diets. To our knowledge, this is the first to explore the effect of dietary choline level on mRNA expression of these genes, which provides new insights into choline nutrition in fish. Copyright © 2016 Elsevier Inc. All rights reserved.

Carbon Nanotubes Filled with Different Ferromagnetic Alloys Affect the Growth and Development of Rice Seedlings by Changing the C:N Ratio and Plant Hormones Concentrations.

PubMed

Hao, Yi; Yu, Feifan; Lv, Ruitao; Ma, Chuanxin; Zhang, Zetian; Rui, Yukui; Liu, Liming; Cao, Weidong; Xing, Baoshan

2016-01-01

The aim of this study was to investigate the phytotoxicity of thin-walled carbon nanotubes (CNTs) to rice (Oryza sativa L.) seedlings. Three different CNTs, including hollow multi-walled carbon nanotubes (MWCNTs), Fe-filled carbon nanotubes (Fe-CNTs), and Fe-Co-filled carbon nanotubes (FeCo-CNTs), were evaluated. The CNTs significantly inhibited rice growth by decreasing the concentrations of endogenous plant hormones. The carbon to nitrogen ratio (C:N ratio) significantly increased in rice roots after treatments with CNTs, and all three types of CNTs had the same effects on the C:N ratio. Interestingly, the increase in the C:N ratio in roots was largely because of decreased N content, indicating that the CNTs significantly decreased N assimilation. Analyses of the Fe and Co contents in plant tissues, transmission electron microscope (TEM) observations and energy dispersive X-ray spectroscopy (EDS) analysis proved that the CNTs could penetrate the cell wall and the cell membrane, and then enter the root cells. According to the author's knowledge, this is the first time to study the relationship between carbon nanotubes and carbon nitrogen ratio and plant hormones.

Carbon Nanotubes Filled with Different Ferromagnetic Alloys Affect the Growth and Development of Rice Seedlings by Changing the C:N Ratio and Plant Hormones Concentrations

PubMed Central

Lv, Ruitao; Ma, Chuanxin; Zhang, Zetian; Rui, Yukui; Liu, Liming; Cao, Weidong; Xing, Baoshan

2016-01-01

The aim of this study was to investigate the phytotoxicity of thin-walled carbon nanotubes (CNTs) to rice (Oryza sativa L.) seedlings. Three different CNTs, including hollow multi-walled carbon nanotubes (MWCNTs), Fe-filled carbon nanotubes (Fe-CNTs), and Fe-Co-filled carbon nanotubes (FeCo-CNTs), were evaluated. The CNTs significantly inhibited rice growth by decreasing the concentrations of endogenous plant hormones. The carbon to nitrogen ratio (C:N ratio) significantly increased in rice roots after treatments with CNTs, and all three types of CNTs had the same effects on the C:N ratio. Interestingly, the increase in the C:N ratio in roots was largely because of decreased N content, indicating that the CNTs significantly decreased N assimilation. Analyses of the Fe and Co contents in plant tissues, transmission electron microscope (TEM) observations and energy dispersive X-ray spectroscopy (EDS) analysis proved that the CNTs could penetrate the cell wall and the cell membrane, and then enter the root cells. According to the author's knowledge, this is the first time to study the relationship between carbon nanotubes and carbon nitrogen ratio and plant hormones. PMID:27284692

Developing Multimedia Enhanced Content to Upgrade Subject Content Knowledge of Secondary School Teachers in Tanzania

ERIC Educational Resources Information Center

Mtebe, Joel S.; Kibga, Elia Y.; Mwambela, Alfred A.; Kissaka, Mussa M.

2015-01-01

The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science…

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

ERIC Educational Resources Information Center

Mavhunga, Elizabeth; Rollnick, Marissa

2016-01-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is…

Promoting Student Teachers' Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

ERIC Educational Resources Information Center

Rosenkränzer, Frank; Kramer, Tim; Hörsch, Christian; Schuler, Stephan; Rieß, Werner

2016-01-01

The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers' Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed…

The Language Used to Articulate Content as an Aspect of Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Chick, Helen

2015-01-01

Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine students' work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in…

Curricular Space Allocated for Dance Content in Physical Education Teacher Education Programs: A Literature Review

ERIC Educational Resources Information Center

Marquis, Jenée Marie; Metzler, Mike

2017-01-01

This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research…

Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

ERIC Educational Resources Information Center

Burton, Megan; Daane, C. J.; Giesen, Judy

2008-01-01

This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

Beyond knowledge capture: creating useful work-centric systems

NASA Technical Reports Server (NTRS)

Cooper, L. P.; Majchrzak, A.

2001-01-01

Once you have successfully captured knowledge, the challenge then becomes one of creating an affective way to use that knowledge. Two high knowledge content systems developed at the Jet Propulsion Laboratory are presented as examples of work-centric systems, where the primary value to the user is in the content.

Effects of Biology Teachers' Professional Knowledge and Cognitive Activation on Students' Achievement

ERIC Educational Resources Information Center

Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2016-01-01

This study examined the effects of teachers' biology-specific dimensions of professional knowledge--pedagogical content knowledge (PCK) and content knowledge (CK)--and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on…

Spanning Knowledge Barriers in E-Learning Content Design

ERIC Educational Resources Information Center

Chu, Tsai-Hsin; Lee, Yi; Lee, Yen-Hsien

2013-01-01

E-learning content development can be regarded as an example of knowledge delivery process because the developers have to receive knowledge transferred from subject-matter experts (SMEs), to translate the received knowledge with appropriate instructional design, and to transform the project outcomes to fulfill learner's learning needs. As…

Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)

ERIC Educational Resources Information Center

Khakbaz, Azimehsadat

2016-01-01

Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…

The Relation between Middle School Science Teachers' Science Content Preparation, Professional Development, and Pedagogical Content Knowledge and Their Attitudes and Beliefs towards Inquiry-Based Instruction

ERIC Educational Resources Information Center

Cwik, Lawrence C.

2012-01-01

This study is a quantitative investigation of the relation of middle school science teachers' attitudes and beliefs about inquiry-based instruction to their accumulated amounts of science content preparation, content and pedagogical professional development, and their pedagogical content knowledge. Numerous researchers have found that even though…

Multilingual Content Extraction Extended with Background Knowledge for Military Intelligence

DTIC Science & Technology

2011-06-01

extended with background knowledge (WordNet [Fel98], YAGO [SKW08]) so that new conclusions (logical inferences) can be drawn. For this purpose theorem...such formalized content is extended with background knowledge (WordNet, YAGO ) so that new conclusions (logical inferences) can be drawn. Our aim is to...External Knowledge Formulas Transformation FOLE MRS to FOLE WordNet OpenCyc ... YAGO Logical Calculation Knowledge Background Knowledge Axioms Background

Emotional Ecology: The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching

ERIC Educational Resources Information Center

Zembylas, Michalinos

2007-01-01

The purpose of this paper is to offer some theoretical as well as empirical examples that describe the interrelations between pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning. The argument put forward is that there is a need to expand current conceptions of PCK and acknowledge the role of emotional knowledge. It…

Pedagogical Content Knowledge of Experts and Novices--What Knowledge Do They Activate When Analyzing Science Lessons?

ERIC Educational Resources Information Center

Krepf, Matthias; Plöger, Wilfried; Scholl, Daniel; Seifert, Andreas

2018-01-01

In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context-specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a…

A "Knowledge Quartet" Used to Identify a Second-Year Pre-Service Teacher's Primary Mathematical Content Knowledge

ERIC Educational Resources Information Center

Livy, Sharyn

2010-01-01

This paper draws on observation of a primary mathematics lesson prepared and taught by a second-year pre-service teacher who lacked mathematical content knowledge. A "knowledge quartet" (Rowland, Turner, Thwaites, & Huckstep, 2009) was used to investigate when and how a pre-service teacher drew on their knowledge of mathematics during primary…

Is Practical Subject Matter Knowledge Still Important? Examining the Siedentopian Perspective on the Role of Content Knowledge in Physical Education Teacher Education

ERIC Educational Resources Information Center

Herold, Frank; Waring, Michael

2017-01-01

Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content…

Gaps in Science Content Knowledge Encountered during Teaching Practice: A Study of Early-Career Middle-School Science Teachers

ERIC Educational Resources Information Center

Kinghorn, Brian Edward

2013-01-01

Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…

Effects of Improving Teachers' Content Knowledge on Teaching and Student Learning in Physical Education

ERIC Educational Resources Information Center

Ward, Phillip; Kim, Insook; Ko, Bomna; Li, Weidong

2015-01-01

Purpose: The purpose of this study was to examine the efficacy of a content knowledge (CK) workshop on the enacted pedagogical content knowledge (PCK) of teachers and in turn the effects on student learning. Method: A quasiexperimental design was used to examine 4 questions: (a) How does student learning differ as a function of PCK? (b) How does…

The Effects of a Content Knowledge Workshop on Teachers' Pedagogical Content Knowledge and Student Learning in a Soccer Unit in Middle School Physical Education

ERIC Educational Resources Information Center

Lee, Yun Soo

2011-01-01

There is an assumption that pedagogical content knowledge (PCK) is observable and measurable. Yet, in many studies referencing PCK, the construct of PCK remains both undefined operationally and poorly described. In physical education, although one study has measured teachers' PCK using teachers' weak and strong units of instruction (Ayvazo, 2007),…

The Acquisition of Mathematics Pedagogical Content Knowledge in University Mathematics Education Courses: Results of a Mixed Methods Study on the Effectiveness of Teacher Education in Germany

ERIC Educational Resources Information Center

Buchholtz, Nils Frederik

2017-01-01

This paper reports on a longitudinal mixed methods evaluation study on the acquisition and development of mathematical pedagogical content knowledge (MPCK) of future teachers at several German universities. The study is a German supplementary study to the international comparative TEDS-M 2008 study. Besides the pedagogical content knowledge that…

A Comparison of Pre-Service, In-Service and Formation Program for Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching (ELT)

ERIC Educational Resources Information Center

Turgut, Yildiz

2017-01-01

In view of the rapid advancement of technology, technological pedagogical content knowledge (TPACK) has been extensively studied. However, research on technological pedagogical content knowledge (TPACK) in teaching English appear to be scarce and addressed either pre-service or in-service teachers, but not their comparison. Additionally, although…

Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge

NASA Astrophysics Data System (ADS)

Sadler, Troy Dow

This study focused on informal reasoning regarding socioscientific issues. It explored how morality and content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine undergraduate students completed a quantitative test of genetics concepts. A sub-set of the students (n = 30) who completed this instrument and represented divergent levels of content knowledge participated in two individual interviews, during which they discussed their ideas, reactions, and solutions to three gene therapy scenarios and three cloning scenarios. A mixed-methods approach was used to examine patterns of informal reasoning and the influence of morality, the effects of content knowledge on the use of informal reasoning patterns, and the effects of content knowledge on the quality of informal reasoning. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. Although differences in content knowledge were not found to be related to modes of informal reasoning (rationalistic, emotive, and informal), data did indicate that differences in content knowledge were related to variations in informal reasoning quality. Participants, with more advanced understandings of genetics, demonstrated fewer instances of reasoning flaws, as defined by a priori criteria (intra-scenario coherence, inter-scenario non-contradiction, counter position construction, and rebuttal construction) and were more likely to incorporate content knowledge in their reasoning patterns than participants with more naive understandings of genetics. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. In addition, the findings underscore the need for teachers to consider students' content knowledge when determining the appropriateness of socioscientific curricula. Implications and recommendations for future research are discussed.

The importance of pedagogical content knowledge in curriculum development for illumination engineering

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Walker, Constance E.

2017-08-01

An understanding of pedagogical content knowledge (PCK) and educative materials has been critical to our teaching programs in illumination engineering. We will discuss the PCK basis of a number of innovative curriculum efforts at the National Optical Astronomy and how we develop "educative materials" that improve educator content knowledge, pedagogical knowledge, and contextual knowledge. We also describe the process and team approach required to create these "educative materials." The foundation of our work at NOAO were two previous projects at the NASA Classroom of the Future. These projects created educative curricular materials with sophisticated science content integrated with a deep, authentic understanding of science process. Additional curricula with these attributes were developed at NOAO for the NSF-sponsored Hands-On Optics project (SPIE, OSA, and NOAO), for the citizen science project Globe at Night (NOAO), and for the Quality Lighting Teaching Kits (NOAO, International Astronomical Union, OSA Foundation, SPIE, CIE, and the International Dark Sky Association). These projects all strove to create educative instructional materials that can enhance the pedagogical content knowledge of educators.

Making Learning Visible: Developing Preservice Teachers' Pedagogical Content Knowledge and Teaching Efficacy Beliefs in Environmental Education

ERIC Educational Resources Information Center

Richardson, Greer M.; Byrne, Laurel L.; Liang, Ling L.

2018-01-01

Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge…

A Case Study of Two Groups of Elementary Prospective Teachers' Experiences in Distinct Mathematics Content Courses

ERIC Educational Resources Information Center

Auslander, Susan Swars; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.; Carothers, Jody

2016-01-01

This multiple case study examined two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Data were collected via two belief surveys, one content knowledge assessment, and individual interviews. The findings revealed differences in specialized content knowledge and mathematical beliefs between the two…

The Effects of a Systematically Designed Online Learning Environment on Preservice Teachers' Professional Knowledge

ERIC Educational Resources Information Center

Evens, Marie; Larmuseau, Charlotte; Dewaele, Katrien; Van Craesbeek, Leen; Elen, Jan; Depaepe, Fien

2017-01-01

This study examines the effects of an online learning environment on preservice teachers' pedagogical content knowledge (PCK), content knowledge (CK) (related to French in primary teacher education), and pedagogical knowledge (PK) in a quasi-experimental design. More specifically, the following research question is addressed: Is a systematically…

Preservice Biology Teachers' Professional Knowledge: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Harms, Ute; Kleickmann, Thilo; Glowinski, Ingrid

2015-01-01

What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5% male, average age 22.8 years) was conducted in German…

Definitions of Mathematical Knowledge for Teaching: Using These Constructs in Research on Secondary and College Mathematics Teachers

ERIC Educational Resources Information Center

Speer, Natasha M.; King, Karen D.; Howell, Heather

2015-01-01

The construct "mathematical knowledge for teaching" (MKT) has received considerable attention in the mathematics education community in recent years. The development and refinement of the MKT construct, including the components of common content knowledge (CCK) and specialized content knowledge (SCK), came from research into elementary…

Conceptualizations of Representation Forms and Knowledge Organization of High School Teachers in Finland: "Magnetostatics"

ERIC Educational Resources Information Center

Majidi, Sharareh; Emden, Markus

2013-01-01

One of the main components of teachers' pedagogical content knowledge refers to their use of representation forms. In a similar vein, organizing concepts logically and meaningfully is an essential element of teachers' subject matter knowledge. Since subject matter and pedagogical content knowledge of teachers are tightly connected as categories…

Knowledge Structures of Entering Computer Networking Students and Their Instructors

ERIC Educational Resources Information Center

DiCerbo, Kristen E.

2007-01-01

Students bring prior knowledge to their learning experiences. This prior knowledge is known to affect how students encode and later retrieve new information learned. Teachers and content developers can use information about students' prior knowledge to create more effective lessons and materials. In many content areas, particularly the sciences,…

Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

ERIC Educational Resources Information Center

Xu, Wei

2015-01-01

Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

Transformation of Topic-Specific Professional Knowledge into Personal Pedagogical Content Knowledge through Lesson Planning

ERIC Educational Resources Information Center

Stender, Anita; Brückmann, Maja; Neumann, Knut

2017-01-01

This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson…

High School Biology Students' Knowledge and Certainty about Diffusion and Osmosis Concepts

ERIC Educational Resources Information Center

Odom, Arthur L.; Barrow, Lloyd H.

2007-01-01

The purpose of this study was to investigate students' understanding about scientifically acceptable content knowledge by exploring the relationship between knowledge of diffusion and osmosis and the students' certainty in their content knowledge. Data was collected from a high school biology class with the Diffusion and Osmosis Diagnostic Test…

Comparing Primary Student Teachers' Attitudes, Subject Knowledge and Pedagogical Content Knowledge Needs in a Physics Activity

ERIC Educational Resources Information Center

Johnston, Jane; Ahtee, Maija

2006-01-01

This research explores and compares primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students…

Estimation of alga growth stage and lipid content growth rate

NASA Technical Reports Server (NTRS)

Embaye, Tsegereda N. (Inventor); Trent, Jonathan D. (Inventor)

2012-01-01

Method and system for estimating a growth stage of an alga in an ambient fluid. Measured light beam absorption or reflection values through or from the alga and through an ambient fluid, in each of two or more wavelength sub-ranges, are compared with reference light beam absorption values for corresponding wavelength sub-ranges for in each alga growth stage to determine (1) which alga growth stage, if any, is more likely and (2) whether estimated lipid content of the alga is increasing or has peaked. Alga growth is preferably terminated when lipid content has approximately reached a maximum value.

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

2015-05-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan

ERIC Educational Resources Information Center

Konig, Johannes; Blomeke, Sigrid; Paine, Lynn; Schmidt, William H.; Hsieh, Feng-Jui

2011-01-01

For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics…

Bidirectional Relations between Phonological Awareness and Letter Knowledge in Preschool Revisited: A Growth Curve Analysis of the Relation between Two Code-Related Skills

PubMed Central

Lerner, Matthew D.; Lonigan, Christopher J.

2017-01-01

Despite the importance of phonological awareness for the development of reading in alphabetic languages, little attention has been paid to its developmental origins. In this study, dual-process, latent growth models were used to examine patterns of bidirectional relations between letter knowledge and phonological awareness during preschool. The sample comprised 358 children (mean age = 48.60 months, SD = 7.26). Growth models were used to quantify the unique longitudinal relations between the initial level of each skill and growth in the other skill during the preschool year, after controlling for initial level of the same skill, vocabulary, age, and growth in the code-related skill being used as a predictor. Letter-name knowledge and phonological awareness were bi-directionally related; the initial level of each uniquely predicted growth in the other. Initial letter-sound knowledge and phonological awareness growth were not uniquely related, and vocabulary was not related to growth in phonological awareness. These findings extend the evidence of the relation between letter knowledge and phonological awareness to supra-phonemic tasks, indicating that this bidirectional relation begins at an earlier point in the development of phonological awareness than previously reported. In addition, these findings help to rule out general growth in letter knowledge and phonological awareness as an alternative explanation for the bidirectional relation between these two code-related skills. PMID:26745710

Effect of shading intensity on morphological and color traits, and chemical components of new tea (Camellia sinensis L.) shoots under direct covering cultivation.

PubMed

Sano, Tomohito; Horie, Hideki; Matsunaga, Akiko; Hirono, Yuhei

2018-05-02

Use of covering cultivation to shade tea (Camellia sinensis L.) trees to produce high-quality, high-priced green tea has recently increased in Japan. Knowledge of shading effects on morphological and color traits, and chemical components of new tea shoots is important for product quality and productivity. We assessed these traits of tea shoots and their relationships under covering cultivation of various radiation intensities. Leaf thickness, LMA (leaf mass per area), and leaf density of new tea leaves were smaller under covering culture than under open-field culture. SPAD values and chlorophyll contents were larger under covering culture than under open culture. The derived exponential equation for estimating chlorophyll contents from SPAD values was improved by considering leaf thickness. Covering culture decreased EC (epicatechin) and EGC (epigallocatechin) contents, and increased theanine and caffeine contents. Principal component analysis on shoot and leaf traits indicated that LMA, and chlorophyll, EC, and EGC contents were strongly associated with shading effects. Morphological and color traits, and chemical components of new tea shoots and leaves varied depending on radiation intensity, shoot growth, and cropping season. These findings are useful for covering cultivation with high quality and high productivity in tea gardens. This article is protected by copyright. All rights reserved.

Learning about Semi Conductors for Teaching--The Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

ERIC Educational Resources Information Center

Rollnick, Marissa

2017-01-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings…

Teacher spatial skills are linked to differences in geometry instruction.

PubMed

Otumfuor, Beryl Ann; Carr, Martha

2017-12-01

Spatial skills have been linked to better performance in mathematics. The purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction. Fifty-six middle school teachers participated in the study. The teachers were administered spatial measures of mental rotations and spatial visualization. Next, a single geometry class was videotaped. Correlational analyses revealed that spatial skills significantly correlate with teacher's use of representational gestures and content and pedagogical knowledge during instruction of geometry. Spatial skills did not independently correlate with the use of pointing gestures or the use of pictorial representations. However, an interaction term between spatial skills and content and pedagogical knowledge did correlate significantly with the use of pictorial representations. Teacher experience as measured by the number of years of teaching and highest degree did not appear to affect the relationships among the variables with the exception of the relationship between spatial skills and teacher content and pedagogical knowledge. Teachers with better spatial skills are also likely to use representational gestures and to show better content and pedagogical knowledge during instruction. Spatial skills predict pictorial representation use only as a function of content and pedagogical knowledge. © 2017 The British Psychological Society.

Effect of Infant Formula on Streptococcus Mutans Biofilm Formation.

PubMed

Hinds, Laura M; Moser, Elizabeth A S; Eckert, George; Gregory, Richard L

This study investigated the effect that infant formula had on biofilm growth of Streptococcus mutans. Specifically, it compared biofilm growth in media containing lactose-based and sucrose-based formulas. It also analyzed biofilm formation with formulas of varying iron content. Biofilm growth was tested with the specific infant formula components sucrose, lactose, and ferric chloride. The study was designed to determine if these types of infant formulas and components affected S. mutans biofilm formation differently. A 24-hour culture of S. mutans was treated with various concentrations of infant formula diluted in bacteriological media. To test for biofilm formation, S. mutans was cultured with and without the infant formula and formula components. The biofilms were washed, fixed, and stained with crystal violet. The absorbance was measured to evaluate biofilm growth and total absorbance. Sucrose-based formulas provided significant increases in biofilm growth when compared to lactose-based formulas at two dilutions (1:5, 1:20). Similac Sensitive RS (sucrose-based) at most dilutions provided the most significant increase in biofilm growth when compared to the control. Sucrose tested as an individual component provided more of a significant increase on biofilm growth than lactose or iron when compared to the control. A low iron formula provided a significant increase in biofilm growth at one dilution (1:5) when compared to formula containing a normal iron content. There was no significant difference in biofilm growth when comparing high iron formula to normal iron formula or low iron formula. There was no significant difference when comparing Similac PM 60/40 (low iron formula) to Similac PM 60/40 with additional ferric chloride. The results of this study demonstrated that sucrose-based formula provided more of a significant increase in biofilm growth compared to lactose-based formula. Sucrose alone provided a significant increase of biofilm growth at more dilutions when compared to the control than lactose and iron. The amount of iron in formula had a significant effect on biofilm formation only when comparing low iron formula to normal iron formula at the highest concentration (1:5). There was no significant difference in biofilm growth when iron was added to the low iron formula. The information obtained expands current knowledge regarding the influence of infant formula on the primary dentition and reinforces the importance of oral hygiene habits once the first tooth erupts.

Enhancing the growth, photosynthetic capacity and artemisinin content in Artemisia annua L. by irradiated sodium alginate

NASA Astrophysics Data System (ADS)

Aftab, Tariq; Khan, M. Masroor A.; Idrees, M.; Naeem, M.; Moinuddin; Hashmi, Nadeem; Varshney, Lalit

2011-07-01

Degrading the natural bioactive agents by ionizing radiation and then using them as growth promoting substances is a novel emerging technology to exploit the genetic potential of crops in terms of growth, yield and quality. Polysaccharides, such as sodium alginate, have proven to be wonderful growth promoting substances in their depolymerized form for various plants. The effect of depolymerized form of sodium alginate, produced by irradiating the latter by 60Co gamma rays, was studied on Artemisia annua L. with regard to growth attributes, physiological and biochemical parameters and artemisinin content. The study revealed that the irradiated sodium alginate (ISA), applied as leaf-sprays at a concentration of 20-120 mg L -1, improved the growth attributes, photosynthetic capability, enzyme activities and artemisinin content of the plant significantly. Application of ISA at 80 mg L -1 increased the values of the attributes studied to the maximum extent. The enhancement of leaf-artemisinin content was ascribed to the ISA-enhanced H 2O 2 content in the leaves.

Andragogical Content Knowledge as a Key Component in the Training of the Instructors of Nonformal Education

ERIC Educational Resources Information Center

Nurhayati, Sri

2015-01-01

Currently, professionals and academics of non-formal education in Indonesia have began to question the competences of the non-formal education instructors. Non-formal education is a profession that requires knowledge (subject-content area), skill (ability to deliver content in regard to the needs of society) and programme content (the content…

A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

ERIC Educational Resources Information Center

Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong

2015-01-01

Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…

Teachers' Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge?

ERIC Educational Resources Information Center

Henning, Elizabeth

2013-01-01

This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…

Voices and Values in Shaping the Subjectivity of Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Ozmantar, Mehmet Fatih; Akkoç, Hatice

2017-01-01

Pedagogical content knowledge involves subjective decisions on the parts of teachers in making the content comprehensible to learners. This paper is concerned with the formation of this subjectivity and asks: how do (pre-service) teachers come to know and decide upon the best approach to making the content instructional for learners? In answering…

Sources and sinks of atmospheric N2O and the possible ozone reduction due to industrial fixed nitrogen fertilizers

NASA Technical Reports Server (NTRS)

Liu, S. C.; Cicerone, R. J.; Donahue, T. M.; Chameides, W. L.

1977-01-01

The terrestrial and marine nitrogen cycles are examined in an attempt to clarify how the atmospheric content of N2O is controlled. We review available data on the various reservoirs of fixed nitrogen, the transfer rates between the reservoirs, and estimate how the reservoir contents and transfer rates can change under man's influence. It is seen that sources, sinks and lifetime of atmospheric N2O are not understood well. Based on our limited knowledge of the stability of atmospheric N2O we conclude that future growth in the usage of industrial fixed nitrogen fertilizers could cause a 1% to 2% global ozone reduction in the next 50 years. However, centuries from now the ozone layer could be reduced by as much as 10% if soils are the major source of atmospheric N2O.

Teaching Programming in Secondary School: A Pedagogical Content Knowledge Perspective

ERIC Educational Resources Information Center

Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert

2011-01-01

The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the subject into something accessible for their students.…

Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory

ERIC Educational Resources Information Center

Bair, Sherry L.; Rich, Beverly S.

2011-01-01

This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…

About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers' Competence

ERIC Educational Resources Information Center

Kaiser, Gabriele; Busse, Andreas; Hoth, Jessica; König, Johannes; Blömeke, Sigrid

2015-01-01

Research on the evaluation of the professional knowledge of mathematics teachers (comprising for example mathematical content knowledge, mathematics pedagogical content knowledge and general pedagogical knowledge) has become prominent in the last decade; however, the development of video-based assessment approaches is a more recent topic. This…

Assessing Strengths and Weaknesses of Teacher Knowledge in Asia, Eastern Europe, and Western Countries: Differential Item Functioning in TEDS-M

ERIC Educational Resources Information Center

Blömeke, Sigrid; Suhl, Ute; Döhrmann, Martina

2013-01-01

The "Teacher Education and Development Study in Mathematics" assessed the knowledge of primary and lower-secondary teachers at the end of their training. The large-scale assessment represented the common denominator of what constitutes mathematics content knowledge and mathematics pedagogical content knowledge in the 16 participating…

Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

ERIC Educational Resources Information Center

O'Brien, Stephanie

2017-01-01

Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the…

Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training

ERIC Educational Resources Information Center

Smit, Robbert; Weitzel, Holger; Blank, Robert; Rietz, Florian; Tardent, Josiane; Robin, Nicolas

2017-01-01

Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific…

Genotype-specific relationships among phosphorus use, growth and abundance in Daphnia pulicaria

PubMed Central

Chowdhury, Priyanka Roy; Baker, Kristina D.; Weider, Lawrence J.; Jeyasingh, Punidan D.

2017-01-01

The framework ecological stoichiometry uses elemental composition of species to make predictions about growth and competitive ability in defined elemental supply conditions. Although intraspecific differences in stoichiometry have been observed, we have yet to understand the mechanisms generating and maintaining such variation. We used variation in phosphorus (P) content within a Daphnia species to test the extent to which %P can explain variation in growth and competition. Further, we measured 33P kinetics (acquisition, assimilation, incorporation and retention) to understand the extent to which such variables improved predictions. Genotypes showed significant variation in P content, 33P kinetics and growth rate. P content alone was a poor predictor of growth rate and competitive ability. While most genotypes exhibited the typical growth penalty under P limitation, a few varied little in growth between P diets. These observations indicate that some genotypes can maintain growth under P-limited conditions by altering P use, suggesting that decomposing P content of an individual into physiological components of P kinetics will improve stoichiometric models. More generally, attention to the interplay between nutrient content and nutrient-use is required to make inferences regarding the success of genotypes in defined conditions of nutrient supply. PMID:29308224

Mathematics Teacher TPACK Standards and Development Model

ERIC Educational Resources Information Center

Niess, Margaret L.; Ronau, Robert N.; Shafer, Kathryn G.; Driskell, Shannon O.; Harper, Suzanne R.; Johnston, Christopher; Browning, Christine; Ozgun-Koca, S. Asli; Kersaint, Gladis

2009-01-01

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this…

Early Childhood Development and Iranian Parents' Knowledge: A Qualitative Study.

PubMed

Habibi, Elham; Sajedi, Firouzeh; Afzali, Hosein Malek; Hatamizadeh, Nikta; Shahshahanipour, Soheila; Glascoe, Frances Page

2017-01-01

Early childhood is the most important step throughout the lifespan and it is a critical period continuing to the end of 8-year-old. Mothers' knowledge is one of the important aspects of child development. The goals of this study were to determine the situation of knowledge in Iranian parents about the concept and the importance of early childhood development (ECD) and determining the sources of parental knowledge about ECD from the perspective of parents and grandparents. This qualitative study was conducted based on the directional content analysis in 2016. The purposive sampling method is utilized to select 24 participants among parents and grandparents in Tehran. The inclusion criteria consisted of speaking in Persian and having a child or grandchild <3-year-old. Data were collected through four focus group discussions and four individual interviews. Iranian parental knowledge about integrative ECD is not enough, their knowledge about motor development and speech and language are relatively better, about cognitive development is little and socialemotional is very little. They said parents and other caregivers influence the process of children's development. Parents' knowledge resources about ECD included human resources, physical resources, virtual space, and the media. According to the majority of participants, "pediatricians are the most reliable source of parents' knowledge about ECD" even though the main focus of pediatricians is on treating diseases, physical health, and growth of children. According to the results, the knowledge of Iranian parent is not enough about ECD; therefore, actions must be taken to increase their knowledge in these domains. Parents look for reliable and valid sources to enhance their knowledge and they rely the most on pediatricians in this regard. Therefore, more studies on assessing parents' knowledge in community and the practical methods for knowledge promotion in this field is recommended.

A review of recent measurements of optical and thermal properties of alpha-mercuric iodide

NASA Astrophysics Data System (ADS)

Burger, A.; Morgan, S. H.; Silberman, E.; Nason, D.; Cheng, A. Y.

The knowledge of the physical properties of a crystal and their relation to the nature and content of defects are essential for both applications and fundamental reasons. Alpha-mercuric iodide (alpha-HgI2) is a material which was found important applications as room temperature x ray and gamma ray detectors. Some recent thermal and optical measurements of this material, using the samples of improved crystallinity which are now available, are reviewed below. Heretofore, these properties have received less attention than the mechanical and electrical properties, particularly at elevated temperatures. In the technology of alpha-HgI2 where there is a continuing motivation to obtain larger single crystals without compromising the material quality, a better knowledge of the thermal and optical properties may lead to improvements in the processes of material purification, crystal growth, and device fabrication.

Elementary Students' Acquisition of Academic Vocabulary Through Engineering Design

NASA Astrophysics Data System (ADS)

Kugelmass, Rachel

This study examines how STEM (science, technology, engineering, and mathematics) inquiry-based learning through a hands-on engineering design can be beneficial in helping students acquire academic vocabulary. This research took place in a second grade dual- language classroom in a public, suburban elementary school. English language learners, students who speak Spanish at home, and native English speakers were evaluated in this study. Each day, students were presented with a general academic vocabulary focus word during an engineering design challenge. Vocabulary pre-tests and post-tests as well as observation field notes were used to evaluate the student's growth in reading and defining the focus academic vocabulary words. A quiz and KSB (knowledge and skill builder) packet were used to evaluate students' knowledge of science and math content and engineering design. The results of this study indicate that engineering design is an effective means for teaching academic vocabulary to students with varying levels of English proficiency.

The TORC1/P70S6K and TORC1/4EBP1 signaling pathways have a stronger contribution on skeletal muscle growth than MAPK/ERK in an early vertebrate: Differential involvement of the IGF system and atrogenes.

PubMed

Fuentes, Eduardo N; Einarsdottir, Ingibjörg Eir; Paredes, Rodolfo; Hidalgo, Christian; Valdes, Juan Antonio; Björnsson, Björn Thrandur; Molina, Alfredo

2015-01-01

Knowledge about the underlying mechanisms, particularly the signaling pathways that account for muscle growth in vivo in early vertebrates is still scarce. Fish (Paralichthys adspersus) were fasted for 3weeks to induce a catabolic period of strong muscle atrophy. Subsequently, fish were refed for 2weeks to induce compensatory muscle hypertrophy. During refeeding, the fish were treated daily with either rapamycin (TORC blocker), PD98059 (MEK blocker), or PBS (V; vehicle), or were untreated (C; control). Rapamycin and PD98059 differentially impaired muscle cellularity in vivo, growth performance, and the expression of growth-related genes, and the inhibition of TORC1 had a greater impact on fish muscle growth than the inhibition of MAPK. Blocking TORC1 inhibited the phosphorylation of P70S6K and 4EBP1, two downstream components activated by TORC1, thus affecting protein contents in muscle. Concomitantly, the gene expression in muscle of igf-1, 2 and igfbp-4, 5 was down-regulated while the expression of atrogin-1, murf-1, and igfbp-2, 3 was up-regulated. Muscle hypertrophy was abolished and muscle atrophy was promoted, which finally affected body weight. TORC2 complex was not affected by rapamycin. On the other hand, the PD98059 treatment triggered ERK inactivation, a downstream component activated by MEK. mRNA contents of igf-1 in muscle were down-regulated, and muscle hypertrophy was partially impaired. The present study provides the first direct data on the in vivo contribution of TORC1/P70S6K, TORC1/4EBP1, and MAPK/ERK signaling pathways in the skeletal muscle of an earlier vertebrate, and highlights the transcendental role of TORC1 in growth from the cellular to organism level. Copyright © 2014 Elsevier Inc. All rights reserved.

Enhanced lignin monomer production caused by cinnamic Acid and its hydroxylated derivatives inhibits soybean root growth.

PubMed

Lima, Rogério Barbosa; Salvador, Victor Hugo; dos Santos, Wanderley Dantas; Bubna, Gisele Adriana; Finger-Teixeira, Aline; Soares, Anderson Ricardo; Marchiosi, Rogério; Ferrarese, Maria de Lourdes Lucio; Ferrarese-Filho, Osvaldo

2013-01-01

Cinnamic acid and its hydroxylated derivatives (p-coumaric, caffeic, ferulic and sinapic acids) are known allelochemicals that affect the seed germination and root growth of many plant species. Recent studies have indicated that the reduction of root growth by these allelochemicals is associated with premature cell wall lignification. We hypothesized that an influx of these compounds into the phenylpropanoid pathway increases the lignin monomer content and reduces the root growth. To confirm this hypothesis, we evaluated the effects of cinnamic, p-coumaric, caffeic, ferulic and sinapic acids on soybean root growth, lignin and the composition of p-hydroxyphenyl (H), guaiacyl (G) and syringyl (S) monomers. To this end, three-day-old seedlings were cultivated in nutrient solution with or without allelochemical (or selective enzymatic inhibitors of the phenylpropanoid pathway) in a growth chamber for 24 h. In general, the results showed that 1) cinnamic, p-coumaric, caffeic and ferulic acids reduced root growth and increased lignin content; 2) cinnamic and p-coumaric acids increased p-hydroxyphenyl (H) monomer content, whereas p-coumaric, caffeic and ferulic acids increased guaiacyl (G) content, and sinapic acid increased sinapyl (S) content; 3) when applied in conjunction with piperonylic acid (PIP, an inhibitor of the cinnamate 4-hydroxylase, C4H), cinnamic acid reduced H, G and S contents; and 4) when applied in conjunction with 3,4-(methylenedioxy)cinnamic acid (MDCA, an inhibitor of the 4-coumarate:CoA ligase, 4CL), p-coumaric acid reduced H, G and S contents, whereas caffeic, ferulic and sinapic acids reduced G and S contents. These results confirm our hypothesis that exogenously applied allelochemicals are channeled into the phenylpropanoid pathway causing excessive production of lignin and its main monomers. By consequence, an enhanced stiffening of the cell wall restricts soybean root growth.

Special Education Teacher Knowledge of Literacy: An Analysis of Two Preparation Programs' Effectiveness in Increasing Subject-Matter Knowledge and Pedagogical Content Knowledge of Reading Comprehension

ERIC Educational Resources Information Center

James, Susanne M.

2011-01-01

Special educators' knowledge of reading concepts are not only influenced by their understanding of the subject matter, but also by an amalgam of content and pedagogy that enables teachers to integrate this information to meet the diverse needs of students with disabilities. This study documented the conceptual knowledge that special education…

Processing and memory of information presented in narrative or expository texts.

PubMed

Wolfe, Michael B W; Woodwyk, Joshua M

2010-09-01

Previous research suggests that narrative and expository texts differ in the extent to which they prompt students to integrate to-be-learned content with relevant prior knowledge during comprehension. We expand on previous research by examining on-line processing and representation in memory of to-be-learned content that is embedded in narrative or expository texts. We are particularly interested in how differences in the use of relevant prior knowledge leads to differences in terms of levels of discourse representation (textbase vs. situation model). A total of 61 university undergraduates in Expt 1, and 160 in Expt 2. In Expt 1, subjects thought out loud while comprehending circulatory system content embedded in a narrative or expository text, followed by free recall of text content. In Expt 2, subjects read silently and completed a sentence recognition task to assess memory. In Expt 1, subjects made more associations to prior knowledge while reading the expository text, and recalled more content. Content recall was also correlated with amount of relevant prior knowledge for subjects who read the expository text but not the narrative text. In Expt 2, subjects reading the expository text (compared to the narrative text) had a weaker textbase representation of the to-be-learned content, but a marginally stronger situation model. Results suggest that in terms of to-be-learned content, expository texts trigger students to utilize relevant prior knowledge more than narrative texts.

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

NASA Astrophysics Data System (ADS)

Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

2018-01-01

This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

Using Pathfinder networks to discover alignment between expert and consumer conceptual knowledge from online vaccine content.

PubMed

Amith, Muhammad; Cunningham, Rachel; Savas, Lara S; Boom, Julie; Schvaneveldt, Roger; Tao, Cui; Cohen, Trevor

2017-10-01

This study demonstrates the use of distributed vector representations and Pathfinder Network Scaling (PFNETS) to represent online vaccine content created by health experts and by laypeople. By analyzing a target audience's conceptualization of a topic, domain experts can develop targeted interventions to improve the basic health knowledge of consumers. The underlying assumption is that the content created by different groups reflects the mental organization of their knowledge. Applying automated text analysis to this content may elucidate differences between the knowledge structures of laypeople (heath consumers) and professionals (health experts). This paper utilizes vaccine information generated by laypeople and health experts to investigate the utility of this approach. We used an established technique from cognitive psychology, Pathfinder Network Scaling to infer the structure of the associational networks between concepts learned from online content using methods of distributional semantics. In doing so, we extend the original application of PFNETS to infer knowledge structures from individual participants, to infer the prevailing knowledge structures within communities of content authors. The resulting graphs reveal opportunities for public health and vaccination education experts to improve communication and intervention efforts directed towards health consumers. Our efforts demonstrate the feasibility of using an automated procedure to examine the manifestation of conceptual models within large bodies of free text, revealing evidence of conflicting understanding of vaccine concepts among health consumers as compared with health experts. Additionally, this study provides insight into the differences between consumer and expert abstraction of domain knowledge, revealing vaccine-related knowledge gaps that suggest opportunities to improve provider-patient communication. Copyright © 2017 Elsevier Inc. All rights reserved.

TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items

ERIC Educational Resources Information Center

Brese, Falk, Ed.

2012-01-01

The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…

Pedagogical Content Knowledge of Sustainability

ERIC Educational Resources Information Center

Singer-Brodowski, Mandy

2017-01-01

Purpose: This paper's purpose is to describe students' learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators.…

Project BioEYES: Accessible Student-Driven Science for K–12 Students and Teachers

PubMed Central

Shuda, Jamie R.; Butler, Valerie G.; Vary, Robert; Farber, Steven A.

2016-01-01

BioEYES, a nonprofit outreach program using zebrafish to excite and educate K–12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students’ pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students’ content knowledge and produced favorable shifts in students’ attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations. PMID:27832064

Project BioEYES: Accessible Student-Driven Science for K-12 Students and Teachers.

PubMed

Shuda, Jamie R; Butler, Valerie G; Vary, Robert; Farber, Steven A

2016-11-01

BioEYES, a nonprofit outreach program using zebrafish to excite and educate K-12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students' pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students' content knowledge and produced favorable shifts in students' attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations.

Metabolic network reconstruction of Chlamydomonas offers insight into light-driven algal metabolism

PubMed Central

Chang, Roger L; Ghamsari, Lila; Manichaikul, Ani; Hom, Erik F Y; Balaji, Santhanam; Fu, Weiqi; Shen, Yun; Hao, Tong; Palsson, Bernhard Ø; Salehi-Ashtiani, Kourosh; Papin, Jason A

2011-01-01

Metabolic network reconstruction encompasses existing knowledge about an organism's metabolism and genome annotation, providing a platform for omics data analysis and phenotype prediction. The model alga Chlamydomonas reinhardtii is employed to study diverse biological processes from photosynthesis to phototaxis. Recent heightened interest in this species results from an international movement to develop algal biofuels. Integrating biological and optical data, we reconstructed a genome-scale metabolic network for this alga and devised a novel light-modeling approach that enables quantitative growth prediction for a given light source, resolving wavelength and photon flux. We experimentally verified transcripts accounted for in the network and physiologically validated model function through simulation and generation of new experimental growth data, providing high confidence in network contents and predictive applications. The network offers insight into algal metabolism and potential for genetic engineering and efficient light source design, a pioneering resource for studying light-driven metabolism and quantitative systems biology. PMID:21811229

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

NASA Astrophysics Data System (ADS)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related to the teaching of a particular topic and also support them to gain more understanding about how to teach for understanding. Research implications are given for teacher education and educational research to offer a potential way to enhance science student teachers' PCK for teaching science and support their professional learning.

Variability of rRNA Operon Copy Number and Growth Rate Dynamics of Bacillus Isolated from an Extremely Oligotrophic Aquatic Ecosystem

PubMed Central

Valdivia-Anistro, Jorge A.; Eguiarte-Fruns, Luis E.; Delgado-Sapién, Gabriela; Márquez-Zacarías, Pedro; Gasca-Pineda, Jaime; Learned, Jennifer; Elser, James J.; Olmedo-Alvarez, Gabriela; Souza, Valeria

2016-01-01

The ribosomal RNA (rrn) operon is a key suite of genes related to the production of protein synthesis machinery and thus to bacterial growth physiology. Experimental evidence has suggested an intrinsic relationship between the number of copies of this operon and environmental resource availability, especially the availability of phosphorus (P), because bacteria that live in oligotrophic ecosystems usually have few rrn operons and a slow growth rate. The Cuatro Ciénegas Basin (CCB) is a complex aquatic ecosystem that contains an unusually high microbial diversity that is able to persist under highly oligotrophic conditions. These environmental conditions impose a variety of strong selective pressures that shape the genome dynamics of their inhabitants. The genus Bacillus is one of the most abundant cultivable bacterial groups in the CCB and usually possesses a relatively large number of rrn operon copies (6–15 copies). The main goal of this study was to analyze the variation in the number of rrn operon copies of Bacillus in the CCB and to assess their growth-related properties as well as their stoichiometric balance (N and P content). We defined 18 phylogenetic groups within the Bacilli clade and documented a range of from six to 14 copies of the rrn operon. The growth dynamic of these Bacilli was heterogeneous and did not show a direct relation to the number of operon copies. Physiologically, our results were not consistent with the Growth Rate Hypothesis, since the copies of the rrn operon were decoupled from growth rate. However, we speculate that the diversity of the growth properties of these Bacilli as well as the low P content of their cells in an ample range of rrn copy number is an adaptive response to oligotrophy of the CCB and could represent an ecological mechanism that allows these taxa to coexist. These findings increase the knowledge of the variability in the number of copies of the rrn operon in the genus Bacillus and give insights about the physiology of this bacterial group under extreme oligotrophic conditions. PMID:26779143

Practice-Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence. Research Report. ETS RR-17-43

ERIC Educational Resources Information Center

Mikeska, Jamie N.; Phelps, Geoffrey; Croft, Andrew J.

2017-01-01

This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific…

Promoting Pedagogical Content Knowledge Development for Early Career Secondary Teachers in Science and Technology Using Content Representations

ERIC Educational Resources Information Center

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-01-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a "content representation" (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound…

Developing and evaluating a paper-and-pencil test to assess components of physics teachers' pedagogical content knowledge

NASA Astrophysics Data System (ADS)

Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

2016-05-01

Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers' CK or PK, cognitive abilities, computational skills, or science knowledge.

An Examination of Preschool Prospective Teachers' Subject Matter Knowledge and Pedagogical Content Knowledge on Basic Geometric Shapes in Turkey

ERIC Educational Resources Information Center

Canturk-Gunhan, Berna; Cetingoz, Duygu

2013-01-01

The purpose of this study is to examine preschool preservice teachers' subject matter knowledge (SMK) and pedagogical content knowledge (PCK) of basic geometric shapes. The study employed case study method in order to investigate preschool preservice teachers' SMK and PCK on geometric shapes in actual classroom environment and to describe the…

Epistemological Beliefs of Prospective Preschool Teachers and Their Relation to Knowledge, Perception, and Planning Abilities in the Field of Mathematics: A Process Model

ERIC Educational Resources Information Center

Dunekacke, Simone; Jenßen, Lars; Eilerts, Katja; Blömeke, Sigrid

2016-01-01

Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers' mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers' perception and planning…

Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) during a Long-Term Professional Development Program

ERIC Educational Resources Information Center

Rozenszajn, Ronit; Yarden, Anat

2014-01-01

Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development…

Influence of exercise contraction mode and protein supplementation on human skeletal muscle satellite cell content and muscle fiber growth.

PubMed

Farup, Jean; Rahbek, Stine Klejs; Riis, Simon; Vendelbo, Mikkel Holm; Paoli, Frank de; Vissing, Kristian

2014-10-15

Skeletal muscle satellite cells (SCs) are involved in remodeling and hypertrophy processes of skeletal muscle. However, little knowledge exists on extrinsic factors that influence the content of SCs in skeletal muscle. In a comparative human study, we investigated the muscle fiber type-specific association between emergence of satellite cells (SCs), muscle growth, and remodeling in response to 12 wk unilateral resistance training performed as eccentric (Ecc) or concentric (Conc) resistance training ± whey protein (Whey, 19.5 g protein + 19.5 g glucose) or placebo (Placebo, 39 g glucose) supplementation. Muscle biopsies (vastus lateralis) were analyzed for fiber type-specific SCs, myonuclei, and fiber cross-sectional area (CSA). Following training, SCs increased with Conc in both type I and type II fibers (P < 0.01) and exhibited a group difference from Ecc (P < 0.05), which did not increase. Myonuclei content in type I fibers increased in all groups (P < 0.01), while a specific accretion of myonuclei in type II fibers was observed in the Whey-Conc (P < 0.01) and Placebo-Ecc (P < 0.01) groups. Similarly, whereas type I fiber CSA increased independently of intervention (P < 0.001), type II fiber CSA increased exclusively with Whey-Conc (P < 0.01) and type II fiber hypertrophy correlated with whole muscle hypertrophy exclusively following Conc training (P < 0.01). In conclusion, isolated concentric knee extensor resistance training appears to constitute a stronger driver of SC content than eccentric resistance training while type II fiber hypertrophy was accentuated when combining concentric resistance training with whey protein supplementation. Copyright © 2014 the American Physiological Society.

Instrument validation process: a case study using the Paediatric Pain Knowledge and Attitudes Questionnaire.

PubMed

Peirce, Deborah; Brown, Janie; Corkish, Victoria; Lane, Marguerite; Wilson, Sally

2016-06-01

To compare two methods of calculating interrater agreement while determining content validity of the Paediatric Pain Knowledge and Attitudes Questionnaire for use with Australian nurses. Paediatric pain assessment and management documentation was found to be suboptimal revealing a need to assess paediatric nurses' knowledge and attitude to pain. The Paediatric Pain Knowledge and Attitudes Questionnaire was selected as it had been reported as valid and reliable in the United Kingdom with student nurses. The questionnaire required content validity determination prior to use in the Australian context. A two phase process of expert review. Ten paediatric nurses completed a relevancy rating of all 68 questionnaire items. In phase two, five pain experts reviewed the items of the questionnaire that scored an unacceptable item level content validity. Item and scale level content validity indices and intraclass correlation coefficients were calculated. In phase one, 31 items received an item level content validity index <0·78 and the scale level content validity index average was 0·80 which were below levels required for acceptable validity. The intraclass correlation coefficient was 0·47. In phase two, 10 items were amended and four items deleted. The revised questionnaire provided a scale level content validity index average >0·90 and an intraclass correlation coefficient of 0·94 demonstrating excellent agreement between raters therefore acceptable content validity. Equivalent outcomes were achieved using the content validity index and the intraclass correlation coefficient. To assess content validity the content validity index has the advantage of providing an item level score and is a simple calculation. The intraclass correlation coefficient requires statistical knowledge, or support, and has the advantage of accounting for the possibility of chance agreement. © 2016 John Wiley & Sons Ltd.

State responses to biotechnology.

PubMed

Harris, Rebecca C

2015-01-01

This article reviews biotechnology legislation in the 50 states for 11 policy areas spanning 1990-2010, an era of immense growth in biotechnology, genetic knowledge, and significant policy development. Policies regarding health insurance, life insurance, long-term care insurance, DNA data bank collection, biotech research protection, biotech promotion and support, employment discrimination, genetic counselor licensing, human cloning, and genetic privacy each represent major policy responses arising from biotechnology and coinciding with key areas of state regulation (insurance, criminal justice, economic development, labor law, health and safety, privacy, and property rights). This analysis seeks to answer three questions regarding biotechnology legislation at the state level: who is acting (policy adoption), when is policy adopted (policy timing), and what is policy doing (policy content). Theoretical concerns examine state ideology (conservative or liberal), policy type (economic or moral), and the role of external events (federal law, news events, etc.) on state policy adoption. Findings suggest ideological patterns in adoption, timing, and content of biotech policy. Findings also suggest economic policies tend to be more uniform in content than moral policies, and findings also document a clear link between federal policy development, external events, and state policy response.

Teaching Badminton through Play Practice in Physical Education

ERIC Educational Resources Information Center

Kim, Insook

2017-01-01

There is a strong belief that teachers' in-depth content knowledge is key for effective teaching. Teachers who possess specialized content knowledge uniquely needed for teaching are capable of appropriately selecting, sequencing, representing and adapting content applicable for students with different learning needs. Beyond teachers' content…

The Concept of Slope: Comparing Teachers' Concept Images and Instructional Content

ERIC Educational Resources Information Center

Nagle, Courtney; Moore-Russo, Deborah

2013-01-01

In the field of mathematics education, understanding teachers' content knowledge (Grossman, 1995; Hill, Sleep, Lewis, & Ball, 2007; Munby, Russell, & Martin, 2001) and studying the relationship between content knowledge and instructional decisions (Fennema & Franke, 1992; Raymond, 1997) are both crucial. Teachers need a robust…

Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts

ERIC Educational Resources Information Center

Welder, Rachael M.; Simonsen, Linda M.

2011-01-01

The current study investigated the effects of an undergraduate mathematics content course for pre-service elementary teachers. The participants' content knowledge was quantitatively measured using an instrument comprised of items from the Mathematical Knowledge for Teaching Measures (Hill, Schilling, & Ball, 2004). Using a one-group…

Can Pedagogical Concerns Eclipse Mathematical Knowledge?

ERIC Educational Resources Information Center

Creager, Mark A.; Jacobson, Erik; Aydeniz, Fetiye

2016-01-01

Mathematical knowledge for teaching (MKT) is often thought of as a transformed, mutually-influencing mixture of content and pedagogy. However when individuals' MKT does not integrate content and pedagogy, one type of knowledge can supersede the other, sometimes unconsciously. We exemplify this with Emma, a prospective elementary teacher, whose…

Using Knowledge Networks to Develop Preschoolers' Content Vocabulary

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

2012-01-01

Research shows that children accrue vocabulary knowledge by understanding relationships between new words and their connected concepts. This article describes three research-based principles that preschool teachers can use to design shared book reading lessons that accelerate content vocabulary knowledge by helping young children to talk about…

Developing Learning Progression-Based Teacher Knowledge Measures

ERIC Educational Resources Information Center

Jin, Hui; Shin, HyoJeong; Johnson, Michele E.; Kim, JinHo; Anderson, Charles W.

2015-01-01

This study developed learning progression-based measures of science teachers' content knowledge (CK) and pedagogical content knowledge (PCK). The measures focus on an important topic in secondary science curriculum using scientific reasoning (i.e., tracing matter, tracing energy, and connecting scales) to explain plants gaining weight and…

Effect of solvent on crystallization behavior of xylitol

NASA Astrophysics Data System (ADS)

Hao, Hongxun; Hou, Baohong; Wang, Jing-Kang; Lin, Guangyu

2006-04-01

Effect of organic solvents content on crystallization behavior of xylitol was studied. Solubility and crystallization kinetics of xylitol in methanol-water system were experimentally determined. It was found that the solubility of xylitol at various methanol content all increases with increase of temperature. But it decreases when increasing methanol content at constant temperature. Based on the theory of population balance, the nucleation and growth rates of xylitol in methanol-water mixed solvents were calculated by moments method. From a series of experimental population density data of xylitol gotten from a batch-operated crystallizer, parameters of crystal nucleation and growth rate equations at different methanol content were got by the method of nonlinear least-squares. By analyzing, it was found that the content of methanol had an apparent effect on nucleation and growth rate of xylitol. At constant temperature, the nucleation and growth rate of xylitol all decrease with increase of methanol content.

Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons

NASA Astrophysics Data System (ADS)

Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke

2015-12-01

This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947-967, 2002) to unravel how science teachers' technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers' perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.

Using doubly latent multilevel analysis to elucidate relationships between science teachers' professional knowledge and students' performance

NASA Astrophysics Data System (ADS)

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes.

Passive vs Active Knowledge Transfer: boosting grant proposal impact

NASA Astrophysics Data System (ADS)

Grigorov, Ivo; Bayliss-Brown, Georgia; Murphy, David; Thøgersen, Thomas; Mariani, Patrizio

2017-04-01

Research funders are increasingly concerned with measurable socio-economic impact of investment in research, and on increasingly shorter timescales. Innovation, and "open innovation" are the policy priorities of the moment and optimising the flow of ideas along the lab-2-market spectrum is essential for re-use of results, fuelling open innovation, and boosting socio-economic impact or public funded research. The presentation showcases two complimentary strategies that Project Managers can employ pre- and/or post-award in order to optimise the exploitation and impact of research project: passive and active knowledge transfer. Passive Knowledge Transfer relies on maximum disclosure of research output (other than commercially exploitable research via patents and other IPR) in the interest of optimal reproducibility, independent validation and re-use by both academic and non-academic users, without necessarily targeting specific users. Tools of the trade include standard public & academic dissemination means (research articles, online media publications, newsletters, generic policy briefs). Additional transparency of the research workflow can be achieved by integrating "open science" (open notebooks, open data, open research software and open access to research publications) as well as Virtual Research Environments (VREs) in the methodology of the proposed work. Ensuring that the proposal partners are suitably trained in best practices of open science, makes proposal grant more competitive at evaluation and the resulting maximum access to research outputs does contribute to better return on investment for funders (Beagrie 2016) and economic growth objectives of public s e.g. Blue Growth (Houghton & Swan 2011, Marine Knowledge 2020 Roadmap). Active Knowledge Transfer, or the pro-active translation of research into policy or commercial context, is the more classical and better known approach (also referred to as extension services, or researchers providing advice e.g. to fisheries and aquaculture governance bodies and private sector). Horizon2020 COLUMBUS Consortium proposes and tests a methodology for categorizing the diverse output of research into verifiable "knowledge outputs" , and documenting the execution of an transfer plan to very specific and identified potential users, in order to transfer knowledge along the lab-2-market spectrum. The presentation will demonstrate how Open Science and detailed knowledge transfer plans complement each other, enhance grant proposal evaluation pre- and post-award, and can address Blue Growth policy objectives. Concepts presented are developed by FP7/H2020 FOSTER (www.fosteropenscience.eu), H2020 COLUMBUS (www.columbusproject.eu) References: Beagrie, Neil, and Charles Beagrie. "The Value and Impact of the European Bioinformatics Institute," January 2016. http://www.beagrie.com/static/resource/EBI-impact-report.pdf Houghton, John, Alma Swan, and Sheridan Brown. "Access to Research and Technical Information in Denmark." Monograph, April 2011. http://eprints.soton.ac.uk/272603/ Marine Knowledge 2020: roadmap http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=SWD:2014:149:FIN

[Compensation effect of cotton growth and development after soil salt content reduction at bud stage].

PubMed

Guo, Wen-Qi; Zhang, Pei-Tong; Li, Chun-Hong; Yin, Jian-Mei; Han, Xiao-Yong

2014-01-01

To elucidate the dynamic characteristics of cotton growth and development after soil salt content reduction (SD) at bud stage and its effect on yield formation, a pot experiment was conducted in which soil salt content was declined from 5 per thousand level to 2 per thousand level at cotton bud stage. The results showed that the plant height, biomass, total fruit branch and fruit node number, boll number, boll mass of cotton plants increased after soil salt content reduction at bud stage. The distribution proportions of biomass in root and boll decreased after soil salt content reduction, however, the distribution proportions of biomass in leaf, main stem and fruit branch were on the rise. The growth rate of cotton plant increased after soil salt content reduction. Plant dry matter accumulation rate of SD cotton exceeded CK cotton at 22 days after soil salt content reduction. The response of different organs of cotton plant were different to soil salt content reduction, the plant height was the earliest, followed by the fruit branch and fruit node formation, and the bud and boll were the latest, which indicated that the compensation effect of cotton growth and development after soil salt content reduction at bud stage firstly appeared on the formation and growth of new leaf, fruit branch and fruit node, and on this basis, gradually brought out yield compensation.

Content and Knowledge Management in a Digital Library and Museum.

ERIC Educational Resources Information Center

Yeh, Jian-Hua; Chang, Jia-Yang; Oyang, Yen-Jen

2000-01-01

Discusses the design of the National Taiwan University Digital Library and Museum that addresses both content and knowledge management. Describes a two-tier repository architecture that facilitates content management, includes an object-oriented model to facilitate the management of temporal information, and eliminates the need to manually…

Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter; Kelly, Nick

2013-01-01

The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The…

Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia; Fenk, Christopher

2009-01-01

The purpose of this study was to explore the relationship between teachers' (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed…

Undergraduate Professors' Pedagogical Content Knowledge: The Case of "Amount of Substance"

ERIC Educational Resources Information Center

Padilla, Kira; Ponce-de-Leon, Ana Maria; Rembado, Florencia Mabel; Garritz, Andoni

2008-01-01

This paper documents the pedagogical content knowledge (PCK) of four university professors in General Chemistry for the topic "amount of substance"; a fundamental quantity of the International System of Units (SI). The research method involved the development of a Content Representation and the application of Mortimer's Conceptual…

Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Satterfield, Teresa; Benki, José R.; Vaquero, Juana; Ungco, Camille

2017-01-01

This article bridges research to practice by summarizing an interactive content-enriched shared book reading approach that Spanish-speaking parents of preschool-age children can easily use in the home to accelerate content vocabulary knowledge in Spanish. The approach was implemented in preschool classrooms using a transitional bilingual education…

The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

NASA Astrophysics Data System (ADS)

Milbourne, Jeff; Wiebe, Eric

2018-02-01

While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students' solution pathways, as well as the obstacles that prevented them from reaching "reasonable" solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student's solution pathway choice may depend on how she perceives the problem.

Growth and Predictors of Parental Knowledge of Youth Behavior during Early Adolescence

ERIC Educational Resources Information Center

Moilanen, Kristin L.; Shaw, Daniel S.; Criss, Michael M.; Dishion, Thomas J.

2009-01-01

The current study examines latent growth models of parental knowledge of boys' behavior from ages 10 to 15, and whether earlier child or family characteristics are related to intercept and growth in parental knowledge. As part of an ongoing longitudinal study on the precursors of antisocial behavior, 288 boys completed interviews at ages 10, 11,…

Comparing the Major Definitions of Mathematics Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Johnson, Jeffrey

2017-01-01

The purpose of this research was to compare two definitions and assessments of Mathematics Pedagogical Content Knowledge (PCK). As part of a larger study, nine current and future teachers took an online version of the Measures of Knowledge for Teaching (MKT)--Mathematics assessment and the Cognitively Activating Instruction in Mathematics…

Synthesis of Survey Questions That Accurately Discriminate the Elements of the TPACK Framework

ERIC Educational Resources Information Center

Jaikaran-Doe, Seeta; Doe, Peter Edward

2015-01-01

A number of validated survey instruments for assessing technological pedagogical content knowledge (TPACK) do not accurately discriminate between the seven elements of the TPACK framework particularly technological content knowledge (TCK) and technological pedagogical knowledge (TPK). By posing simple questions that assess technological,…

Rock-Solid Support: Florida District Weighs Effectiveness of Science Professional Learning

ERIC Educational Resources Information Center

Shear, Linda; Penuel, William R.

2010-01-01

The best science teachers are not only experts in teaching and knowledgeable about science content, but they are also great at teaching science. They have specialized teaching knowledge, including knowledge of effective pedagogical practices in science, student difficulties with understanding content, and curricular purposes. As a result,…

Using Delphi Methodology to Design Assessments of Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Manizade, Agida Gabil; Mason, Marguerite M.

2011-01-01

Descriptions of methodologies that can be used to create items for assessing teachers' "professionally situated" knowledge are lacking in mathematics education research literature. In this study, researchers described and used the Delphi method to design an instrument to measure teachers' pedagogical content knowledge. The instrument focused on a…

Validating and Modelling Technological Pedagogical Content Knowledge Framework among Asian Preservice Teachers

ERIC Educational Resources Information Center

Chai, Ching Shing; Ng, Eugenia M. W.; Li, Wenhao; Hong, Huang-Yao; Koh, Joyce H. L.

2013-01-01

The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey…

Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

ERIC Educational Resources Information Center

Brown, Patrick L.; Concannon, James P.

2016-01-01

This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…

Toward Improving the Mathematics Preparation of Elementary Preservice Teachers

ERIC Educational Resources Information Center

Cardetti, Fabiana; Truxaw, Mary P.

2014-01-01

Research suggests the importance of mathematics knowledge for teaching (MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK). However, there is no consensus on how best to prepare elementary preservice teachers…

A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Groth, Randall; Spickler, Donald; Bergner, Jennifer; Bardzell, Michael

2009-01-01

Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers' development of this portion of the knowledge base for teaching. The paper describes a proposal drawing on qualitative data produced during lesson…

The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

ERIC Educational Resources Information Center

Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

2014-01-01

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

Teaching and Assessing Content Knowledge in Preservice Physical Education

ERIC Educational Resources Information Center

Ayvazo, Shiri; Ward, Phillip; Stuhr, Paul T.

2010-01-01

Most content knowledge (CK) courses in physical education teacher education focus mostly on knowledge of rules, etiquette, techniques, tactics, and performance of the activity. Much less emphasis is placed on error detection and instructional tasks. This article therefore presents teaching and assessment strategies that facilitate the acquisition…

Technological Pedagogical Content Knowledge Development: Integrating Technology with a Research Teaching Perspective

ERIC Educational Resources Information Center

Guerra, Cecilia; Moreira, Antonio; Vieira, Rui

2017-01-01

Technological Pedagogical Content Knowledge (TPCK) represents the teachers' professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using…

Pre-Service Teachers' Mathematics Content Knowledge: Implications for How Mathematics Is Taught in Higher Education

ERIC Educational Resources Information Center

Lowrie, Tom; Jorgensen, Robyn

2016-01-01

This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…

Gingival crevicular fluid protein content and alkaline phosphatase activity in relation to pubertal growth phase.

PubMed

Perinetti, Giuseppe; Franchi, Lorenzo; Castaldo, Attilio; Contardo, Luca

2012-11-01

To evaluate gingival crevicular fluid (GCF) protein content and alkaline phosphatase (ALP) activity in growing subjects in relation to stages of skeletal maturation, ie, the growth phase, as prepubertal, pubertal, and postpubertal. Fifty healthy growing subjects (31 girls and 19 boys; age range, 7.8-17.7 years) were enrolled in this study that followed a double-blind, prospective, cross-sectional design. Collection of GCF was performed at the mesial and distal sites of both central incisors, for the maxilla and mandible. Growth phase was assessed through the cervical vertebral maturation method. GCF parameters were expressed as total protein content, total ALP activity, and normalized ALP activity. The total GCF protein content was similar between the different growth phases. On the contrary, the total ALP activity showed a peak for the pubertal growth phase. The normalized GCF ALP activity was only poorly associated with growth phase. No differences were seen between the maxillary and mandibular sites, or between the sexes, for any GCF parameter. The total GCF protein content is not sensitive to the growth phase. However, GCF ALP activity has potential as a diagnostic aid for identification of the pubertal growth phase in individual subjects when expressed as total, but not normalized, values.

Regulation of Plant Growth, Photosynthesis, Antioxidation and Osmosis by an Arbuscular Mycorrhizal Fungus in Watermelon Seedlings under Well-Watered and Drought Conditions.

PubMed

Mo, Yanling; Wang, Yongqi; Yang, Ruiping; Zheng, Junxian; Liu, Changming; Li, Hao; Ma, Jianxiang; Zhang, Yong; Wei, Chunhua; Zhang, Xian

2016-01-01

Drought stress has become an increasingly serious environmental issue that influences the growth and production of watermelon. Previous studies found that arbuscular mycorrhizal (AM) colonization improved the fruit yield and water use efficiency (WUE) of watermelon grown under water stress; however, the exact mechanisms remain unknown. In this study, the effects of Glomus versiforme symbiosis on the growth, physio-biochemical attributes, and stress-responsive gene expressions of watermelon seedlings grown under well-watered and drought conditions were investigated. The results showed that AM colonization did not significantly influence the shoot growth of watermelon seedlings under well-watered conditions but did promote root development irrespective of water treatment. Drought stress decreased the leaf relative water content and chlorophyll concentration, but to a lesser extent in the AM plants. Compared with the non-mycorrhizal seedlings, mycorrhizal plants had higher non-photochemical quenching values, which reduced the chloroplast ultrastructural damage in the mesophyll cells and thus maintained higher photosynthetic efficiency. Moreover, AM inoculation led to significant enhancements in the enzyme activities and gene expressions of superoxide dismutase, catalase, ascorbate peroxidase, glutathione reductase, and monodehydroascorbate reductase in watermelon leaves upon drought imposition. Consequently, AM plants exhibited lower accumulation of MDA, H2O2 and [Formula: see text] compared with non-mycorrhizal plants. Under drought stress, the soluble sugar and proline contents were significantly increased, and further enhancements were observed by pre-treating the drought-stressed plants with AM. Taken together, our findings indicate that mycorrhizal colonization enhances watermelon drought tolerance through a stronger root system, greater protection of photosynthetic apparatus, a more efficient antioxidant system and improved osmoregulation. This study contributes to advances in the knowledge of AM-induced drought tolerance.

Regulation of Plant Growth, Photosynthesis, Antioxidation and Osmosis by an Arbuscular Mycorrhizal Fungus in Watermelon Seedlings under Well-Watered and Drought Conditions

PubMed Central

Mo, Yanling; Wang, Yongqi; Yang, Ruiping; Zheng, Junxian; Liu, Changming; Li, Hao; Ma, Jianxiang; Zhang, Yong; Wei, Chunhua; Zhang, Xian

2016-01-01

Drought stress has become an increasingly serious environmental issue that influences the growth and production of watermelon. Previous studies found that arbuscular mycorrhizal (AM) colonization improved the fruit yield and water use efficiency (WUE) of watermelon grown under water stress; however, the exact mechanisms remain unknown. In this study, the effects of Glomus versiforme symbiosis on the growth, physio-biochemical attributes, and stress-responsive gene expressions of watermelon seedlings grown under well-watered and drought conditions were investigated. The results showed that AM colonization did not significantly influence the shoot growth of watermelon seedlings under well-watered conditions but did promote root development irrespective of water treatment. Drought stress decreased the leaf relative water content and chlorophyll concentration, but to a lesser extent in the AM plants. Compared with the non-mycorrhizal seedlings, mycorrhizal plants had higher non-photochemical quenching values, which reduced the chloroplast ultrastructural damage in the mesophyll cells and thus maintained higher photosynthetic efficiency. Moreover, AM inoculation led to significant enhancements in the enzyme activities and gene expressions of superoxide dismutase, catalase, ascorbate peroxidase, glutathione reductase, and monodehydroascorbate reductase in watermelon leaves upon drought imposition. Consequently, AM plants exhibited lower accumulation of MDA, H2O2 and O2− compared with non-mycorrhizal plants. Under drought stress, the soluble sugar and proline contents were significantly increased, and further enhancements were observed by pre-treating the drought-stressed plants with AM. Taken together, our findings indicate that mycorrhizal colonization enhances watermelon drought tolerance through a stronger root system, greater protection of photosynthetic apparatus, a more efficient antioxidant system and improved osmoregulation. This study contributes to advances in the knowledge of AM-induced drought tolerance. PMID:27242845

Ash content of loblolly pine wood as related to specific gravity, growth rate, and distance from pith

Treesearch

Charles W. McMillin

1968-01-01

In earlywood of Pinus taeda L. grown in central Louisiana, ash content generally decreased with increasing distance from the pith and icnreased with increases in rate of tree growth (as measured in rings per inch). Latewood ash content was unrelated to the gross wood factors of distance, from the pith, specific gravity, and growth rate. The ash...

KAT: A Flexible XML-based Knowledge Authoring Environment

PubMed Central

Hulse, Nathan C.; Rocha, Roberto A.; Del Fiol, Guilherme; Bradshaw, Richard L.; Hanna, Timothy P.; Roemer, Lorrie K.

2005-01-01

As part of an enterprise effort to develop new clinical information systems at Intermountain Health Care, the authors have built a knowledge authoring tool that facilitates the development and refinement of medical knowledge content. At present, users of the application can compose order sets and an assortment of other structured clinical knowledge documents based on XML schemas. The flexible nature of the application allows the immediate authoring of new types of documents once an appropriate XML schema and accompanying Web form have been developed and stored in a shared repository. The need for a knowledge acquisition tool stems largely from the desire for medical practitioners to be able to write their own content for use within clinical applications. We hypothesize that medical knowledge content for clinical use can be successfully created and maintained through XML-based document frameworks containing structured and coded knowledge. PMID:15802477

Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems.

PubMed

DesAutels, Spencer J; Fox, Zachary E; Giuse, Dario A; Williams, Annette M; Kou, Qing-Hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

2016-01-01

Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems.

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

NASA Astrophysics Data System (ADS)

Sperandeo-Mineo, R. M.; Fazio, C.; Tarantino, G.

2006-09-01

This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and/or explanation in terms of corpuscular characteristics and/or thermodynamics theory. The strategy is based on the consideration that knowledge transformation is not a one-way process from subject matter knowledge to pedagogical content knowledge, as literature suggests, but a bidirectional process involving deepening of subject matter knowledge and increasing awareness of pedagogical issues.

The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium

ERIC Educational Resources Information Center

Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi

2008-01-01

This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…

The Effect of Tenebrio obscurus on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-efficacy

NASA Astrophysics Data System (ADS)

Weinburgh, Molly

2007-12-01

This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers’ content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary science methods. Students participated in a 9-week investigation on life cycles using mealworms ( Tenebrio obscurus). Multiple data sources indicate that most of the students had limited prior content knowledge about mealworms, expressed neutral attitudes toward mealworms upon first exposure to them, and were uncomfortable with the idea of having to teach with and about them. At the end of 9 weeks, content knowledge on mealworms had greatly improved. The preservice teachers’ attitudes about mealworms and their self-efficacy about using mealworms with children had also improved.

Bisphenol A effects on the chlorophyll contents in soybean at different growth stages.

PubMed

Jiao, Liya; Ding, Hezhou; Wang, Lihong; Zhou, Qing; Huang, Xiaohua

2017-04-01

Bisphenol A (BPA), a suspected endocrine disruptor, can modify normal plant growth and development. Photosynthesis provides material and energy for the growth and development of plants, in which chlorophyll (Chl) plays a significant role. Many studies have shown that the growth and metabolism of plants vary at different growth stages. Thus the sensitivity of plant's responses to environmental pollution is correspondingly different. We studied the effects of BPA on the Chl contents of soybean (Glycine Max L.) at different growth stages (seedling, flowering and podding, seed-filling and maturation) by measuring the contents of essential intermediates (5-aminolevulinic acid, porphobilinogen, protoporphyrin IX, magnesium protoporphyrin and protochlorophyll) and the activities of key enzymes (5-aminolaevulinic acid dehydratase, porphobilinogen deaminase, uroporphyrinogen III synthase, magnesium chelatase) in chlorophyll synthesis. Low-dose (1.5 mg/L) BPA exposure increased the activities of key enzymes in addition to the contents of intermediates in Chl synthesis at different growth stages, resulting in increases in Chl contents and net photosynthetic rate. In contrast, medium and high-dose (17.2, 50.0 mg/L) BPA exposure produced inhibitory effects on the indices. Following the withdrawal of BPA exposure, the indices recovered to a degree that was related to the plant growth stage. The effect level (high to low) of BPA on these indices at different growth stages was: seedling stage > maturation stage > flowering and podding stage > seed-filling stage. The reverse effect was observed following the withdrawal of BPA exposure. The responses of key enzymes in plant Chl synthesis to BPA illustrate how BPA affects Chl contents. The effects of BPA show clear differences at different plant growth stages. Copyright © 2017 Elsevier Ltd. All rights reserved.

Under one big sky: Elementary pre-service teachers use inquiry to learn about the moon, construct knowledge, and teach elementary students around the world via the Internet

NASA Astrophysics Data System (ADS)

Lee, Luann Christensen

This study examined the content knowledge and pedagogical content knowledge (PCK) constructed by a group of 24 pre-service elementary teacher participants as they learned about the moon's phases, inquiry learning, and use of the Internet message boards as a teaching tool as a part of their science teaching methods course. The MOON Project (More Observations On Nature), an exploration of inquiry teaching via e-learning, matched the pre-service elementary teacher participants with schoolchildren in grades 4-8 around the world. Upon completion of a 4-week moon observation phase, the participants led the schoolchildren in a discussion of their observations via Blackboard(TM). This mixed methods study followed a quasi-experimental non-equivalent control group design. The participants' content knowledge, pedagogical content knowledge and perceptions about their knowledge were documented using questionnaires, essays, and tests as they entered this experience and again as they exited. Qualitative and quantitative methods and analysis established that the increase in pre-service teachers' content and pedagogical content knowledge (PCK) as well as their perceptions of the knowledge gained was statistically significant at the conclusion of the project. However, they took away understandings of why the moon changes shape that were basic at best and fraught with a statistically significant increase in misconceptions. None of the instruments supported the pre-service teachers' perceptions of increased PCK. The pre-service teachers had mixed perceptions about teaching over the Internet, mostly due to the degree to which their elementary student groups responded with focus to questions and discussions or, in some cases, participated at all. The findings and recommendations speak to teacher educators about the methodology used in teacher education programs.

The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science

NASA Astrophysics Data System (ADS)

Logerwell, Mollianne G.

The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the treatment group, while those enrolled in the Loudoun Partnership Schools (LPS, n = 15) and Professional Development Schools (PDS, n = 24) cohorts at George Mason University served as the control groups. The treatment group planned for and taught a two-week inquiry- and problem-based summer science camp as part of their science methods course, while the control groups did not. The Science Teaching Efficacy Belief Instrument (STEBI), a science content assessment, a personal data questionnaire, and a modified version of the Views of Nature of Science Questionnaire (VNOS-C) were administered to the participants at the beginning and end of their science methods course. Analyses revealed significant increases for the FPS group in general science teaching efficacy, personal science teaching efficacy, science teaching outcome expectancy, general science knowledge, biology content knowledge, chemistry content knowledge, and understanding of NOS; the LPS group in general science teaching efficacy, personal science teaching efficacy, chemistry content knowledge, and understanding of NOS; and, the PDS group in general science teaching efficacy, personal science teaching efficacy, and chemistry content knowledge. Additionally, the FPS group had significantly higher general science teaching efficacy than both control groups, personal science teaching efficacy than the PDS group, and understanding of NOS than the LPS group. Overall, the findings indicate that course length is not as important for developing preservice teachers' teaching efficacy and understanding of content as having connected, authentic field-based teaching experiences that are based on best-practices research and coupled with methodological instruction.

Layered growth with bottom-spray granulation for spray deposition of drug.

PubMed

Er, Dawn Z L; Liew, Celine V; Heng, Paul W S

2009-07-30

The gap in scientific knowledge on bottom-spray fluidized bed granulation has emphasized the need for more studies in this area. This paper comparatively studied the applicability of a modified bottom-spray process and the conventional top-spray process for the spray deposition of a micronized drug during granulation. The differences in circulation pattern, mode of growth and resultant granule properties between the two processes were highlighted. The more ordered and consistent circulation pattern of particles in a bottom-spray fluidized bed was observed to give rise to layered granule growth. This resulted in better drug content uniformity among the granule batches and within a granule batch. The processes' sensitivities to wetting and feed material characteristics were also compared and found to differ markedly. Less robustness to differing process conditions was observed for the top-spray process. The resultant bottom-spray granules formed were observed to be less porous, more spherical and had good flow properties. The bottom-spray technique can thus be potentially applied for the spray deposition of drug during granulation and was observed to be a good alternative to the conventional technique for preparing granules.

Higher Education, Causality and Growth: A Comparison of France and Germany before the Second World War

ERIC Educational Resources Information Center

Jaoul, Magali

2004-01-01

Economists were long unaware of the influence of knowledge upon the growth process. With theories of human capital and theories of endogenous growth, knowledge gained a central position in the growth process. However, this has not been proved in many industrialized countries. The nature of the relations between education and growth is hence far…

Evaluation of Safe Kids Week 2004: age 4 to 9? It's booster seat time!

PubMed

Howard, A; Beben, N; Rothman, L; Fiissel, D; MacArthur, C

2006-10-01

To assess the effectiveness of a national one week media campaign promoting booster seat use. Pre-test, post-test design based on nationally representative random digit dialing telephone survey, with control for exposure to campaign. Canada. Parents of children aged 4-9 years. During a one week campaign in May 2004, information on booster seat use was distributed via a national media campaign, retail stores, medical clinics, and community events. Information included pamphlets with guidelines for booster seat use, as well as a growth chart (designed by Safe Kids Canada) to assist parents in determining if their child should be using a booster seat. Assessing seat belt fit was described in detail on the growth chart. Knowledge, attitudes, and self-reported behaviors regarding booster seat use. Respondents in the group exposed to the campaign were twice as likely to report using a booster seat with lap and shoulder belt for their child (47%), compared to those in the pre-test (24%) and the unexposed (23%) groups (p<0.001). However, only small differences in general knowledge regarding booster seat use were found between the groups. A one week national media campaign substantially increased self-reported use of booster seats. Parents did not remember details of the campaign content, but did remember implications for their own child.

What an ambulance nurse needs to know: a content analysis of curricula in the specialist nursing programme in prehospital emergency care.

PubMed

Sjölin, Helena; Lindström, Veronica; Hult, Håkan; Ringsted, Charlotte; Kurland, Lisa

2015-04-01

In Sweden, ambulances must be staffed by at least one registered nurse. Twelve universities offer education in ambulance nursing. There is no national curriculum for detailed course content and there is a lack of knowledge about the educational content that deals with the ambulance nurse practical professional work. The aim of this study was to describe the content in course curricula for ambulance nurses. A descriptive qualitative research design with summative content analysis was used. Data were generated from 49 courses in nursing and medical science. The result shows that the course content can be described as medical, nursing and contextual knowledge with a certain imbalance with largest focus on medical knowledge. There is least focus on nursing, the registered nurses' main profession. This study clarifies how the content in the education for ambulance nurses in Sweden looks today but there are reasons to discuss the content distribution. Copyright © 2014 Elsevier Ltd. All rights reserved.

Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

NASA Astrophysics Data System (ADS)

Purwianingsih, W.; Mardiyah, A.

2018-05-01

Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

Capability of crop water content for revealing variability of winter wheat grain yield and soil moisture under limited irrigation.

PubMed

Zhang, Chao; Liu, Jiangui; Shang, Jiali; Cai, Huanjie

2018-08-01

Winter wheat (Triticum aestivum L.) is a major crop in the Guanzhong Plain, China. Understanding its water status is important for irrigation planning. A few crop water indicators, such as the leaf equivalent water thickness (EWT: g cm -2 ), leaf water content (LWC: %) and canopy water content (CWC: kg m -2 ), have been estimated using remote sensing techniques for a wide range of crops, yet their suitability and utility for revealing winter wheat growth and soil moisture status have not been well studied. To bridge this knowledge gap, field-scale irrigation experiments were conducted over two consecutive years (2014 and 2015) to investigate relationships of crop water content with soil moisture and grain yield, and to assess the performance of four spectral process methods for retrieving these three crop water indicators. The result revealed that the water indicators were more sensitive to soil moisture variation before the jointing stage. All three water indicators were significantly correlated with soil moisture during the reviving stage, and the correlations were stronger for leaf water indicators than that of the canopy water indicator at the jointing stage. No correlation was observed after the heading stage. All three water indicators showed good capabilities of revealing grain yield variability in jointing stage, with R 2 up to 0.89. CWC had a consistent relationship with grain yield over different growing seasons, but the performances of EWT and LWC were growing-season specific. The partial least squares regression was the most accurate method for estimating LWC (R 2 =0.72; RMSE=3.6%) and comparable capability for EWT and CWC. Finally, the work highlights the usefulness of crop water indicators to assess crop growth, productivity, and soil water status and demonstrates the potential of various spectral processing methods for retrieving crop water contents from canopy reflectance spectrums. Copyright © 2018 Elsevier B.V. All rights reserved.

Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

ERIC Educational Resources Information Center

Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

2017-01-01

While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

Preservice Mathematics Teachers' Views on Distance Education and Their Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Cagirgan Gulten, Dilek

2013-01-01

This research aims to investigate primary preservice mathematics teachers' views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the…

Examining the Validity of the Technological Pedagogical Content Knowledge (TPACK) Framework for Preservice Chemistry Teachers

ERIC Educational Resources Information Center

Deng, Feng; Chai, Ching Sing; So, Hyo-Jeong; Qian, Yangyi; Chen, Lingling

2017-01-01

While various quantitative measures for assessing teachers' technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is…

The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers

ERIC Educational Resources Information Center

Achinstein, Betty; Davis, Emily

2014-01-01

While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

From Socialisation to Internalisation: Cultivating Technological Pedagogical Content Knowledge through Problem-Based Learning

ERIC Educational Resources Information Center

Tee, Meng Yew; Lee, Shuh Shing

2011-01-01

Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology--what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised,…

How to Teach Content: Existing Concepts and Prospects for Development

ERIC Educational Resources Information Center

Zascerinska, Jelena

2011-01-01

The paradigm has changed from the static transmitted contents to knowledge that is ever renewable and often construed jointly with other learners (Niemi, 2008, p. 12) in a changing multicultural environment. Aim of the research is to analyze efficiency of the process of teaching and learning content applied to enhance students' knowledge in…

Primary Mathematics Teacher Education Encountering Difficult Terrain: A Personal Perspective

ERIC Educational Resources Information Center

Norton, Stephen

2016-01-01

This paper is a case study in preparing prospective primary teachers to teach mathematics at one Australian university. The paper describes the content knowledge of prospective teachers, pre and post a final mathematics curriculum subject. The teaching approach which attempts to account for both content and pedagogical content knowledge is…

Developing Preservice Teachers' Knowledge of Science Teaching through Video Clubs

ERIC Educational Resources Information Center

Johnson, Heather J.; Cotterman, Michelle E.

2015-01-01

Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in "Journal of Research in Science Teaching" 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for…

Content-Knowledge Structure Differences among Middle School, High School, and College Life Science Teachers.

ERIC Educational Resources Information Center

Bates, John A.; And Others

As part of an ongoing study of the content knowledge, instructional beliefs, and instructional practices of middle school, high school, and college science teachers, the hypothesis that there are systematic differences across academic levels in these teachers' conceptual understanding of the same content-specific subjects was studied. Eight middle…

Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

ERIC Educational Resources Information Center

Elleman, Amy M.; Olinghouse, Natalie G.; Gilbert, Jennifer K.; Spencer, Jane Lawrence; Compton, Donald L.

2017-01-01

This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading…

Pedagogical Content Knowledge of Experienced Teachers in Physical Education: Functional Analysis of Adaptations

ERIC Educational Resources Information Center

Ayvazo, Shiri; Ward, Phillip

2011-01-01

Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of…

Integrating the epistemic and ontological aspects of content knowledge in science teaching and learning

NASA Astrophysics Data System (ADS)

Papadouris, Nicos; Constantinou, Constantinos P.

2017-04-01

Promoting facility with content knowledge is one of the most important objectives of science teaching. Conventionally, the focus for this objective is placed on the substantive side of content knowledge (e.g. science concepts/laws), whereas its epistemic or ontological aspects (e.g. why do we construct concepts?) rarely receive explicit attention. In this article, we develop a theoretical argument for the value of elevating the attention paid to the epistemic/ontological aspects of content knowledge and integrating them with its substantive side. Our argument is structured in two parts. The first unpacks the epistemic/ontological aspects of content knowledge and their role in science. For this, we focus on two specific aspects (i.e. ontological status and epistemic value of science concepts), which we elaborate in the context of two particular content domains, namely magnetism and energy. The second part of the argument highlights the potential of discourse on epistemic/ontological aspects to facilitate learning in science. We delineate how such discourse could (a) promote coherent conceptual understanding, (b) foster a productive epistemological stance towards science learning, and (c) enhance students' appreciation of ideas associated with the nature of science. The article concludes with a discussion of ensuing implications for science education.

Mapping the Structure of Knowledge for Teaching Nominal Categorical Data Analysis

ERIC Educational Resources Information Center

Groth, Randall E.; Bergner, Jennifer A.

2013-01-01

This report describes a model for mapping cognitive structures related to content knowledge for teaching. The model consists of knowledge elements pertinent to teaching a content domain, the nature of the connections among them, and a means for representing the elements and connections visually. The model is illustrated through empirical data…

ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

ERIC Educational Resources Information Center

ACPA College Student Educators International, 2011

2011-01-01

The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

Snapshots of Student Thinking: An Exploration of Video Cases for Extending Prospective Teachers' Knowledge

ERIC Educational Resources Information Center

Pitts Bannister, Vanessa R.; Mariano, Gina J.

2013-01-01

The purpose of this article is to explore the relationships between prospective teachers' content knowledge, student understanding, and pedagogy using video cases. The emphasis was on the extent to which the participants utilized constructs of Technology Pedagogy And Content Knowledge. Ten prospective teachers viewed video cases of students…

Primary Mathematics Trainee Teacher Confidence and Its Relationship to Mathematical Knowledge

ERIC Educational Resources Information Center

Norton, Stephen J.

2017-01-01

The purpose of this paper is to examine trainee primary school teachers' confidence in their mathematical content knowledge (MCK) and confidence to teach specific primary mathematics concepts (mathematics pedagogical content knowledge --MPCK) which was correlated to their actual MCK on specific tasks. For this correlational study survey and test…

How Leadership Content Knowledge in Writing Influences Leadership Practice in Elementary Schools

ERIC Educational Resources Information Center

Olsen, Heather Stuart

2010-01-01

In an era of increased accountability mandates, school leaders face daunting challenges to improve instruction. Despite the vast research on instructional leadership, little is known about how principals improve teaching and learning in the subject of writing. Leadership content knowledge is the overlap of knowledge of subject matter and…

Developing Pedagogical Content Knowledge for Teaching a New Topic: More than Teaching Experience and Subject Matter Knowledge

ERIC Educational Resources Information Center

Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

2018-01-01

Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about "how" experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the…

Developing and Validating Technological Pedagogical Content Knowledge-Practical (TPACK-Practical) through the Delphi Survey Technique

ERIC Educational Resources Information Center

Yeh, Yi-Fen; Hsu, Ying-Shao; Wu, Hsin-Kai; Hwang, Fu-Kwun; Lin, Tzu-Chiang

2014-01-01

Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that…

Pedagogical Content Knowledge and Industrial Design Education

ERIC Educational Resources Information Center

Phillips, Kenneth R.; De Miranda, Michael A.; Shin, Jinseup

2009-01-01

Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models…

Assessing New Zealand High School Science Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris

2015-01-01

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education

ERIC Educational Resources Information Center

Hayden, H. Emily; Eades Baird, Michelle

2018-01-01

Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become "a stale metaphor" that disregards diversity and equity, offers little to help teachers address students' misconceptions, and portrays knowledge as "in the head" versus in practice. We refute these notions using grounded theory to…

Middle School Mathematics Teachers' Pedagogical Content Knowledge Regarding Teaching Strategies on Quadrilaterals

ERIC Educational Resources Information Center

Akkas, Elif Nur; Türnüklü, Elif

2014-01-01

Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…

Can an Objective Measure of Technological Pedagogical Content Knowledge (TPACK) Supplement Existing TPACK Measures?

ERIC Educational Resources Information Center

Drummond, Aaron; Sweeney, Trudy

2017-01-01

In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to focus on the essential connections between technology, pedagogy and content knowledge (TPACK) (Chai, Koh, & Tsai, 2013a; Harris, Mishra, & Koehler, 2009; Mishra & Koehler, 2006). A…

Improving Low-Income Preschoolers' Word and World Knowledge: The Effects of Content-Rich Instruction

ERIC Educational Resources Information Center

Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M.

2016-01-01

This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…

The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest

ERIC Educational Resources Information Center

Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.

2017-01-01

This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…

Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Oskay, Özge Özyalçin; Odabasi, Zuhal

2016-01-01

The effects of technological developments occurred new requirements in educational area. Today's teachers should know the content knowledge they teach, have pedagogical knowledge about teaching and learning methods and besides should use the technological tools effectively. Depending on these, new concepts such as Technological Pedagogical Content…

Enhanced Lignin Monomer Production Caused by Cinnamic Acid and Its Hydroxylated Derivatives Inhibits Soybean Root Growth

PubMed Central

Lima, Rogério Barbosa; Salvador, Victor Hugo; dos Santos, Wanderley Dantas; Bubna, Gisele Adriana; Finger-Teixeira, Aline; Soares, Anderson Ricardo; Marchiosi, Rogério; Ferrarese, Maria de Lourdes Lucio; Ferrarese-Filho, Osvaldo

2013-01-01

Cinnamic acid and its hydroxylated derivatives (p-coumaric, caffeic, ferulic and sinapic acids) are known allelochemicals that affect the seed germination and root growth of many plant species. Recent studies have indicated that the reduction of root growth by these allelochemicals is associated with premature cell wall lignification. We hypothesized that an influx of these compounds into the phenylpropanoid pathway increases the lignin monomer content and reduces the root growth. To confirm this hypothesis, we evaluated the effects of cinnamic, p-coumaric, caffeic, ferulic and sinapic acids on soybean root growth, lignin and the composition of p-hydroxyphenyl (H), guaiacyl (G) and syringyl (S) monomers. To this end, three-day-old seedlings were cultivated in nutrient solution with or without allelochemical (or selective enzymatic inhibitors of the phenylpropanoid pathway) in a growth chamber for 24 h. In general, the results showed that 1) cinnamic, p-coumaric, caffeic and ferulic acids reduced root growth and increased lignin content; 2) cinnamic and p-coumaric acids increased p-hydroxyphenyl (H) monomer content, whereas p-coumaric, caffeic and ferulic acids increased guaiacyl (G) content, and sinapic acid increased sinapyl (S) content; 3) when applied in conjunction with piperonylic acid (PIP, an inhibitor of the cinnamate 4-hydroxylase, C4H), cinnamic acid reduced H, G and S contents; and 4) when applied in conjunction with 3,4-(methylenedioxy)cinnamic acid (MDCA, an inhibitor of the 4-coumarate:CoA ligase, 4CL), p-coumaric acid reduced H, G and S contents, whereas caffeic, ferulic and sinapic acids reduced G and S contents. These results confirm our hypothesis that exogenously applied allelochemicals are channeled into the phenylpropanoid pathway causing excessive production of lignin and its main monomers. By consequence, an enhanced stiffening of the cell wall restricts soybean root growth. PMID:24312480

Scale-free network provides an optimal pattern for knowledge transfer

NASA Astrophysics Data System (ADS)

Lin, Min; Li, Nan

2010-02-01

We study numerically the knowledge innovation and diffusion process on four representative network models, such as regular networks, small-world networks, random networks and scale-free networks. The average knowledge stock level as a function of time is measured and the corresponding growth diffusion time, τ is defined and computed. On the four types of networks, the growth diffusion times all depend linearly on the network size N as τ∼N, while the slope for scale-free network is minimal indicating the fastest growth and diffusion of knowledge. The calculated variance and spatial distribution of knowledge stock illustrate that optimal knowledge transfer performance is obtained on scale-free networks. We also investigate the transient pattern of knowledge diffusion on the four networks, and a qualitative explanation of this finding is proposed.

Cell wall composition and biomass recalcitrance differences within a genotypically diverse set of Brachypodium distachyon inbred lines

DOE PAGES

Cass, Cynthia L.; Lavell, Anastasiya A.; Santoro, Nicholas; ...

2016-05-26

Brachypodium distachyon ( Brachypodium) has emerged as a useful model system for studying traits unique to graminaceous species including bioenergy crop grasses owing to its amenability to laboratory experimentation and the availability of extensive genetic and germplasm resources. Considerable natural variation has been uncovered for a variety of traits including flowering time, vernalization responsiveness, and above-ground growth characteristics. However, cell wall composition differences remain underexplored. Therefore, we assessed cell wall-related traits relevant to biomass conversion to biofuels in seven Brachypodium inbred lines that were chosen based on their high level of genotypic diversity as well as available genome sequences andmore » recombinant inbred line (RIL) populations. Senesced stems plus leaf sheaths from these lines exhibited significant differences in acetyl bromide soluble lignin (ABSL), cell wall polysaccharide-derived sugars, hydroxycinnamates content, and syringyl:guaiacyl:p-hydroxyphenyl (S:G:H) lignin ratios. Free glucose, sucrose, and starch content also differed significantly in senesced stems, as did the amounts of sugars released from cell wall polysaccharides (digestibility) upon exposure to a panel of thermochemical pretreatments followed by hydrolytic enzymatic digestion. Correlations were identified between inbred line lignin compositions and plant growth characteristics such as biomass accumulation and heading date (HD), and between amounts of cell wall polysaccharides and biomass digestibility. Finally, stem cell wall p-coumarate and ferulate contents and free-sugars content changed significantly with increased duration of vernalization for some inbred lines. Taken together, these results show that Brachypodium displays substantial phenotypic variation with respect to cell wall composition and biomass digestibility, with some compositional differences correlating with growth characteristics. Moreover, besides influencing HD and biomass accumulation, vernalization was found to affect cell wall composition and free sugars accumulation in some Brachypodium inbred lines, suggesting genetic differences in how vernalization affects carbon flux to polysaccharides. Lastly, the availability of related RIL populations will allow for the genetic and molecular dissection of this natural variation, the knowledge of which may inform ways to genetically improve bioenergy crop grasses.« less

Cell wall composition and biomass recalcitrance differences within a genotypically diverse set of Brachypodium distachyon inbred lines

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cass, Cynthia L.; Lavell, Anastasiya A.; Santoro, Nicholas

Brachypodium distachyon ( Brachypodium) has emerged as a useful model system for studying traits unique to graminaceous species including bioenergy crop grasses owing to its amenability to laboratory experimentation and the availability of extensive genetic and germplasm resources. Considerable natural variation has been uncovered for a variety of traits including flowering time, vernalization responsiveness, and above-ground growth characteristics. However, cell wall composition differences remain underexplored. Therefore, we assessed cell wall-related traits relevant to biomass conversion to biofuels in seven Brachypodium inbred lines that were chosen based on their high level of genotypic diversity as well as available genome sequences andmore » recombinant inbred line (RIL) populations. Senesced stems plus leaf sheaths from these lines exhibited significant differences in acetyl bromide soluble lignin (ABSL), cell wall polysaccharide-derived sugars, hydroxycinnamates content, and syringyl:guaiacyl:p-hydroxyphenyl (S:G:H) lignin ratios. Free glucose, sucrose, and starch content also differed significantly in senesced stems, as did the amounts of sugars released from cell wall polysaccharides (digestibility) upon exposure to a panel of thermochemical pretreatments followed by hydrolytic enzymatic digestion. Correlations were identified between inbred line lignin compositions and plant growth characteristics such as biomass accumulation and heading date (HD), and between amounts of cell wall polysaccharides and biomass digestibility. Finally, stem cell wall p-coumarate and ferulate contents and free-sugars content changed significantly with increased duration of vernalization for some inbred lines. Taken together, these results show that Brachypodium displays substantial phenotypic variation with respect to cell wall composition and biomass digestibility, with some compositional differences correlating with growth characteristics. Moreover, besides influencing HD and biomass accumulation, vernalization was found to affect cell wall composition and free sugars accumulation in some Brachypodium inbred lines, suggesting genetic differences in how vernalization affects carbon flux to polysaccharides. Lastly, the availability of related RIL populations will allow for the genetic and molecular dissection of this natural variation, the knowledge of which may inform ways to genetically improve bioenergy crop grasses.« less

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

NASA Astrophysics Data System (ADS)

Kim, Hanna

2011-12-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, "Green Earth Enhanced with Inquiry and Technology." We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students' attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts ( p < .05).

Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research

NASA Astrophysics Data System (ADS)

Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.

2011-06-01

We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general overview of the two courses we have designed as well as a framework for assessing student performance on physics content knowledge and one aspect of pedagogical content knowledge—knowledge of student ideas—about one particular content area: electric circuits. We find that the quality of future teachers’ responses, especially on questions dealing with knowledge of student ideas, can be successfully categorized and may be higher for those with a nonphysics background than those with a physics background.

The good, the bad and the plenty: interactive effects of food quality and quantity on the growth of different Daphnia species.

PubMed

Bukovinszky, Tibor; Verschoor, Antonie M; Helmsing, Nico R; Bezemer, T Martijn; Bakker, Elisabeth S; Vos, Matthijs; de Senerpont Domis, Lisette N

2012-01-01

Effects of food quality and quantity on consumers are neither independent nor interchangeable. Although consumer growth and reproduction show strong variation in relation to both food quality and quantity, the effects of food quality or food quantity have usually been studied in isolation. In two experiments, we studied the growth and reproduction in three filter-feeding freshwater zooplankton species, i.e. Daphnia galeata x hyalina, D. pulicaria and D. magna, on their algal food (Scenedesmus obliquus), varying in carbon to phosphorus (C∶P) ratios and quantities (concentrations). In the first experiment, we found a strong positive effect of the phosphorus content of food on growth of Daphnia, both in their early and late juvenile development. Variation in the relationship between the P-content of animals and their growth rate reflected interspecific differences in nutrient requirements. Although growth rates typically decreased as development neared maturation, this did not affect these species-specific couplings between growth rate and Daphnia P-content. In the second experiment, we examined the effects of food quality on Daphnia growth at different levels of food quantity. With the same decrease in P-content of food, species with higher estimated P-content at zero growth showed a larger increase in threshold food concentrations (i.e. food concentration sufficient to meet metabolic requirements but not growth). These results suggest that physiological processes such as maintenance and growth may in combination explain effects of food quality and quantity on consumers. Our study shows that differences in response to variation in food quality and quantity exist between species. As a consequence, species-specific effects of food quality on consumer growth will also determine how species deal with varying food levels, which has implications for resource-consumer interactions.

The Good, the Bad and the Plenty: Interactive Effects of Food Quality and Quantity on the Growth of Different Daphnia Species

PubMed Central

Bukovinszky, Tibor; Verschoor, Antonie M.; Helmsing, Nico R.; Bezemer, T. Martijn; Bakker, Elisabeth S.; Vos, Matthijs; de Senerpont Domis, Lisette N.

2012-01-01

Effects of food quality and quantity on consumers are neither independent nor interchangeable. Although consumer growth and reproduction show strong variation in relation to both food quality and quantity, the effects of food quality or food quantity have usually been studied in isolation. In two experiments, we studied the growth and reproduction in three filter-feeding freshwater zooplankton species, i.e. Daphnia galeata x hyalina, D. pulicaria and D. magna, on their algal food (Scenedesmus obliquus), varying in carbon to phosphorus (C∶P) ratios and quantities (concentrations). In the first experiment, we found a strong positive effect of the phosphorus content of food on growth of Daphnia, both in their early and late juvenile development. Variation in the relationship between the P-content of animals and their growth rate reflected interspecific differences in nutrient requirements. Although growth rates typically decreased as development neared maturation, this did not affect these species-specific couplings between growth rate and Daphnia P-content. In the second experiment, we examined the effects of food quality on Daphnia growth at different levels of food quantity. With the same decrease in P-content of food, species with higher estimated P-content at zero growth showed a larger increase in threshold food concentrations (i.e. food concentration sufficient to meet metabolic requirements but not growth). These results suggest that physiological processes such as maintenance and growth may in combination explain effects of food quality and quantity on consumers. Our study shows that differences in response to variation in food quality and quantity exist between species. As a consequence, species-specific effects of food quality on consumer growth will also determine how species deal with varying food levels, which has implications for resource-consumer interactions. PMID:23049734

Nutrient agar with sodium chloride supplementation for presumptive detection of Moraxella catarrhalis in clinical specimens.

PubMed

Nishiyama, Hiroyuki; Saito, Ryoichi; Chida, Toshio; Sano, Kazumitsu; Tsuchiya, Tatsuyuki; Okamura, Noboru

2012-04-01

We previously reported that Nissui nutrient agar (N medium) promoted the growth of Moraxella catarrhalis but not commensal Neisseria spp. In the present study, we examined which constituent of N medium was responsible for the selective growth of M. catarrhalis using 209 M. catarrhalis and 100 commensal Neisseria spp. clinical strains. We found that peptone, but not meat extract or agar of N medium, had growth-promoting or growth-inhibiting ability with respect to M. catarrhalis and commensal Neisseria spp. Thus, we investigated the amino acid content of N peptone and found it had higher concentrations of amino acids than other commercial peptone products. On varying the sodium chloride concentration of reconstituted N medium, we noted that the concentration was an important factor in bacterial growth differences. Varying the sodium chloride concentration of other commercial nutrient agars achieved similar results to those for N medium. This is, to our knowledge, the first study observing that sodium chloride concentration is responsible for difference in growth between the two organisms. We also successfully isolated colonies of M. catarrhalis from respiratory specimens on N medium, whereas the growth of commensal Neisseria spp. was inhibited, and by adding bovine hematin and β-NAD we were able to isolate Haemophilus influenzae colonies as efficiently as with a chocolate agar. In conclusion, nutrient agar can be used as a medium for the preferential isolation of M. catarrhalis from upper respiratory tract specimens.

Excess nutrients in hydroponic solutions alter nutrient content of rice, wheat, and potato.

PubMed

McKeehen, J D; Mitchell, C A; Wheeler, R M; Bugbee, B; Nielsen, S S

1996-01-01

Environment has significant effects on the nutrient content of field-grown crop plants. Little is known, however, about compositional changes caused by controlled environments in which plants receive only artificial radiation and soilless, hydroponic culture. This knowledge is essential for developing a safe, nutritious diet in a Controlled Ecological Life-Support System (CELSS). Three crops that are candidates for inclusion in a CELSS (rice, wheat, and white potato) were grown both in the field and in controlled environments where the hydroponic nutrient solution, photosynthetic photon flux (PPF), and CO2 level were manipulated to achieve rapid growth rates. Plants were harvested at maturity, separated into discrete parts, and dried prior to analysis. Plant materials were analyzed for proximate composition (protein, fat, ash, and carbohydrate), total nitrogen (N), nitrate, minerals, and amino-acid composition. The effect of environment on nutrient content varied by crop and plant part. Total N and nonprotein N (NPN) contents of plant biomass generally increased under controlled-environment conditions compared to field conditions, especially for leafy plant parts and roots. Nitrate levels were increased in hydroponically-grown vegetative tissues, but nitrate was excluded from grains and tubers. Mineral content changes in plant tissue included increased phosphorus and decreased levels of certain micronutrient elements under controlled-environment conditions. These findings suggest that cultivar selection, genetic manipulation, and environmental control could be important to obtain highly nutritious biomass in a CELSS.

Excess nutrients in hydroponic solutions alter nutrient content of rice, wheat, and potato

NASA Technical Reports Server (NTRS)

McKeehen, J. D.; Mitchell, C. A.; Wheeler, R. M.; Bugbee, B.; Nielsen, S. S.

1996-01-01

Environment has significant effects on the nutrient content of field-grown crop plants. Little is known, however, about compositional changes caused by controlled environments in which plants receive only artificial radiation and soilless, hydroponic culture. This knowledge is essential for developing a safe, nutritious diet in a Controlled Ecological Life-Support System (CELSS). Three crops that are candidates for inclusion in a CELSS (rice, wheat, and white potato) were grown both in the field and in controlled environments where the hydroponic nutrient solution, photosynthetic photon flux (PPF), and CO2 level were manipulated to achieve rapid growth rates. Plants were harvested at maturity, separated into discrete parts, and dried prior to analysis. Plant materials were analyzed for proximate composition (protein, fat, ash, and carbohydrate), total nitrogen (N), nitrate, minerals, and amino-acid composition. The effect of environment on nutrient content varied by crop and plant part. Total N and nonprotein N (NPN) contents of plant biomass generally increased under controlled-environment conditions compared to field conditions, especially for leafy plant parts and roots. Nitrate levels were increased in hydroponically-grown vegetative tissues, but nitrate was excluded from grains and tubers. Mineral content changes in plant tissue included increased phosphorus and decreased levels of certain micronutrient elements under controlled-environment conditions. These findings suggest that cultivar selection, genetic manipulation, and environmental control could be important to obtain highly nutritious biomass in a CELSS.

Excess nutrients in hydroponic solutions alter nutrient content of rice, wheat, and potato

NASA Astrophysics Data System (ADS)

McKeehen, J. D.; Mitchell, C. A.; Wheeler, R. M.; Bugbee, B.; Nielsen, S. S.

Environment has significant effects on the nutrient content of field-grown crop plants. Little is known, however, about compositional changes caused by controlled environments in which plants receive only artificial radiation and soilless, hydroponic culture. This knowledge is essential for developing a safe, nutritious diet in a Controlled Ecological Life-Support System (CELSS). Three crops that are candidates for inclusion in a CELSS (rice, wheat, and white potato) were grown both in the field and in controlled environments where the hydroponic nutrient solution, photosynthetic photon flux (PPF), and CO_2 level were manipulated to achieve rapid growth rates. Plants were harvested at maturity, separated into discrete parts, and dried prior to analysis. Plant materials were analyzed for proximate composition (protein, fat, ash, and carbohydrate), total nitrogen (N), nitrate, minerals, and amino-acid composition. The effect of environment on nutrient content varied by crop and plant part. Total N and nonprotein N (NPN) contents of plant biomass generally increased under controlled-environment conditions compared to field conditions, especially for leafy plant parts and roots. Nitrate levels were increased in hydroponically-grown vegetative tissues, but nitrate was excluded from grains and tubers. Mineral content changes in plant tissue included increased phosphorus and decreased levels of certain micronutrient elements under controlled-environment conditions. These findings suggest that cultivar selection, genetic manipulation, and environmental control could be important to obtain highly nutritious biomass in a CELSS.

Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy

NASA Astrophysics Data System (ADS)

Webb, Donna Louise

Currently, STEM (science, technology, engineering, and mathematics) is a popular buzz word in P-12 education as it represents a means to advance American competitiveness in the global economy. Proponents of the engineering component of STEM advocate additional benefits in teaching engineering, such as its capacity to engage students in collaboration, and to apply critical thinking, systems thinking, negotiation, and communication skills to solve real-life contextual problems. Establishing a strong foundation of engineering knowledge at a young age will provide students with internal motivation as it taps into their curiosity toward how things work, and it also prepares them for secondary science courses. Successful STEM education is often constrained by elementary teachers' low perception of self-efficacy to teach science and engineering. Elementary teachers with low self-efficacy in science are more likely to spend less instructional time teaching science, which suggests that teachers with little to no training in engineering might avoid teaching this topic. Therefore, the purpose of this study was twofold: (a) to examine the effects of engineering professional development on elementary (K-6) teachers' content and pedagogical content knowledge (PCK) and perceptions of self-efficacy to teach engineering, and (b) to identify and explain sources influencing self-efficacy. Professional development was conducted in a metropolitan area in the Pacific Northwest. Results revealed that after the engineering professional development, teachers experienced statistically significant gains in content, PCK, and self-efficacy to teach engineering. Increases in self-efficacy were mainly attributed to mastery experiences and cultivation of a growth mindset by embracing the engineering design process.

Changes in content of triterpenoids and polysaccharides in Ganoderma lingzhi at different growth stages.

PubMed

Nakagawa, Toshinori; Zhu, Qinchang; Tamrakar, Sonam; Amen, Yhiya; Mori, Yasuhiro; Suhara, Hiroto; Kaneko, Shuhei; Kawashima, Hiroko; Okuzono, Kotaro; Inoue, Yoshiyuki; Ohnuki, Koichiro; Shimizu, Kuniyoshi

2018-06-01

Ganoderma lingzhi is a traditional medicinal mushroom, and its extract contains many bioactive compounds. Triterpenoids and polysaccharides are the primary bioactive components that contribute to its medicinal properties. In this study, we quantified 18 triterpenoids, total triterpenoid content and total polysaccharide content in the ethanol and water extracts of G. lingzhi at different growth stages. Triterpenoids were quantified by liquid chromatograph-tandem mass spectrometry in the multiple-reaction-monitoring mode. Total triterpenoid and total polysaccharide content were determined by colorimetric analysis. The results indicated that the fruit bodies at an early growth stage had a higher content of ganoderic acid A, C2, I and LM2, as well as of ganoderenic acid C and D, than those at a later growth stage. In contrast, ganoderic acid K, TN and T-Q contents were higher in mature fruit bodies (maturation stage). The highest total triterpenoid and total polysaccharide contents were found in fruit bodies before maturity (stipe elongation stage or early stage of pileus formation). Our results provide information which will contribute to the establishment of an efficient cultivation system for G. lingzhi with a higher content of triterpenoids.

Knowledge service decision making in business incubators based on the supernetwork model

NASA Astrophysics Data System (ADS)

Zhao, Liming; Zhang, Haihong; Wu, Wenqing

2017-08-01

As valuable resources for incubating firms, knowledge resources have received gradually increasing attention from all types of business incubators, and business incubators use a variety of knowledge services to stimulate rapid growth in incubating firms. Based on previous research, we generalize the knowledge transfer and knowledge networking services of two main forms of knowledge services and further divide knowledge transfer services into knowledge depth services and knowledge breadth services. Then, we construct the business incubators' knowledge supernetwork model, describe the evolution mechanism among heterogeneous agents and utilize a simulation to explore the performance variance of different business incubators' knowledge services. The simulation results show that knowledge stock increases faster when business incubators are able to provide knowledge services to more incubating firms and that the degree of discrepancy in the knowledge stock increases during the process of knowledge growth. Further, knowledge transfer services lead to greater differences in the knowledge structure, while knowledge networking services lead to smaller differences. Regarding the two types of knowledge transfer services, knowledge depth services are more conducive to knowledge growth than knowledge breadth services, but knowledge depth services lead to greater gaps in knowledge stocks and greater differences in knowledge structures. Overall, it is optimal for business incubators to select a single knowledge service or portfolio strategy based on the amount of time and energy expended on the two types of knowledge services.

Content of Orthopedic Patient Education Provided by Nurses in Seven European Countries.

PubMed

Charalambous, Andreas; Papastavrou, E; Valkeapää, K; Zabalegui, A; Ingadóttir, B; Lemonidou, C; Fatkulina, N; Jouko, K; Leino-Kilpi, H

2017-07-01

Patients' and their significant others' education during the perioperative phase is an important and challenging aspect of care. This study explored the content of education provided by nurses to arthroplasty patients and their significant others. Data were collected with the Education of Patients-NURSE content (EPNURSE-Content), Received Knowledge of Hospital Patient (RKhp), and Received Knowledge of Significant Other (RKso) scales. The results showed that the content of education emphasized biophysiological and functional needs, differed between countries, and was related to how physically demanding nurses found their job to be and the amount of education provided. There is congruence between the received knowledge of patients and their significant others in relation to the content of education provided by nurses. The findings can support nurses in developing aid material for patients and significant others explaining the nature of education and advising them what to expect and how to optimize their participation in the process.

Impact of Secondary Students' Content Knowledge on Their Communication Skills in Science

ERIC Educational Resources Information Center

Kulgemeyer, Christoph

2018-01-01

The "expert blind spot" (EBS) hypothesis implies that even some experts with a high content knowledge might have problems in science communication because they are using the structure of the content rather than their addressee's prerequisites as an orientation. But is that also true for students? Explaining science to peers is a crucial…

Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education. Science & Technology Education Library.

ERIC Educational Resources Information Center

Gess-Newsome, Julie, Ed.; Lederman, Norman G., Ed.

This book presents both historic and current conceptions and practical implications of pedagogical content knowledge (PCK). The content is divided into four sections: (1) introduction; (2) literature; (3) emerging lines of research in science teacher education; and (4) impacts of PCK on the development of science teacher education programs.…

Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010

ERIC Educational Resources Information Center

Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D.

2016-01-01

This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…

Targeting the Development of Content Knowledge and Scientific Reasoning: Reforming College-Level Chemistry for Nonscience Majors

ERIC Educational Resources Information Center

Carmel, Justin H.; Jessa, Yasmin; Yezierski, Ellen J.

2015-01-01

A liberal education curriculum requires discipline-specific courses that develop intellectual and practical skills. With this promise of development, it is crucial that instruction focuses on content knowledge as well as the thinking patterns associated with the content. In chemistry, scientific reasoning is one such skill that students should…

Prospective Elementary Teachers' Analysis of Children's Science Talk in an Undergraduate Physics Course

ERIC Educational Resources Information Center

Harlow, Danielle B.; Swanson, Lauren H.; Otero, Valerie K.

2014-01-01

We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students'…

Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students

ERIC Educational Resources Information Center

De La Paz, Susan; Wissinger, Daniel R.

2015-01-01

Historians use a range of genres in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content. However, the influence genre and content knowledge are relatively unmeasured in this discipline. To learn more, the authors asked 101 eleventh-grade students to compose an…

The Significance of Content Knowledge for Informal Reasoning regarding Socioscientific Issues: Applying Genetics Knowledge to Genetic Engineering Issues

ERIC Educational Resources Information Center

Sadler, Troy D.; Zeidler, Dana L.

2005-01-01

This study focused on informal reasoning regarding socioscientific issues. It sought to explore how content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine students drawn from undergraduate natural science and nonnatural science courses completed a…

First Year Pre-Service Teachers' Mathematical Content Knowledge: Methods of Solution for a Ratio Question

ERIC Educational Resources Information Center

Livy, Sharyn; Vale, Colleen

2011-01-01

In this article, pre-service teachers' mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers' thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range…

Pedagogical Content Knowledge in Action: Its Impromptu Development by an Expert Practitioner

ERIC Educational Resources Information Center

Saito, Eisuke; Atencio, Matthew

2016-01-01

Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr. T, an educational consultant…

Examining Primary Schools' Physical Education Coordinators' Pedagogical Content Knowledge of Games: Are We Just Playing as This?

ERIC Educational Resources Information Center

Ward, Gavin

2013-01-01

A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In…

Pedagogical Content Knowledge of Argumentation: Using Classroom Contexts to Assess High-Quality PCK Rather than Pseudoargumentation

ERIC Educational Resources Information Center

McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna

2016-01-01

Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive…

An Investigation of Technological Pedagogical Content Knowledge, Self-Confidence, and Perception of Pre-Service Middle School Mathematics Teachers towards Instructional Technologies

ERIC Educational Resources Information Center

Karatas, Ilhan; Tunc, Mutlu Piskin; Yilmaz, Nurbanu; Karaci, Gulzade

2017-01-01

Technology provides new methods and approaches for educational activities. Therefore, teachers should improve their ability and knowledge to integrate technology into instruction. The use of technology-based learning environment which is effectively used to improve the technological pedagogical content knowledge of pre-service teachers has a…

Needles in the Haystack: Finding Content Worth Preparing for Workplace Learning with the KEP Model

ERIC Educational Resources Information Center

Thalmann, Stefan; Maier, Ronald

2017-01-01

Knowledge transfer between employees is a primary concern in organizations. Employees create or acquire content that partially represents knowledge. These knowledge elements are specific to the context in and for which they are created and rarely address the learning needs of other employees in other work situations. Organizations therefore need…

Teacher Self-Efficacy, Content and Pedagogical Knowledge, and Their Relationship to Student Achievement in Algebra I

ERIC Educational Resources Information Center

Fox, Antonia M.

2014-01-01

The purpose of this quantitative study was to explore the relationship between teacher self-efficacy beliefs and the level of student achievement their students obtain as evidenced by the Algebra I Virginia Standards of Learning (SOL) assessment. This study also explored teachers' mathematics content knowledge, mathematics pedagogical knowledge,…

Relationship between Teacher Knowledge of Concepts and Connections, Teaching Practice, and Student Achievement in Middle Grades Mathematics

ERIC Educational Resources Information Center

Tchoshanov, Mourat A.

2011-01-01

The mixed method sequential nested study examines whether and how the cognitive type of teachers' content knowledge is associated with student achievement, and correlated with teaching practice. In the context of this study, the "cognitive type" refers to the kind of teacher content knowledge and thinking processes required to accomplish…

Declarative and Dynamic Pedagogical Content Knowledge as Elicited through Two Video-Based Interview Methods

ERIC Educational Resources Information Center

Alonzo, Alicia C.; Kim, Jiwon

2016-01-01

Although pedagogical content knowledge (PCK) has become widely recognized as an essential part of the knowledge base for teaching, empirical evidence demonstrating a connection between PCK and teaching practice or student learning outcomes is mixed. In response, we argue for further attention to the measurement of dynamic (spontaneous or flexible,…

Towards Accomplished Practice in Learning Skills for Science (LSS): The Synergy between Design and Evaluation Methodology in a Reflective CPD Programme

ERIC Educational Resources Information Center

Scherz, Zahava; Bialer, Liora; Eylon, Bat-Sheva

2011-01-01

This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting "accomplished practice" involving: pedagogical knowledge, content knowledge, pedagogical content knowledge and scholarship of teaching. Teachers were asked to bring evidence about their practice.…

Examining Preservice Teacher Content and Pedagogical Content Knowledge Needed to Teach Reading in Elementary School

ERIC Educational Resources Information Center

Clark, Sarah K.; Helfrich, Sara R.; Hatch, Lance

2017-01-01

Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study…

Developing Teachers' Health-Related Fitness Knowledge through a Community of Practice: Impact on Student Learning

ERIC Educational Resources Information Center

Hunuk, Deniz; Ince, Mustafa Levent; Tannehill, Deborah

2013-01-01

The purposes of this study were twofold: to examine the effects of a community of practice (CoP) on (1) physical educators' and their students' health-related fitness content knowledge and (2) the physical educators' health-related fitness pedagogical content knowledge construction process. Twelve experienced physical education teachers (six in…

An analysis of the relationship between teachers' acquisition of physics content knowledge and their level of science teaching efficacy

NASA Astrophysics Data System (ADS)

Marion, Virginia Frances

1998-12-01

The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and efficacy gains. A series of interactions between significant content areas and the covariates was also run. Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy showed different relationships with the predictor variables. Though gains in specific content areas were related to gains in Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy, gains in Personal Science Teaching Efficacy were further modified by the covariates. These results may reflect not only a more complex relationship between content knowledge gain and Personal Science Teaching Efficacy but also the complex nature of the construct. Evaluation of the physics content knowledge tests revealed that the tests were not valid for evaluating 35 of the 37 identified learning objectives. Although the data did not render valid results, it does give insights into possible relationships that may exist given a more stringent investigation with a valid instrument to measure content knowledge gains. In addition, this study demonstrated the importance of considering the likelihood of interactions among a given set of variables and the covariates. The findings also suggest the possible value of considering the psychological factors associated with the change process when planning professional development programs.

The effect of growth phase on the surface properties of three oleaginous microalgae (Botryococcus sp. FACGB-762, Chlorella sp. XJ-445 and Desmodesmus bijugatus XJ-231)

PubMed Central

Xia, Ling; Huang, Rong; Li, Yinta

2017-01-01

The effects of growth phase on the lipid content and surface properties of oleaginous microalgae Botryococcus sp. FACGB-762, Chlorella sp. XJ-445 and Desmodesmus bijugatus XJ-231 were investigated in this study. The results showed that throughout the growth phases, the lipid content of microalgae increased. The surface properties like particle size, the degree of hydrophobicity, and the total concentration of functional groups increased while net surface zeta potential decreased. The results suggested that the growth stage had significant influence not only on the lipid content but also on the surface characteristics. Moreover, the lipid content was significantly positively related to the concentration of hydroxyl functional groups in spite of algal strains or growth phases. These results provided a basis for further studies on the refinery process using oleaginous microalgae for biofuel production. PMID:29045481

A bilateral integrative health-care knowledge service mechanism based on 'MedGrid'.

PubMed

Liu, Chao; Jiang, Zuhua; Zhen, Lu; Su, Hai

2008-04-01

Current health-care organizations are encountering impression of paucity of medical knowledge. This paper classifies medical knowledge with new scopes. The discovery of health-care 'knowledge flow' initiates a bilateral integrative health-care knowledge service, and we make medical knowledge 'flow' around and gain comprehensive effectiveness through six operations (such as knowledge refreshing...). Seizing the active demand of Chinese health-care revolution, this paper presents 'MedGrid', which is a platform with medical ontology and knowledge contents service. Each level and detailed contents are described on MedGrid info-structure. Moreover, a new diagnosis and treatment mechanism are formed by technically connecting with electronic health-care records (EHRs).

Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems

PubMed Central

DesAutels, Spencer J.; Fox, Zachary E.; Giuse, Dario A.; Williams, Annette M.; Kou, Qing-hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

2016-01-01

Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems. PMID:28269846

In vitro assessment of physiological changes of watermelon (Citrullus lanatus) upon iron oxide nanoparticles exposure.

PubMed

Wang, Yunqiang; Hu, Jing; Dai, Zhaoyi; Li, Junli; Huang, Jin

2016-11-01

With the rapid development of nanotechnology, developing nano iron fertilizer is an important strategy to alleviate Fe deficiency and elevate Fe fertilization effect in agricultural applications. In this study, watermelon seedlings were grown in soil amended with iron oxide nanoparticles (γ-Fe 2 O 3 NPs) at different concentrations (0, 20, 50, 100 mg/L). The content of soluble sugar and protein, content of chlorophyll and malondialdehyde (MDA), and activity of antioxidant enzymes of watermelon leaves were determined in five successive weeks to evaluate the physiological changes of watermelon plants after γ-Fe 2 O 3 NPs exposure. Transmission electron microscope (TEM) observations indicated that γ-Fe 2 O 3 NPs could enter root cell of watermelon. Results showed that 20 mg/L γ-Fe 2 O 3 NPs didn't cause any oxidative stress on watermelon and 50 mg/L γ-Fe 2 O 3 NPs could increase soluble sugar, soluble protein and chlorophyll content in the growth of plants. In addition, 50 and 100 mg/L γ-Fe 2 O 3 NPs caused oxidative stress on watermelon leaves, but this NP-induced stress was removed with the growth of watermelon. It is noteworthy that we found γ-Fe 2 O 3 NPs might possess an intrinsic peroxidase-like activity. The variation trend of physiological parameters was correlated with the nutritional requirements of plants. It can be concluded that γ-Fe 2 O 3 NPs at proper concentrations have the ability to improve iron deficiency chlorosis and promote the growth of watermelon plants. To the best of the author's knowledge, this is the first holistic study focusing on the impact of γ-Fe 2 O 3 NPs in long-term experiment of watermelon plants. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

Control of Y-211 content in bulk YBCO superconductors fabricated by a buffer-aided, top seeded infiltration and growth melt process

NASA Astrophysics Data System (ADS)

Namburi, Devendra K.; Shi, Yunhua; Palmer, Kysen G.; Dennis, Anthony R.; Durrell, John H.; Cardwell, David A.

2016-03-01

Bulk (RE)-Ba-Cu-O ((RE)BCO, where RE stands for rare-earth), single grain superconductors can trap magnetic fields of several tesla at low temperatures and therefore can function potentially as high field magnets. Although top seeded melt growth (TSMG) is an established process for fabricating relatively high quality single grains of (RE)BCO for high field applications, this technique suffers from inherent problems such as sample shrinkage, a large intrinsic porosity and the presence of (RE)2BaCuO5 (RE-211)-free regions in the single grain microstructure. Seeded infiltration and growth (SIG), therefore, has emerged as a practical alternative to TSMG that overcomes many of these problems. Until now, however, the superconducting properties of bulk materials processed by SIG have been inferior to those fabricated using the TSMG technique. In this study, we identify that the inferior properties of SIG processed bulk superconductors are related to the presence of a relatively large Y-211 content (˜41.8%) in the single grain microstructure. Controlling the RE-211 content in SIG bulk samples is particularly challenging because it is difficult to regulate the entry of the liquid phase into the solid RE-211 preform during the infiltration process. In an attempt to solve this issue, we have investigated the effect of careful control of both the infiltration temperature and the quantity of liquid phase powder present in the sample preforms prior to processing. We conclude that careful control of the infiltration temperature is the most promising of these two process variables. Using this knowledge, we have fabricated successfully a YBCO bulk single grain using the SIG process of diameter 25 mm that exhibits a trapped field of 0.69 T at 77 K, which is the largest value reported to date for a sample fabricated by the SIG technique.

Incremental learning of tasks from user demonstrations, past experiences, and vocal comments.

PubMed

Pardowitz, Michael; Knoop, Steffen; Dillmann, Ruediger; Zöllner, Raoul D

2007-04-01

Since many years the robotics community is envisioning robot assistants sharing the same environment with humans. It became obvious that they have to interact with humans and should adapt to individual user needs. Especially the high variety of tasks robot assistants will be facing requires a highly adaptive and user-friendly programming interface. One possible solution to this programming problem is the learning-by-demonstration paradigm, where the robot is supposed to observe the execution of a task, acquire task knowledge, and reproduce it. In this paper, a system to record, interpret, and reason over demonstrations of household tasks is presented. The focus is on the model-based representation of manipulation tasks, which serves as a basis for incremental reasoning over the acquired task knowledge. The aim of the reasoning is to condense and interconnect the data, resulting in more general task knowledge. A measure for the assessment of information content of task features is introduced. This measure for the relevance of certain features relies both on general background knowledge as well as task-specific knowledge gathered from the user demonstrations. Beside the autonomous information estimation of features, speech comments during the execution, pointing out the relevance of features are considered as well. The results of the incremental growth of the task knowledge when more task demonstrations become available and their fusion with relevance information gained from speech comments is demonstrated within the task of laying a table.

Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Khetsiwe Eunice Faith

Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of genetics-related learners' preconceptions and learning difficulties despite having taught the topic for many years. There were some instructional deficits in their approaches and techniques in teaching genetics. The teachers failed to use physical models, teacher demonstration and/or learner experimentation in their lessons (or include them in their lesson plans) to assist learners in visualizing or internalizing the genetics concepts or processes located at the sub-microscopic level. The teachers' PCK in genetics teaching was assumed to have developed mainly through formal university education programmes, classroom teaching experiences, peer support and participation in in-service workshops. The implications for biology teacher education are also discussed.

[Effects of soil moisture content and light intensity on the plant growth and leaf physiological characteristics of squash].

PubMed

Du, She-ni; Bai, Gang-shuan; Liang, Yin-li

2011-04-01

A pot experiment with artificial shading was conducted to study the effects of soil moisture content and light intensity on the plant growth and leaf physiological characteristics of squash variety "Jingyingyihao". Under all test soil moisture conditions, 30% shading promoted the growth of "Jingyingyihao", with the highest yield at 70% - 80% soil relative moisture contents. 70% shading inhibited plant growth severely, only flowering and not bearing fruits, no economic yield produced. In all treatments, there was a similar water consumption trend, i. e., both the daily and the total water consumption decreased with increasing shading and decreasing soil moisture content. Among all treatments, 30% shading and 70% - 80% soil relative moisture contents had the highest water use efficiency (2.36 kg mm(-1) hm(-2)) and water output rate (1.57 kg mm(-1) hm(-2)). The net photosynthetic rate, transpiration rate, stomatal conductance, and chlorophyll content of squash leaves decreased with increasing shading, whereas the intercellular CO2 concentration was in adverse. The leaf protective enzyme activity and proline content decreased with increasing shading, and the leaf MAD content decreased in the order of 70% shading, natural radiation, and 30% shading. Under the three light intensities, the change characteristics of squash leaf photosynthesis, protective enzyme activity, and proline and MAD contents differed with the increase of soil relative moisture content.

Virtual Knowledge Brokering: Describing the Roles and Strategies Used by Knowledge Brokers in a Pediatric Physiotherapy Virtual Community of Practice.

PubMed

Hurtubise, Karen; Rivard, Lisa; Héguy, Léa; Berbari, Jade; Camden, Chantal

2016-01-01

Knowledge transfer in pediatric rehabilitation is challenging and requires active, multifaceted strategies. The use of knowledge brokers (KBs) is one such strategy noted to promote clinician behavior change. The success of using KBs to transfer knowledge relies on their ability to adapt to ever-changing clinical contexts. In addition, with the rapid growth of online platforms as knowledge transfer forums, KBs must become effective in virtual environments. Although the role of KBs has been studied in various clinical contexts, their emerging role in specific online environments designed to support evidence-based behavior change has not yet been described. Our objective is to describe the roles of, and strategies used by, four KBs involved in a virtual community of practice to guide and inform future online KB interventions. A descriptive design guided this study and a thematic content analysis process was used to analyze online KB postings. The Promoting Action on Research in Health Sciences knowledge transfer framework and online andragogical learning theories assisted in the coding. A thematic map was created illustrating the links between KBs' strategies and emerging roles in the virtual environment. We analyzed 95 posts and identified three roles: 1) context architect: promoting a respectful learning environment, 2) knowledge sharing promoter: building capacity, and 3) linkage creator: connecting research-to-practice. Strategies used by KBs reflected invitational, constructivism, and connectivism approaches, with roles and strategies changing over time. This study increases our understanding of the actions of KBs in virtual contexts to foster uptake of research evidence in pediatric physiotherapy. Our results provide valuable information about the knowledge and skills required by individuals to fulfill this role in virtual environments.

Stress relaxation of swine growth plate in semi-confined compression: depth dependent tissue deformational behavior versus extracellular matrix composition and collagen fiber organization.

PubMed

Amini, Samira; Mortazavi, Farhad; Sun, Jun; Levesque, Martin; Hoemann, Caroline D; Villemure, Isabelle

2013-01-01

Mechanical environment is one of the regulating factors involved in the process of longitudinal bone growth. Non-physiological compressive loading can lead to infantile and juvenile musculoskeletal deformities particularly during growth spurt. We hypothesized that tissue mechanical behavior in sub-regions (reserve, proliferative and hypertrophic zones) of the growth plate is related to its collagen and proteoglycan content as well as its collagen fiber orientation. To characterize the strain distribution through growth plate thickness and to evaluate biochemical content and collagen fiber organization of the three histological zones of growth plate tissue. Distal ulnar growth plate samples (N = 29) from 4-week old pigs were analyzed histologically for collagen fiber organization (N = 7) or average zonal thickness (N = 8), or trimmed into the three average zones, based on the estimated thickness of each histological zone, for biochemical analysis of water, collagen and glycosaminoglycan content (N = 7). Other samples (N = 7) were tested in semi-confined compression under 10% compressive strain. Digital images of the fluorescently labeled nuclei were concomitantly acquired by confocal microscopy before loading and after tissue relaxation. Strain fields were subsequently calculated using a custom-designed 2D digital image correlation algorithm. Depth-dependent compressive strain patterns and collagen content were observed. The proliferative and hypertrophic zone developed the highest axial and transverse strains, respectively, under compression compared to the reserve zone, in which the lowest axial and transverse strains arose. The collagen content per wet mass was significantly lower in the proliferative and hypertrophic zones compared to the reserve zone, and all three zones had similar glycosaminoglycan and water content.Polarized light microscopy showed that collagen fibers were mainly organized horizontally in the reserve zone and vertically aligned with the growth direction in the proliferative and hypertrophic zones. Higher strains were developed in growth plate areas (proliferative and hypertrophic) composed of lower collagen content and of vertical collagen fiber organization. The stiffer reserve zone, with its higher collagen content and collagen fibers oriented to restrain lateral expansion under compression, could play a greater role of mechanical support compared to the proliferative and hypertrophic zones, which could be more susceptible to be involved in an abnormal growth process.

Growth, hydrolases and ultrastructure of Fusarium oxysporum as affected by phenolic rich extracts from several xerophytic plants.

PubMed

Mohamed, Mahmoud S M; Saleh, Ahmed M; Abdel-Farid, Ibrahim B; El-Naggar, Sabry A

2017-09-01

Fusarium oxysporum, the causal agent of rot and wilt diseases, is one of the most detrimental phytopathogens for the productivity of many economic crops. The present study was conducted to evaluate the potentiality of some xerophytic plants as eco-friendly approach for management of F. oxysporum. Phenolic rich extracts from five plants namely: Horwoodia dicksoniae, Citrullus colocynthis, Gypsophila capillaris, Pulicaria incisa and Rhanterium epapposum were examined in vitro. The different extracts showed high variability in their phenolic and flavonoid contents as well as total antioxidant capacity. A strong positive correlation existed between the antifungal activity of the tested extracts and their contents of both total phenolics and flavonoids (r values are 0.91 and 0.82, respectively). Extract of P. incisa was the most effective in reducing the mycelial growth (IC 50 =0.92mg/ml) and inhibiting the activities of CMCase, pectinase, amylase and protease by 36, 42, 58 and 55%, respectively. The high performance liquid chromatography analysis of P. incisa extract revealed the presence of eight phenolic acids along with five polyphenolic compounds. The flavonol, quercetin and its glycosides rutin and quercetrin were the most abundant followed by the phenolic acids, t-cinnamic, caffeic, ferulic and vanillic. P. incisa extract not only affects the growth and hydrolases of F. oxysporum but also induces ultrastructure changes in the mycelium, as revealed by transmission electron microscopy. To our knowledge, this is the first study to investigate the mechanisms underlying the antifungal activity of P. incisa. Copyright © 2016 Elsevier Inc. All rights reserved.

Harvesting Intelligence in Multimedia Social Tagging Systems

NASA Astrophysics Data System (ADS)

Giannakidou, Eirini; Kaklidou, Foteini; Chatzilari, Elisavet; Kompatsiaris, Ioannis; Vakali, Athena

As more people adopt tagging practices, social tagging systems tend to form rich knowledge repositories that enable the extraction of patterns reflecting the way content semantics is perceived by the web users. This is of particular importance, especially in the case of multimedia content, since the availability of such content in the web is very high and its efficient retrieval using textual annotations or content-based automatically extracted metadata still remains a challenge. It is argued that complementing multimedia analysis techniques with knowledge drawn from web social annotations may facilitate multimedia content management. This chapter focuses on analyzing tagging patterns and combining them with content feature extraction methods, generating, thus, intelligence from multimedia social tagging systems. Emphasis is placed on using all available "tracks" of knowledge, that is tag co-occurrence together with semantic relations among tags and low-level features of the content. Towards this direction, a survey on the theoretical background and the adopted practices for analysis of multimedia social content are presented. A case study from Flickr illustrates the efficiency of the proposed approach.

Trends for nanotechnology development in China, Russia, and India

NASA Astrophysics Data System (ADS)

Liu, Xuan; Zhang, Pengzhu; Li, Xin; Chen, Hsinchun; Dang, Yan; Larson, Catherine; Roco, Mihail C.; Wang, Xianwen

2009-11-01

China, Russia, and India are playing an increasingly important role in global nanotechnology research and development (R&D). This paper comparatively inspects the paper and patent publications by these three countries in the Thomson Science Citation Index Expanded (SCI) database and United States Patent and Trademark Office (USPTO) database (1976-2007). Bibliographic, content map, and citation network analyses are used to evaluate country productivity, dominant research topics, and knowledge diffusion patterns. Significant and consistent growth in nanotechnology papers are noted in the three countries. Between 2000 and 2007, the average annual growth rate was 31.43% in China, 11.88% in Russia, and 33.51% in India. During the same time, the growth patterns were less consistent in patent publications: the corresponding average rates are 31.13, 10.41, and 5.96%. The three countries' paper impact measured by the average number of citations has been lower than the world average. However, from 2000 to 2007, it experienced rapid increases of about 12.8 times in China, 8 times in India, and 1.6 times in Russia. The Chinese Academy of Sciences (CAS), the Russian Academy of Sciences (RAS), and the Indian Institutes of Technology (IIT) were the most productive institutions in paper publication, with 12,334, 6,773, and 1,831 papers, respectively. The three countries emphasized some common research topics such as "Quantum dots," "Carbon nanotubes," "Atomic force microscopy," and "Scanning electron microscopy," while Russia and India reported more research on nano-devices as compared with China. CAS, RAS, and IIT played key roles in the respective domestic knowledge diffusion.

The effect of temperature and ration size on the growth, body composition, and energy content of juvenile coho salmon

USGS Publications Warehouse

Edsall, Thomas A.; Frank, Anthony M.; Rottiers, Donald V.; Adams, Jean V.

1999-01-01

Juvenile (postsmolt) coho salmon (Oncorhynchus kitsuch) were held in fresh water in the laboratory at 5, 10, 15, and 18A?C for 8 weeks and fed freshly thawed, juvenile alewives (Alosa pseudoharengus) at rates equal to 1 and 2 % of their wet body weight/day, and also at the ad libitum or unrestricted ration rate. Most rapid growth in weight (1.2% wet body weight/day) occurred among fish fed the ad libitum ration at 15A?C; growth was most rapid at about 10A?C for fish fed the 2% ration (0.7%/day), and the 1% ration (0.1%/day). Gross conversion efficiency was highest at 10A?C for all three ration levels. Gross body constituents and energy content of the test fish changed with temperature and ration during the study. Growth rate was positively related to lipid, energy content, and ration; lipid and energy content were positively related to water temperature; lipid, energy content, growth rate, ration, and water temperature were negatively related to water content; and protein was not related to any of the test variables. At the end of the study, water (68.7 to 76.4%) and lipid (3.5 to 10.4%) content were more variable than ash (1.8 to 3.1%), carbohydrate (0.1 to 1.9%), and protein (16.9 to 19.4%) content. Energy content of the fish increased with ration and was highest for each ration level at 15A?C.

Pre-Service Chemistry Teachers' Pedagogical Content Knowledge of the Nature of Science in the Particle Nature of Matter

ERIC Educational Resources Information Center

Bektas, Oktay; Ekiz, Betul; Tuysuz, Mustafa; Kutucu, Elif Selcan; Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen

2013-01-01

This study investigated pre-service chemistry teachers' pedagogical content knowledge of the nature of science (NOS) in the content of the particle nature of matter. Qualitative research design was utilized. Data were collected from seven pre-service chemistry teachers (PCTs) by using open-ended questions, interviews, observations, lesson plans,…

Increasing Teachers' Confidence and Pedagogical Content Knowledge through a Workshop and Follow-Up Program on Climate Change

ERIC Educational Resources Information Center

Teed, Rebecca; Franco, Suzanne

2014-01-01

An Earth science professional-development program for in-service middle- and high-school teachers increased participants' content knowledge about weather, climate, and climate change in addition to increasing their confidence in their assessment and teaching skills. The curriculum and funding gave them time, funding, and the help of content and…

Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

ERIC Educational Resources Information Center

Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

2017-01-01

We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field…

Investigating the Relevance and Importance of Mathematical Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-10

ERIC Educational Resources Information Center

Martin-Raugh, Michelle P.; Reese, Clyde M.; Howell, Heather; Tannenbaum, Richard J.; Steinberg, Jonathan H.; Xu, Jun

2016-01-01

The purpose of this report is to explore the content-related validity evidence supporting the mathematics components of the "ETS"® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th grade teacher licensure assessment. To establish the content knowledge required for the effective teaching of…

Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching

ERIC Educational Resources Information Center

Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine

2012-01-01

This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…

Implementing CLIL in Higher Education in Thailand: The Extent to Which CLIL Improves Agricultural Students' Writing Ability, Agricultural Content, and Cultural Knowledge

ERIC Educational Resources Information Center

Chansri, Charinee; Wasanasomsithi, Punchalee

2016-01-01

The present study aimed to investigate the extent to which a CLIL (Content and Language Integrated Learning) course at university level in Thailand improves undergraduate Agricultural students' writing ability, agricultural content, and cultural knowledge. The study sample consisted of 27 students majoring in Agriculture at a public university in…

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study

ERIC Educational Resources Information Center

Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong

2011-01-01

This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree…

An Experienced Chemistry Teacher's Practical Knowledge of Teaching with Practical Work: The PCK Perspective

ERIC Educational Resources Information Center

Wei, Bing; Liu, Hao

2018-01-01

We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), "Nature, sources, and development of pedagogical content knowledge for science teaching," in Gess-Newsome J. and Lederman…

Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

ERIC Educational Resources Information Center

Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad

2013-01-01

Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources: content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based…

Making PCK Explicit--Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

ERIC Educational Resources Information Center

Nilsson, Pernilla; Vikström, Anna

2015-01-01

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own…

An Exploration of the Common Content Knowledge of High School Mathematics Teachers

ERIC Educational Resources Information Center

Bansilal, Sarah; Brijlall, Deonarain; Mkhwanazi, Thokozani

2014-01-01

Many studies point to the problem of poor mathematics content knowledge of mathematics teachers in South Africa. The purpose of this study was to investigate teachers' knowledge of the mathematics they are themselves teaching. Data was generated from the teachers' (n = 253) written responses to test that was a shortened form of a previous Grade 12…

The Influence of Pedagogical Content Knowledge (PCK) for Teaching Macroevolution on Student Outcomes in a General Education Biology Course

ERIC Educational Resources Information Center

Walter, Emily Marie

2013-01-01

This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these…

The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

ERIC Educational Resources Information Center

Murphy, Cliona; Smith, Greg

2012-01-01

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

Promoting Conceptual Change of Learning Sorting Algorithm through the Diagnosis of Mental Models: The Effects of Gender and Learning Styles

ERIC Educational Resources Information Center

Lau, Wilfred W. F.; Yuen, Allan H. K.

2010-01-01

It has been advocated that pedagogical content knowledge as well as subject matter knowledge are important for improving classroom instructions. To develop pedagogical content knowledge, it is argued that understanding of students' mental representations of concepts is deemed necessary. Yet assessing and comparing mental model of each individual…

The Relationship between Faculty's Pedagogical Content Knowledge and Students' Knowledge about Diversity in Online Courses

ERIC Educational Resources Information Center

Chaudhery, Mitali

2012-01-01

The purpose of this proposed study will be to examine the relationship between faculty's pedagogical content knowledge and the design of online curriculum to teach students about diversity in a higher education environment. One hundred twenty-seven faculty teaching online courses at a Midwestern state will be selected on non-random sampling to…

Examining EFL Teachers' Technological Pedagogical Content Knowledge and the Adoption of Mobile-Assisted Language Learning: A Partial Least Square Approach

ERIC Educational Resources Information Center

Hsu, Liwei

2016-01-01

This study examines EFL (English as a foreign Language) teachers' technological pedagogical content knowledge (TPACK) and how such knowledge affects the adoption of mobile-assisted language learning (MALL). A total of 158 in-service Taiwanese English teachers were surveyed. Two frameworks were employed to examine latent constructs: TPACK and the…

The Influence of Content Knowledge on Teaching and Learning in Traditional and Sport Education Contexts: An Exploratory Study

ERIC Educational Resources Information Center

Iserbyt, Peter; Ward, Phillip; Martens, Jonas

2016-01-01

Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways. Purpose: This study was conducted to…

Teachers' Knowledge in Content, Pedagogy and Technology Integration: A Comparative Analysis between Teachers in Saudi Arabia and United States

ERIC Educational Resources Information Center

Alqurashi, Emtinan; Gokbel, Elif N.; Carbonara, David

2017-01-01

Teachers' technological pedagogical content knowledge (TPACK) involves an awareness of instructional approaches, methods, and knowledge of building on technology to enhance students' learning. The purpose of this study was to evaluate the TPACK of teachers in Saudi Arabia and USA, and then describe the factors affecting teachers' TPACK through an…

Providing English Foreign Language Teachers with Content Knowledge to Facilitate Decoding and Spelling Acquisition: A Longitudinal Perspective

ERIC Educational Resources Information Center

Kahn-Horwitz, Janina

2016-01-01

This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent…

Low power continuous wave-laser seed irradiation effect on Moringa oleifera germination, seedling growth and biochemical attributes.

PubMed

Urva; Shafique, Hina; Jamil, Yasir; Haq, Zia Ul; Mujahid, Tamveel; Khan, Aman Ullah; Iqbal, Munawar; Abbas, Mazhar

2017-05-01

Recently, laser application in agriculture has gained much attention since plant characteristics were improved significantly in response of pre-sowing seed treatment. Pre-sowing laser seed treatment effects on germination, seedling growth and mineral profile were studied in Moringa olifera. M. olifera healthy seeds were exposed to 25, 50, 75mJ low power continuous wave laser light and grown under greenhouse conditions. The seedling growth and biochemical attributes were evaluated from 10-day-old seedlings. The germination parameters (percentage, mean germination time), vigor index, seedling growth (root length, seedling length, shoot fresh weight, root fresh weight, shoot dry weight, root dry weight) enhanced considerably. The laser energy levels used for seed irradiation showed variable effects on germination, seedling growth and mineral profile. The mineral contents were recorded to be higher in seedling raised from laser treated seeds, which were higher in roots versus shoots and leaves. The effect of laser treatment on seedling fat, nitrogen and protein content was insignificant and at higher energy level both nitrogen and protein contents decreased versus control. Results revealed that M. olifera germination, seedling growth and mineral contents were enhanced and optimum laser energy level has more acceleratory effect since at three laser energy levels the responses were significantly different. Overall the laser energy levels effect on germination and seedling growth was found in following order; 75mJ>50mJ>25mJ, where as in case of fat, protein and nitrogen contents the trend was as; 25mJ>50mJ and 75mJ. However, this technique could possibly be used to improve the M. olifera germination, seedling growth, and minerals contents where germination is low due to unfavorable conditions. Copyright © 2017 Elsevier B.V. All rights reserved.

Does content knowledge matter for new teachers?

NASA Astrophysics Data System (ADS)

Reeves, Todd D.

There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, & Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to reduce the plausibility of selection threats to internal validity. The study found no evidence for relationships between teacher content knowledge or pedagogical content knowledge and student mathematics and science achievement in fourth and eighth grade. Furthermore, the results indicated no interactive relationships between forms of teacher knowledge and teaching experience, and student achievement in these grades/subjects. The limitations of cross-sectional, observational studies using large-scale data and directions for further research are discussed.

Content knowledge development in a chemistry teacher preparation program: A current potentials and challenges

NASA Astrophysics Data System (ADS)

Widhiyanti, Tuszie; Treagust, David F.; Mocerino, Mauro; Vishnumolakala, Venkat

2017-08-01

One of the essential facets in teacher education program is the development of the teachers' content knowledge and it has been suggested by many scholars that the study to analyse the process of content knowledge development in teacher education program is necessary. Regarding this, the aim of this research is to evaluate the existing program of developing pre-service chemistry teachers' content knowledge, especially in the topic about the particulate nature of matter. The curriculum of content knowledge development was analysed using the forms of the curriculum evaluation (Akker, 1998; Goodlad, Klein, and Tye (1979); Treagust, 1987). Within this framework, the curriculum was evaluated in several aspects including the vision and intention of the curriculum as mentioned in the curriculum documents (intended curriculum), the users' interpretation and perception about the curriculum (perceived curriculum), the actual process of curriculum implementation (implemented curriculum), and the outcomes of the curriculum (achieved curriculum). According to the framework used for this study, the research combined qualitative and quantitative methods of data collection and the interpretation including document analysis, classroom observation, interviews, and two-tier diagnostic test. Through this research we examined the coherence among those aspects. The results reveal that although the content knowledge development is explicitly intended in a curriculum, its implementation and lecturers' perceptions give influence in the results as appear in pre-service teachers' achievements. In general, this research provides basic information about the effectiveness of the program including the challenges and the potentials for a reconsideration of the program in the future.

Enhanced hexadecane degradation and low biomass production by Aspergillus niger exposed to an electric current in a model system.

PubMed

Velasco-Alvarez, Nancy; González, Ignacio; Damian-Matsumura, Pablo; Gutiérrez-Rojas, Mariano

2011-01-01

The effects of an electric current on growth and hexadecane (HXD) degradation by Aspergillus niger growth were determined. A 450-mL electrochemical cell with titanium ruthenium-oxide coated electrodes and packed with 15 g of perlite (inert biomass support) was inoculated with A. niger (2.0×10(7) spores (g of dry inert support)(-1)) and incubated for 12 days (30 °C; constant ventilation). 4.5 days after starting culture a current of 0.42 mA cm(-2) was applied for 24h. The current reduced (52±11%) growth of the culture as compared to that of a culture not exposed to current. However, HXD degradation was 96±1.4% after 8 days whereas it was 81±1.2% after 12 days in control cultures. Carbon balances of cultures not exposed to current suggested an assimilative metabolism, but a non-assimilative metabolism when the current was applied. This change can be related to an increase in total ATP content. The study contributes to the knowledge on the effects of current on the mycelial growth phase of A. niger, and suggests the possibility of manipulating the metabolism of this organism with electric current. Copyright © 2010 Elsevier Ltd. All rights reserved.

Diatom centromeres suggest a mechanism for nuclear DNA acquisition

DOE PAGES

Diner, Rachel E.; Noddings, Chari M.; Lian, Nathan C.; ...

2017-07-18

Centromeres are essential for cell division and growth in all eukaryotes, and knowledge of their sequence and structure guides the development of artificial chromosomes for functional cellular biology studies. Centromeric proteins are conserved among eukaryotes; however, centromeric DNA sequences are highly variable. We combined forward and reverse genetic approaches with chromatin immunoprecipitation to identify centromeres of the model diatom Phaeodactylum tricornutum. We observed 25 unique centromere sequences typically occurring once per chromosome, a finding that helps to resolve nuclear genome organization and indicates monocentric regional centromeres. Diatom centromere sequences contain low-GC content regions but lack repeats or other conserved sequencemore » features. Native and foreign sequences with similar GC content to P. tricornutum centromeres can maintain episomes and recruit the diatom centromeric histone protein CENH3, suggesting nonnative sequences can also function as diatom centromeres. Thus, simple sequence requirements may enable DNA from foreign sources to persist in the nucleus as extrachromosomal episomes, revealing a potential mechanism for organellar and foreign DNA acquisition.« less

Diatom centromeres suggest a mechanism for nuclear DNA acquisition

DOE Office of Scientific and Technical Information (OSTI.GOV)

Diner, Rachel E.; Noddings, Chari M.; Lian, Nathan C.

Centromeres are essential for cell division and growth in all eukaryotes, and knowledge of their sequence and structure guides the development of artificial chromosomes for functional cellular biology studies. Centromeric proteins are conserved among eukaryotes; however, centromeric DNA sequences are highly variable. We combined forward and reverse genetic approaches with chromatin immunoprecipitation to identify centromeres of the model diatom Phaeodactylum tricornutum. We observed 25 unique centromere sequences typically occurring once per chromosome, a finding that helps to resolve nuclear genome organization and indicates monocentric regional centromeres. Diatom centromere sequences contain low-GC content regions but lack repeats or other conserved sequencemore » features. Native and foreign sequences with similar GC content to P. tricornutum centromeres can maintain episomes and recruit the diatom centromeric histone protein CENH3, suggesting nonnative sequences can also function as diatom centromeres. Thus, simple sequence requirements may enable DNA from foreign sources to persist in the nucleus as extrachromosomal episomes, revealing a potential mechanism for organellar and foreign DNA acquisition.« less

Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

NASA Astrophysics Data System (ADS)

Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

2016-05-01

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

Effect of germanium dioxide on growth of Spirulina platensis

NASA Astrophysics Data System (ADS)

Cao, Ji-Xiang

1996-12-01

This study on the effect of different concentrations of germanium dioxide (GeO2) on the specific growth rate (SGR), pigment contents, protein content and amino acid composition of Spirulina platensis showed that Ge was not the essential element of this alga; that GeO2 could speed up growth and raise protein content of S. platensis, and could possibly influence the photosynthesis system. The concentration range of GeO2 beneficial to growth of S. platensis is from 5 100mg/l. GeO2 is proposed to be utilized to remove contamination by Chlorella spp. usually occurring in the cultivation of Spirulina.

Integrated learning: ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

PubMed Central

Harr, Nora; Eichler, Andreas; Renkl, Alexander

2015-01-01

In teacher education, general pedagogical and psychological knowledge (PPK) is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge (PCK) and general PPK with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable PPK and greater simultaneous application of PPK and PCK. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times. PMID:26082740

Fifth Graders' Learning About Simple Machines Through Engineering Design-Based Instruction Using LEGO™ Materials

NASA Astrophysics Data System (ADS)

Marulcu, Ismail; Barnett, Mike

2013-10-01

This study is part of a 5-year National Science Foundation-funded project, Transforming Elementary Science Learning Through LEGO™ Engineering Design. In this study, we report on the successes and challenges of implementing an engineering design-based and LEGO™-oriented unit in an urban classroom setting and we focus on the impact of the unit on students' content understanding of simple machines. The LEGO™ engineering-based simple machines module, which was developed for fifth graders by our research team, was implemented in an urban school in a large city in the Northeastern region of the USA. Thirty-three fifth grade students participated in the study, and they showed significant growth in content understanding. We measured students' content knowledge by using identical paper tests and semistructured interviews before and after instruction. Our paired t test analysis results showed that students significantly improved their test and interview scores (t = -3.62, p < 0.001 for multiple-choice items and t = -9.06, p < 0.000 for the open-ended items in the test and t = -12.11, p < 0.000 for the items in interviews). We also identified several alternative conceptions that are held by students on simple machines.

Growth and nutrient content of herbaceous seedlings associated with biological soil crusts

Treesearch

R. L. Pendleton; B. K. Pendleton; G. L. Howard; S. D. Warren

2003-01-01

Biological soil crusts of arid and semiarid lands contribute significantly to ecosystem stability by means of soil stabilization, nitrogen fixation, and improved growth and establishment of vascular plant species. In this study, we examined growth and nutrient content of Bromus tectorum, Elymus elymoides, Gaillardia pulchella, and Sphaeralcea munroana grown in soil...

Teaching Statistics with Technology

ERIC Educational Resources Information Center

Prodromou, Theodosia

2015-01-01

The Technological Pedagogical Content Knowledge (TPACK) conceptual framework for teaching mathematics, developed by Mishra and Koehler (2006), emphasises the importance of developing integrated and interdependent understanding of three primary forms of knowledge: technology, pedagogy, and content. The TPACK conceptual framework is based upon the…

Principals Judge Teachers by Their Teaching

ERIC Educational Resources Information Center

Nixon, Andy; Packard, Abbot; Dam, Margaret

2013-01-01

This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeastern Unites States completed an e-mailed survey. Two nonparametric tests,…

Developing pre-service science teachers' pedagogical content knowledge by using training program

NASA Astrophysics Data System (ADS)

Udomkan, Watinee; Suwannoi, Paisan

2018-01-01

A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

Development of Experienced Science Teachers' Pedagogical Content Knowledge of Models of the Solar System and the Universe

ERIC Educational Resources Information Center

Henze, Ineke; van Driel, Jan H.; Verloop, Nico

2008-01-01

This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and…

Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

ERIC Educational Resources Information Center

Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2017-01-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-08

ERIC Educational Resources Information Center

Martin-Raugh, Michelle P.; Reese, Clyde M.; Phelps, Geoffrey C.; Tannenbaum, Richard J.; Steinberg, Jonathan H.; Xu, Jun

2016-01-01

The purpose of this report is to explore the content-related validity evidence supporting the English language arts (ELA) components of the "ETS"® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th-grade teacher licensure assessment. To establish the content knowledge required for the effective…

Determining Quality Teachers: Mathematical Content Knowledge, Perceptions of Teaching Self-Efficacy, and Attitudes toward Mathematics among a Teach for America Cohort

ERIC Educational Resources Information Center

Evans, Brian R.

2010-01-01

The purpose of this study was to understand the relationships between mathematical content knowledge, perceptions of teaching self-efficacy, and attitudes toward mathematics in one cohort of Teach for America teachers who took the New York State Content Special Test in mathematics at the start of their program, and a mathematics attitude…

Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary, and Reading Skill Gains

ERIC Educational Resources Information Center

Connor, Carol McDonald; Rice, Diana C.; Canto, Angela I.; Southerland, Sherry A.; Underwood, Phyllis; Kaya, Sibel; Fishman, Barry; Morrison, Frederick J.

2012-01-01

The associations among second- and third-grade students' content-area knowledge, vocabulary, and reading gains and the science instruction they received were examined in this exploratory longitudinal study. We also asked whether there were child characteristics x instruction interaction effects on students' content-area literacy. Second graders (n…

Nature of Science and Science Content Learning: The Relation between Students' Nature of Science Understanding and Their Learning about the Concept of Energy

ERIC Educational Resources Information Center

Michel, Hanno; Neumann, Irene

2016-01-01

Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a…

Integrating digital educational content created and stored within disparate software environments: an extensible markup language (XML) solution in real-world use.

PubMed

Frank, M S; Schultz, T; Dreyer, K

2001-06-01

To provide a standardized and scaleable mechanism for exchanging digital radiologic educational content between software systems that use disparate authoring, storage, and presentation technologies. Our institution uses two distinct software systems for creating educational content for radiology. Each system is used to create in-house educational content as well as commercial educational products. One system is an authoring and viewing application that facilitates the input and storage of hierarchical knowledge and associated imagery, and is capable of supporting a variety of entity relationships. This system is primarily used for the production and subsequent viewing of educational CD-ROMS. Another software system is primarily used for radiologic education on the world wide web. This system facilitates input and storage of interactive knowledge and associated imagery, delivering this content over the internet in a Socratic manner simulating in-person interaction with an expert. A subset of knowledge entities common to both systems was derived. An additional subset of knowledge entities that could be bidirectionally mapped via algorithmic transforms was also derived. An extensible markup language (XML) object model and associated lexicon were then created to represent these knowledge entities and their interactive behaviors. Forward-looking attention was exercised in the creation of the object model in order to facilitate straightforward future integration of other sources of educational content. XML generators and interpreters were written for both systems. Deriving the XML object model and lexicon was the most critical and time-consuming aspect of the project. The coding of the XML generators and interpreters required only a few hours for each environment. Subsequently, the transfer of hundreds of educational cases and thematic presentations between the systems can now be accomplished in a matter of minutes. The use of algorithmic transforms results in nearly 100% transfer of context as well as content, thus providing "presentation-ready" outcomes. The automation of knowledge exchange between dissimilar digital teaching environments magnifies the efforts of educators and enriches the learning experience for participants. XML is a powerful and useful mechanism for transfering educational content, as well as the context and interactive behaviors of such content, between disparate systems.

Emerging technology becomes an opportunity for EOS

NASA Astrophysics Data System (ADS)

Fargion, Giulietta S.; Harberts, Robert; Masek, Jeffrey G.

1996-11-01

During the last decade, we have seen an explosive growth in our ability to collect and generate data. When implemented, NASA's Earth observing system data information system (EOSDIS) will receive about 50 gigabytes of remotely sensed image data per hour. This will generate an urgent need for new techniques and tools that can automatically and intelligently assist in transforming this abundance of data into useful knowledge. Some emerging technologies that address these challenges include data mining and knowledge discovery in databases (KDD). The most basic data mining application is a content-based search (examples include finding images of particular meteorological phenomena or identifying data that have been previously mined or interpreted). In order that these technologies be effectively exploited for EOSDIS development, a better understanding of data mining and the requirements for using this technology is necessary. The authors are currently undertaking a project exploring the requirements and options of content-based search and data mining for use on EOSDIS. The scope of the project is to develop a prototype with which to investigate user interface concepts, requirements, and designs relevant for EOSDIS core system (ECS) subsystem utilizing these techniques. The goal is to identify a generic handling of these functions. This prototype will help identify opportunities which the earth science community and EOSDIS can use to meet the challenges of collecting, searching, retrieving, and interacting with abundant data resources in highly productive ways.

Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks

ERIC Educational Resources Information Center

Hsiao, Ya Ping; Brouns, Francis; van Bruggen, Jan; Sloep, Peter B.

2015-01-01

This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor--tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments.…

Development of Items for a Pedagogical Content Knowledge Test Based on Empirical Analysis of Pupils' Errors

ERIC Educational Resources Information Center

Juttner, Melanie; Neuhaus, Birgit J.

2012-01-01

In view of the lack of instruments for measuring biology teachers' pedagogical content knowledge (PCK), this article reports on a study about the development of PCK items for measuring teachers' knowledge of pupils' errors and ways for dealing with them. This study investigated 9th and 10th grade German pupils' (n = 461) drawings in an achievement…

A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

ERIC Educational Resources Information Center

Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

2011-01-01

This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

Examining the Inseparability of Content Knowledge from LSP Reading Ability: An Approach Combining Bifactor-Multidimensional Item Response Theory and Structural Equation Modeling

ERIC Educational Resources Information Center

Cai, Yuyang; Kunnan, Antony John

2018-01-01

This study examined the separability of domain-general and domain-specific content knowledge from Language for Specific Purposes (LSP) reading ability. A pool of 1,491 nursing students in China participated by responding to a nursing English test and a nursing knowledge test. Primary data analysis involved four steps: (a) conducting a…

KnowledgePuzzle: A Browsing Tool to Adapt the Web Navigation Process to the Learner's Mental Model

ERIC Educational Resources Information Center

AlAgha, Iyad

2012-01-01

This article presents KnowledgePuzzle, a browsing tool for knowledge construction from the web. It aims to adapt the structure of web content to the learner's information needs regardless of how the web content is originally delivered. Learners are provided with a meta-cognitive space (e.g., a concept mapping tool) that enables them to plan…

Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-Study to Understand Teaching Practice and Aspects of Knowledge

ERIC Educational Resources Information Center

Fransson, Goran; Holmberg, Jorgen

2012-01-01

This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to…

Predictive modeling of low solubility semiconductor alloys

NASA Astrophysics Data System (ADS)

Rodriguez, Garrett V.; Millunchick, Joanna M.

2016-09-01

GaAsBi is of great interest for applications in high efficiency optoelectronic devices due to its highly tunable bandgap. However, the experimental growth of high Bi content films has proven difficult. Here, we model GaAsBi film growth using a kinetic Monte Carlo simulation that explicitly takes cation and anion reactions into account. The unique behavior of Bi droplets is explored, and a sharp decrease in Bi content upon Bi droplet formation is demonstrated. The high mobility of simulated Bi droplets on GaAsBi surfaces is shown to produce phase separated Ga-Bi droplets as well as depressions on the film surface. A phase diagram for a range of growth rates that predicts both Bi content and droplet formation is presented to guide the experimental growth of high Bi content GaAsBi films.

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

NASA Astrophysics Data System (ADS)

Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

2014-07-01

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic in almost the entire teaching and learning sessions. In terms of using technology in teaching and learning process, all respondents were more likely to use PowerPoint presentation as well as assisted by the use of a scientific calculator. The use of PowerPoint was limited in explaining the title and its content and the calculators were used during practice sessions. The four trainee teachers were still at the recognizing and acceptance levels of TPCK integration during their teaching practice. This study indicates that UPSI trainee teachers should be given exposure in the use of information and communication technology and trained to provide alternative teaching strategies in more creative ways if there are obstacles when integrating technology in teaching and learning process.

Effects of Inhibition Conditions on Anammox process

NASA Astrophysics Data System (ADS)

Xie, Haitao; Ji, Dandan; Zang, Lihua

2017-12-01

Anaerobic ammonium oxidation (Anammox) is a very suitable process for the treatment of nitrogen-rich wastewater, which is a promising new biological nitrogen removal process, and has a good application prospects. However, the Anammox process is inhibited by many factors, which hinders the process improvement and the application of the Anammox process. Such as organic,temperature,salts,heavy metals, phosphates, sulfides, pH and other inhibitors are usually present in practical applications. We have reviewed the previous researches on the inhibition of Anammox processes. The effect of the substrate on the anaerobic oxide is mainly caused by free ammonia or nitrite nitrogen. Most heavy metals inhibit Anammox growth and activity. The inhibition of organic matter depends on the content of organic matter and species. High salinity inhibits Anammox activity. Dissolved oxygen allows the flora to be in a balanced state. The optimum pH and temperature, as well as other factors, can provide a good growth environment for Anammox. The knowledge of inhibition on Anammox will help prevent the application and improvement of the Anammox process.

Analysis and evaluation of tasty components in the pileus and stipe of Lentinula edodes at different growth stages.

PubMed

Chen, Wanchao; Li, Wen; Yang, Yan; Yu, Hailong; Zhou, Shuai; Feng, Jie; Li, Xiaobei; Liu, Yanfang

2015-01-28

Tasty components in Lentinula edodes pileus and stipe at different growth stages were studied. Mannitol, trehalose, arabitol, and glucose were the main soluble polyols and sugars, whereas succinic acid, malic acid, and citric acid were the main organic acids. Mannitol contents were the highest in the pileus and increased at mature growth stages, although arabitol contents were the highest in the stipe and peaked at stage 5. Succinic acid contents peaked at stage 5 in the pileus and stipe during mature growth stages. Threonine (sweet taste) values were the highest among all the detected amino acids, followed by glutamic acid (MSG-like taste). MSG-like 5'-nucleotide contents could account for nearly 50% of the total 5'-nucleotides. Equivalent umami concentration (EUC) values of stage 5 exhibited higher levels during mature growth stages. Tasty components in the stipe were rich and EUC values were high, which might be useful for further processing and byproduct development of L. edodes.

Knowledge will Propel Machine Understanding of Content: Extrapolating from Current Examples

PubMed Central

Sheth, Amit; Perera, Sujan; Wijeratne, Sanjaya; Thirunarayan, Krishnaprasad

2018-01-01

Machine Learning has been a big success story during the AI resurgence. One particular stand out success relates to learning from a massive amount of data. In spite of early assertions of the unreasonable effectiveness of data, there is increasing recognition for utilizing knowledge whenever it is available or can be created purposefully. In this paper, we discuss the indispensable role of knowledge for deeper understanding of content where (i) large amounts of training data are unavailable, (ii) the objects to be recognized are complex, (e.g., implicit entities and highly subjective content), and (iii) applications need to use complementary or related data in multiple modalities/media. What brings us to the cusp of rapid progress is our ability to (a) create relevant and reliable knowledge and (b) carefully exploit knowledge to enhance ML/NLP techniques. Using diverse examples, we seek to foretell unprecedented progress in our ability for deeper understanding and exploitation of multimodal data and continued incorporation of knowledge in learning techniques.

Teacher knowledge, instructional expertise, and the development of reading proficiency.

PubMed

Reid Lyon, G; Weiser, Beverly

2009-01-01

Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing.

Knowledge Growth and Maintenance across the Lifespan: The Role of Print Exposure.

ERIC Educational Resources Information Center

Stanowich, Keith E.; And Others

1995-01-01

Examined the effects of print exposure on growth of declarative knowledge and vocabulary in 133 college students and 49 elderly adults. Compared groups on two general knowledge tasks, vocabulary, working memory, syllogistic reasoning, and print exposure. Found that exposure to print was a significant predictor of declarative and vocabulary…

Bidirectional Relations of Phonological Sensitivity and Prereading Abilities: Evidence from a Preschool Sample.

ERIC Educational Resources Information Center

Burgess, Stephen R.; Lonigan, Christopher J.

1998-01-01

Examined the relationship between phonological sensitivity and letter knowledge in 4- and 5-year-olds in a one-year longitudinal study. Found that phonological sensitivity predicted letter knowledge growth, and letter knowledge predicted phonological sensitivity growth, when controlling for age and oral language abilities. Also found that the…

Bird Boxes Build Content Area Knowledge

ERIC Educational Resources Information Center

Cianca, Sherri Ann

2013-01-01

This article describes a preservice teacher training in line with meeting the Common Core State Standards for Mathematics (CCSSM) using geometric reasoning, spatial sense, measurement, representation, communication, and problem solving. The author infers that when preservice teachers lack pedagogical content knowledge they cannot successfully…

Middle-School Science Students' Scientific Modelling Performances Across Content Areas and Within a Learning Progression

NASA Astrophysics Data System (ADS)

Bamberger, Yael M.; Davis, Elizabeth A.

2013-01-01

This paper focuses on students' ability to transfer modelling performances across content areas, taking into consideration their improvement of content knowledge as a result of a model-based instruction. Sixty-five sixth grade students of one science teacher in an urban public school in the Midwestern USA engaged in scientific modelling practices that were incorporated into a curriculum focused on the nature of matter. Concept-process models were embedded in the curriculum, as well as emphasis on meta-modelling knowledge and modelling practices. Pre-post test items that required drawing scientific models of smell, evaporation, and friction were analysed. The level of content understanding was coded and scored, as were the following elements of modelling performance: explanation, comparativeness, abstraction, and labelling. Paired t-tests were conducted to analyse differences in students' pre-post tests scores on content knowledge and on each element of the modelling performances. These are described in terms of the amount of transfer. Students significantly improved in their content knowledge for the smell and the evaporation models, but not for the friction model, which was expected as that topic was not taught during the instruction. However, students significantly improved in some of their modelling performances for all the three models. This improvement serves as evidence that the model-based instruction can help students acquire modelling practices that they can apply in a new content area.

Knowledge and practices of pre-school teachers on growth monitoring program—South Africa

PubMed Central

Mandiwana, Tshifhiwa Cynthia; Mbhenyane, Xikombiso G.; Mushaphi, Lindelani Fhumudzani; Mabapa, Ngoako Solomon

2015-01-01

The aim of this study was to determine knowledge and practices of pre-school teachers on growth monitoring. A quasi-experimental, one-group pre- and post-test intervention study was conducted in eight conveniently selected government subsidized pre-schools in Vhembe and Mopani districts of Limpopo Province, South Africa. Fifteen pre-school teachers participated in the study. An intervention in a form of nutrition education lessons on growth monitoring was developed and implemented. Pre-school teachers completed a knowledge test questionnaire prior to the lessons. The intervention also included the following training skills: procedure to take anthropometric measurements and plotting the Road to Health Chart. About 67% teachers understood the importance of growth monitoring at baseline. The results also showed an improvement 6 months after intervention. All (100%) teachers knew that growth monitoring can be used for diagnosing undernutrition. The results also showed an improvement in skills, such as the procedure to take anthropometric measurements. Knowledge and practices of teachers on growth monitoring were improved by nutrition education 6 months after intervention. PMID:25296726

Effects of drought stress on growth, solute accumulation and membrane stability of leafy vegetable, huckleberry (Solanum scabrum Mill.).

PubMed

Assaha, Dekoum Vincent Marius; Liu, Liyun; Ueda, Akihiro; Nagaoka, Toshinori; Saneoka, Hirofumi

2016-01-01

The present study sought to investigate the factors implicated in growth impairment of huckleberry (a leafy vegetable) under water stress conditions. To achieve this, seedlings of plant were subjected to control, mild stress and severe stress conditions for 30 days. Plant growth, plant water relation, gas exchange, oxidative stress damage, electrolyte leakage rate, mineral content and osmolyte accumulation were measured. Water deficit markedly decreased leaf, stem and root growth. Leaf photosynthetic rate was tremendously reduced by decrease in stomatal conductance under stress conditions. Malondialdehyde (MDA) content markedly increased under mild (82%) and severe (131%) stress conditions, while electrolyte leakage rate (ELR) increased by 59% under mild stress and 3-fold under severe stress. Mineral content in leafwas high in stressed plants, while proline content markedly increased under mild stress (12-fold) and severe stress (15-fold), with corresponding decrease in osmotic potential at full turgor and an increase in osmotic adjustment. These results suggest that maintenance of high mineral content and osmotic adjustment constitute important adaptations in huckleberry under water deficit conditions and that growth depression under drought stress would be mainly caused by increased electrolyte leakage resulting from membrane damage induced by oxidative stress.

Evaluation of Safe Kids Week 2004: Age 4 to 9? It's Booster Seat Time!

PubMed Central

Howard, A; Beben, N; Rothman, L; Fiissel, D; MacArthur, C

2006-01-01

Objective To assess the effectiveness of a national one week media campaign promoting booster seat use. Design Pre‐test, post‐test design based on nationally representative random digit dialing telephone survey, with control for exposure to campaign. Setting Canada. Subjects Parents of children aged 4–9 years. Interventions During a one week campaign in May 2004, information on booster seat use was distributed via a national media campaign, retail stores, medical clinics, and community events. Information included pamphlets with guidelines for booster seat use, as well as a growth chart (designed by Safe Kids Canada) to assist parents in determining if their child should be using a booster seat. Assessing seat belt fit was described in detail on the growth chart. Main outcome measures Knowledge, attitudes, and self‐reported behaviors regarding booster seat use. Results Respondents in the group exposed to the campaign were twice as likely to report using a booster seat with lap and shoulder belt for their child (47%), compared to those in the pre‐test (24%) and the unexposed (23%) groups (p<0.001). However, only small differences in general knowledge regarding booster seat use were found between the groups. Conclusions A one week national media campaign substantially increased self‐reported use of booster seats. Parents did not remember details of the campaign content, but did remember implications for their own child. PMID:17018673

Role of temperature on growth and metabolic rate in the tenebrionid beetles Alphitobius diaperinus and Tenebrio molitor.

PubMed

Bjørge, Julie Dahl; Overgaard, Johannes; Malte, Hans; Gianotten, Natasja; Heckmann, Lars-Henrik

2018-03-10

Insects are increasingly used as a dietary source for food and feed and it is therefore important to understand how rearing conditions affect growth and development of these agricultural animals. Temperature is arguably the most important factor affecting metabolism and growth rate in insects. Here, we investigated how rearing temperature affected growth rate, growth efficiency and macronutrient composition in two species of edible beetle larvae: Alphitobius diaperinus and Tenebrio molitor. Growth rates of both species were quantified at temperatures ranging from 15.2 to 38.0 °C after which we measured protein and lipid content of the different treatment groups. Metabolic rate was measured in a similar temperature range by measuring the rate of O 2 consumption (V·O 2 ) and CO 2 production (V·CO 2 ) using repeated measures closed respirometry. Using these measurements, we calculated the growth efficiency of mealworms by relating the energy assimilation rate to the metabolic rate. Maximum daily growth rates were 18.3% and 16.6% at 31 °C, for A. diaperinus and T. molitor respectively, and we found that A. diaperinus was better at maintaining growth at high temperatures while T. molitor had superior growth at lower temperatures. Both species had highest efficiencies of energy assimilation in the temperature range of 23.3-31.0 °C, with values close to 2 J assimilated/J metabolised in A. diaperinus and around 4 J assimilated/J metabolised in T. molitor. Compared to "conventional" terrestrial livestock, both species of insects were characterised by high growth rates and very high energy conversion efficiency at most experimental temperatures. For A. diaperinus, lipid content was approximately 30% of dry mass and protein content approximately 50% of dry mass across most temperatures. Temperature had a greater influence on the body composition of T. molitor. At 31.0 °C the lipid and protein content was measured to 47.4% and 37.9%, respectively but lipid contents decreased, and protein contents increased when temperatures were higher or lower than 31.0 °C. In summary, rearing temperature had large and independent effects on growth rate, energy assimilation efficiency and protein/lipid content. Accordingly, temperature is a critical parameter to control in commercial insect rearing regardless if the producer wants to optimise production speed, production efficiency or product quality. Copyright © 2018 Elsevier Ltd. All rights reserved.

[The practice and discussion of the physical knowledge stepping into genetics teaching].

PubMed

Luo, Shen; Luo, Peigao

2014-09-01

Genetics, one of the core courses of biological field, play a key role in biology teaching and research. In fact, there exists high similarity between many genetic knowledge and physical knowledge. Due to strong abstract of genetic contents and the weak basis of genetics, some students lack of interests to study genetics. How to apply the strong physical knowledge which students had been learned in the middle school in genetics teaching is worthwhile for genetics teachers. In this paper, we would like to introduce an infiltrative teaching model on applying physical knowledge into genetic contents by establishing the intrinsic logistic relationship between physical knowledge and genetic knowledge. This teaching model could help students more deeply understand genetic knowledge and enhance students' self-studying ability as well as creating ability.

A Knowledge Generation Model via the Hypernetwork

PubMed Central

Liu, Jian-Guo; Yang, Guang-Yong; Hu, Zhao-Long

2014-01-01

The influence of the statistical properties of the network on the knowledge diffusion has been extensively studied. However, the structure evolution and the knowledge generation processes are always integrated simultaneously. By introducing the Cobb-Douglas production function and treating the knowledge growth as a cooperative production of knowledge, in this paper, we present two knowledge-generation dynamic evolving models based on different evolving mechanisms. The first model, named “HDPH model,” adopts the hyperedge growth and the hyperdegree preferential attachment mechanisms. The second model, named “KSPH model,” adopts the hyperedge growth and the knowledge stock preferential attachment mechanisms. We investigate the effect of the parameters on the total knowledge stock of the two models. The hyperdegree distribution of the HDPH model can be theoretically analyzed by the mean-field theory. The analytic result indicates that the hyperdegree distribution of the HDPH model obeys the power-law distribution and the exponent is . Furthermore, we present the distributions of the knowledge stock for different parameters . The findings indicate that our proposed models could be helpful for deeply understanding the scientific research cooperation. PMID:24626143

A knowledge generation model via the hypernetwork.

PubMed

Liu, Jian-Guo; Yang, Guang-Yong; Hu, Zhao-Long

2014-01-01

The influence of the statistical properties of the network on the knowledge diffusion has been extensively studied. However, the structure evolution and the knowledge generation processes are always integrated simultaneously. By introducing the Cobb-Douglas production function and treating the knowledge growth as a cooperative production of knowledge, in this paper, we present two knowledge-generation dynamic evolving models based on different evolving mechanisms. The first model, named "HDPH model," adopts the hyperedge growth and the hyperdegree preferential attachment mechanisms. The second model, named "KSPH model," adopts the hyperedge growth and the knowledge stock preferential attachment mechanisms. We investigate the effect of the parameters (α,β) on the total knowledge stock of the two models. The hyperdegree distribution of the HDPH model can be theoretically analyzed by the mean-field theory. The analytic result indicates that the hyperdegree distribution of the HDPH model obeys the power-law distribution and the exponent is γ = 2 + 1/m. Furthermore, we present the distributions of the knowledge stock for different parameters (α,β). The findings indicate that our proposed models could be helpful for deeply understanding the scientific research cooperation.

The impact of innovation intermediary on knowledge transfer

NASA Astrophysics Data System (ADS)

Lin, Min; Wei, Jun

2018-07-01

Many firms have opened up their innovation process and actively transfer knowledge with external partners in the market of technology. To reduce some of the market inefficiencies, more and more firms collaborate with innovation intermediaries. In light of the increasing importance of intermediary in the context of open innovation, we in this paper systematically investigate the effect of innovation intermediary on knowledge transfer and innovation process in networked systems. We find that the existence of innovation intermediary is conducive to the knowledge diffusion and facilitate the knowledge growth at system level. Interestingly, the scale of the innovation intermediary has little effect on the growth of knowledge. We further investigate the selection of intermediary members by comparing four selection strategies: random selection, initial knowledge level based selection, absorptive capability based selection, and innovative ability based selection. It is found that the selection strategy based on innovative ability outperforms all the other strategies in promoting the system knowledge growth. Our study provides a theoretical understanding of the impact of innovation intermediary on knowledge transfer and sheds light on the design and selection of innovation intermediary in open innovation.

International exchange program: findings from Taiwanese graduate nursing students.

PubMed

Shieh, Carol

2004-01-01

This study explored Taiwanese graduate nursing students' transcultural experiences in the United States during an international exchange program. A qualitative method with content analysis was used to analyze journal entries on perceptions of American culture, American nursing, and reflections on personal and professional growth written by nine graduate nursing students from Taiwan. The mean age of the participants was 32 (range, 29-45). Taiwanese nursing students perceived American culture as full of hospitality and patriotism, valuing human rights and social welfare, and favoring direct and expressive affection. American nursing was viewed as a combination of independence, confidence, autonomy, and knowledge, with caring being the core element, fostered by an environment conducive to patient care. In personal and professional growth, three themes surfaced: reinforcement of holistic care, nursing without borders, and lifelong learning and changing. American culture and nursing were perceived by Taiwanese students as a paradigm of Western culture valuing individual rights, autonomy, and independence. A caring and supportive patient care environment was a positive perception of American nursing; it was the desired practice standard that was lacking in these students' homeland. Overall, the exchange program was thought by these students to foster their personal and professional growth.

Mental Health Literacy Content for Children of Parents with a Mental Illness: Thematic Analysis of a Literature Review

PubMed Central

Riebschleger, Joanne; Grové, Christine; Cavanaugh, Daniel

2017-01-01

Millions of children have a parent with a mental illness (COPMI). These children are at higher risk of acquiring behavioural, developmental and emotional difficulties. Most children, including COPMI, have low levels of mental health literacy (MHL), meaning they do not have accurate, non-stigmatized information. There is limited knowledge about what kind of MHL content should be delivered to children. The aim of this exploratory study is to identify the knowledge content needed for general population children and COPMI to increase their MHL. A second aim is to explore content for emerging children’s MHL scales. Researchers created and analyzed a literature review database. Thematic analysis yielded five main mental health knowledge themes for children: (1) attaining an overview of mental illness and recovery; (2) reducing mental health stigma; (3) building developmental resiliencies; (4) increasing help-seeking capacities; and (5) identifying risk factors for mental illness. COPMI appeared to need the same kind of MHL knowledge content, but with extra family-contextual content such as dealing with stigma experiences, managing stress, and communicating about parental mental illness. There is a need for MHL programs, validated scales, and research on what works for prevention and early intervention with COPMI children. PMID:29072587

Knowledge Cannot Explain the Developmental Growth of Working Memory Capacity

PubMed Central

Cowan, Nelson; Ricker, Timothy J.; Clark, Katherine M.; Hinrichs, Garrett A.; Glass, Bret A.

2014-01-01

According to some views of cognitive growth, the development of working memory capacity can account for increases in the complexity of cognition. It has been difficult to ascertain, though, that there actually is developmental growth in capacity that cannot be attributed to other developing factors. Here we assess the role of item familiarity. We document developmental increases in working memory for visual arrays of English letters versus unfamiliar characters. Although letter knowledge played a special role in development between the ages of 6 to 8 years, children with adequate letter knowledge showed practically the same developmental growth in normalized functions for letters and unfamiliar characters. The results contribute to a growing body of evidence that the developmental improvement in working memory does not wholly stem from supporting processes such as encoding, mnemonic strategies, and knowledge. PMID:24942111

Context for Communication: Teaching Expertise through Case-Based In-Basket Exercises.

ERIC Educational Resources Information Center

Stearns, James M.; Ronald, Kate; Greenlee, Timothy B.; Crespy, Charles T.

2003-01-01

Case-based in-basket exercises require students to master content as well as communicate knowledge to professional audiences. The combination of specialized content knowledge and analysis of communication contexts helps develop expertise. (Contains 23 references and an in-basket example.) (SK)

Increasing Your Mathematics and Science Content Knowledge.

ERIC Educational Resources Information Center

Thorson, Annette, Ed.

2002-01-01

This journal is intended for classroom teachers and provides a collection of essays and instructional materials organized around the theme of mathematics and science content knowledge. Articles include: (1) "Watching Ourselves Learn" (Annette Thorson); (2) "Search Smarter!" (Kimberly S. Roempler); (3) "Teacher Education Materials Project" (Joan…

Professional Development Recognizing Technology Integration Modeled after the TPACK Framework

ERIC Educational Resources Information Center

McCusker, Laura

2017-01-01

Public school teachers within a Pennsylvania intermediate unit are receiving inadequate job-embedded professional development that recognizes knowledge of content, pedagogy, and technology integration, as outlined by Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK) framework (2006). A school environment where teachers are…

Examining Mathematics Teacher Content Knowledge: Policy and Practice

ERIC Educational Resources Information Center

Esprivalo Harrell, Pamela; Eddy, Colleen McLean

2012-01-01

This study examines mathematics teacher content knowledge in terms of state and national policymaker recommendations, college coursework and the Mathematics Texas Examination of Educator Standards (TExES) score. Results indicate differences between state and national policy recommendations and college degrees in mathematics. A statistically…

Generating Pedagogical Content Knowledge in Teacher Education Students

ERIC Educational Resources Information Center

van den Berg, Ed

2015-01-01

Some pre-service teaching activities can contribute much to the learning of pedagogical content knowledge (PCK) and subsequent teaching as these activities are "generating" PCK within the pre-service teacher's own classroom. Three examples are described: preparing exhibitions of science experiments, assessing preconceptions, and teaching…

Knowledge management strategies: Enhancing knowledge transfer to clinicians and patients.

PubMed

Roemer, Lorrie K; Rocha, Roberto A; Del Fiol, Guilherme; Bradshaw, Richard L; Hanna, Timothy P; Hulse, Nathan C

2006-01-01

At Intermountain Healthcare (Intermountain), executive clinical content experts are responsible for disseminating consistent evidence-based clinical content throughout the enterprise at the point-of-care. With a paper-based system it was difficult to ensure that current information was received and was being used in practice. With electronic information systems multiple applications were supplying similar, but different, vendor-licensed and locally-developed content. These issues influenced the consistency of clinical practice within the enterprise, jeopardized patient and clinician safety, and exposed the enterprise and its employees to potential financial penalties. In response to these issues Intermountain is developing a knowledge management infrastructure providing tools and services to support clinical content development, deployment, maintenance, and communication. The Intermountain knowledge management philosophy includes strategies guiding clinicians and consumers of health information to relevant best practice information with the intention of changing behaviors. This paper presents three case studies describing different information management problems identified within Intermountain, methods used to solve the problems, implementation challenges, and the current status of each project.

Bromeliad growth and stoichiometry: responses to atmospheric nutrient supply in fog-dependent ecosystems of the hyper-arid Atacama Desert, Chile.

PubMed

González, Angélica L; Fariña, José Miguel; Pinto, Raquel; Pérez, Cecilia; Weathers, Kathleen C; Armesto, Juan J; Marquet, Pablo A

2011-11-01

Carbon, nitrogen, and phosphorus (C, N, P) stoichiometry influences the growth of plants and nutrient cycling within ecosystems. Indeed, elemental ratios are used as an index for functional differences between plants and their responses to natural or anthropogenic variations in nutrient supply. We investigated the variation in growth and elemental content of the rootless terrestrial bromeliad Tillandsia landbeckii, which obtains its moisture, and likely its nutrients, from coastal fogs in the Atacama Desert. We assessed (1) how fog nutrient supply influences plant growth and stoichiometry and (2) the response of plant growth and stoichiometry to variations in nutrient supply by using reciprocal transplants. We hypothesized that T. landbeckii should exhibit physiological and biochemical plastic responses commensurate with nutrient supply from atmospheric deposition. In the case of the Atacama Desert, nutrient supply from fog is variable over space and time, which suggests a relatively high variation in the growth and elemental content of atmospheric bromeliads. We found that the nutrient content of T. landbeckii showed high spatio-temporal variability, driven partially by fog nutrient deposition but also by plant growth rates. Reciprocal transplant experiments showed that transplanted individuals converged to similar nutrient content, growth rates, and leaf production of resident plants at each site, reflecting local nutrient availability. Although plant nutrient content did not exactly match the relative supply of N and P, our results suggest that atmospheric nutrient supply is a dominant driver of plant growth and stoichiometry. In fact, our results indicate that N uptake by T. landbeckii plants depends more on N supplied by fog, whereas P uptake is mainly regulated by within-plant nutrient demand for growth. Overall, these findings indicate that variation in fog nutrient supply exerts a strong control over growth and nutrient dynamics of atmospheric plants, which are ubiquitous across fog-dominated ecosystems.

Leadership development programs for physicians: a systematic review.

PubMed

Frich, Jan C; Brewster, Amanda L; Cherlin, Emily J; Bradley, Elizabeth H

2015-05-01

Physician leadership development programs typically aim to strengthen physicians' leadership competencies and improve organizational performance. We conducted a systematic review of medical literature on physician leadership development programs in order to characterize the setting, educational content, teaching methods, and learning outcomes achieved. Articles were identified through a search in Ovid MEDLINE from 1950 through November 2013. We included articles that described programs designed to expose physicians to leadership concepts, outlined teaching methods, and reported evaluation outcomes. A thematic analysis was conducted using a structured data entry form with categories for setting/target group, educational content, format, type of evaluation and outcomes. We identified 45 studies that met eligibility criteria, of which 35 reported on programs exclusively targeting physicians. The majority of programs focused on skills training and technical and conceptual knowledge, while fewer programs focused on personal growth and awareness. Half of the studies used pre/post intervention designs, and four studies used a comparison group. Positive outcomes were reported in all studies, although the majority of studies relied on learner satisfaction scores and self-assessed knowledge or behavioral change. Only six studies documented favorable organizational outcomes, such as improvement in quality indicators for disease management. The leadership programs examined in these studies were characterized by the use of multiple learning methods, including lectures, seminars, group work, and action learning projects in multidisciplinary teams. Physician leadership development programs are associated with increased self-assessed knowledge and expertise; however, few studies have examined outcomes at a system level. Our synthesis of the literature suggests important gaps, including a lack of programs that integrate non-physician and physician professionals, limited use of more interactive learning and feedback to develop greater self-awareness, and an overly narrow focus on individual-level rather than system-level outcomes.

Soil organic matter content: a non-liner control on microbial respiration in soils

NASA Astrophysics Data System (ADS)

Schnecker, Jörg; Grandy, Stuart

2016-04-01

It is widely assumed that microbial activity and respiration rates respond linearly to substrate concentrations, irrespective of substrate chemical characteristics, but this assumption remains largely untested. We know that microbial decomposition of soil organic matter (SOM) and the amount of CO2 respired from soil depends on substrate availability. While soils with high SOM concentrations will have higher respiration rates than soils with low SOM concentrations, the specific relationship between substrate quantity and CO2 respired and its underlying mechanisms has robust theoretical, modeling, and management implications. In a lab incubation experiment, we amended a mixture of agricultural soil and sand with increasing amounts of one of three plant residues differing in their C/N ratio (clover C/N 14; rye C/N 23 and wheat straw C/N 110). Keeping the soil/sand mixture at a constant ratio, we obtained 9 levels of organic carbon (OC) content ranging from 0.25% to 5.7%. The sand-soil-residue mixtures were then incubated at constant temperature and water contents for a total of 63 days. Our results show that across substrates CO2 production increased with increasing OC content following a sigmoidal curve function instead of the expected linear one. A breakpoint analysis for the respiration curve of rye revealed two significant break points at 1.3 and 3.8 % OC. The three individual linear relations might be shaped by spatial separation of substrate and microbes and the interaction of the microbes themselves. In the first "survival" phase up to 1.3 % OC, more substrate leads to the survival of more microbes. However, microbial growth does not result in the discovery of new resources. In the "expansion" phase (1.3 % OC to 3.8 % OC), microbial growth is successful and microbes can exploit new resources. Finally, in the "competition" phase microbes start to compete for space and resources, which leads to a decrease in decomposition and respiration. While the results for clover were similar to rye, different amounts of straw resulted in an almost linear relationship between OC content and respiratory loss. The low N content of straw may explain this, limiting microbial growth and the exploration for new resources. Microbes in the straw treatment likely remained in the "survival" phase. Our findings of a non-linear decrease of CO2 production with decreasing OC content indicate that spatial separation as an inherent property of SOM content is an important control on decomposition of soil organic matter. Knowledge of this controlling effect might be beneficial in many ways. For example, even small additions of plant residues to agricultural systems might strongly enhance N availability to microbes and plants. Further, the spatial distribution of new C inputs may regulate its potential to be decomposed or stabilized. Finally, our results will help to improve model parameterization and predictions about microbial limitations and potential changes in decomposition under a future climate.

The effects of a socioscientific issues instructional model in secondary agricultural education on students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science

NASA Astrophysics Data System (ADS)

Shoulders, Catherine Woglom

The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess the impacts of a nine-week unit that incorporated a socioscientific issue into instruction on secondary agriculture students' agriscience content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. The population for this study was Florida's secondary students enrolled in agricultural education. The accessible population was students enrolled in Agriscience Foundations classes in Florida. A convenience sample of Florida's Agriscience Foundations teachers attending a summer professional development or Chapter Officer Leadership Training session was taken. Paired-samples t tests were conducted to determine the impact the treatment had on students' agriscience content knowledge on distal and proximal assessments, as well as on students' scientific reasoning ability, argumentation skills related to number of argumentation justifications and quality of those justifications, and views of the nature of science. Paired-samples t tests were also conducted to determine whether the treatment yielded results with middle school or high school students. Statistical analysis found significant improvements in students' agriscience content knowledge, scientific reasoning ability, and argumentation skills. High school students' scores resulted in significant improvements in proximal content knowledge assessments and argumentation justification quality. Middle school students' scores resulted in significant improvements in proximal content knowledge assessments and scientific reasoning ability. No significant difference was found between students' views of the nature of science before and after the treatment. These findings indicate that socioscientific issues-based instruction can provide benefits for students in agricultural education. Teacher educators should work with teachers to maximize the learning that can occur through the various aspects of socioscientific issues-based instruction. Curriculum focusing on socioscientific issues-based instruction should be developed for specific courses in agricultural education. Finally, further investigation should be conducted to better understand how the aspects of socioscientific issues-based instruction can be altered to further enhance student learning.

Comparing Children with ASD and Their Peers' Growth in Print Knowledge.

PubMed

Dynia, Jaclyn M; Brock, Matthew E; Logan, Jessica A R; Justice, Laura M; Kaderavek, Joan N

2016-07-01

Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills-particularly print knowledge-might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill.

Retrieval of LAI and leaf chlorophyll content from remote sensing data by agronomy mechanism knowledge to solve the ill-posed inverse problem

NASA Astrophysics Data System (ADS)

Li, Zhenhai; Nie, Chenwei; Yang, Guijun; Xu, Xingang; Jin, Xiuliang; Gu, Xiaohe

2014-10-01

Leaf area index (LAI) and LCC, as the two most important crop growth variables, are major considerations in management decisions, agricultural planning and policy making. Estimation of canopy biophysical variables from remote sensing data was investigated using a radiative transfer model. However, the ill-posed problem is unavoidable for the unique solution of the inverse problem and the uncertainty of measurements and model assumptions. This study focused on the use of agronomy mechanism knowledge to restrict and remove the ill-posed inversion results. For this purpose, the inversion results obtained using the PROSAIL model alone (NAMK) and linked with agronomic mechanism knowledge (AMK) were compared. The results showed that AMK did not significantly improve the accuracy of LAI inversion. LAI was estimated with high accuracy, and there was no significant improvement after considering AMK. The validation results of the determination coefficient (R2) and the corresponding root mean square error (RMSE) between measured LAI and estimated LAI were 0.635 and 1.022 for NAMK, and 0.637 and 0.999 for AMK, respectively. LCC estimation was significantly improved with agronomy mechanism knowledge; the R2 and RMSE values were 0.377 and 14.495 μg cm-2 for NAMK, and 0.503 and 10.661 μg cm-2 for AMK, respectively. Results of the comparison demonstrated the need for agronomy mechanism knowledge in radiative transfer model inversion.

Effects of benzoic and cinnamic acids on growth, mineral composition, and chlorophyll content of soybean.

PubMed

Baziramakenga, R; Simard, R R; Leroux, G D

1994-11-01

Organic acids are major water-soluble allelochemicals found in soil infested with quackgrass and are involved in several processes that are important in plant growth and development. This study was carried out to gain more information on the effects of benzoic acid (BEN) andtrans-cinnamic acid (CIN) on growth, mineral composition, and chlorophyll content of soybean [Glycine max (L.) Merr. cv. Maple Bell] grown in nutrient solution. The two allelochemicals reduced root and shoot dry biomass of soybean. Treated plants had fewer lateral roots and tended to grow more horizontally compared to the untreated plants. Lateral roots were stunted and less flexible. The amounts of P, K, Mg, Mn, Cl(-), and SO 4 (2-) were lower, and Zn and Fe contents were higher in roots of plants grown with BEN or CIN as compared to untreated plants. Shoots of plants grown with the allelochemical showed greater accumulation of Ca, Mg, and Zn, whereas P and Fe contents were reduced. The BEN and CIN also caused reductions in leaf chlorophyll content. The BEN and CIN may be responsible for negative allelopathic effects of quackgrass on soybean by inhibiting root growth, by altering ion uptake and transport, and by reducing chlorophyll content.

Secondary Teachers’ Mathematics-related Beliefs and Knowledge about Mathematical Problem-solving

NASA Astrophysics Data System (ADS)

E Siswono, T. Y.; Kohar, A. W.; Hartono, S.

2017-02-01

This study investigates secondary teachers’ belief about the three mathematics-related beliefs, i.e. nature of mathematics, teaching mathematics, learning mathematics, and knowledge about mathematical problem solving. Data were gathered through a set of task-based semi-structured interviews of three selected teachers with different philosophical views of teaching mathematics, i.e. instrumental, platonist, and problem solving. Those teachers were selected from an interview using a belief-related task from purposively selected teachers in Surabaya and Sidoarjo. While the interviews about knowledge examine teachers’ problem solving content and pedagogical knowledge, the interviews about beliefs examine their views on several cases extracted from each of such mathematics-related beliefs. Analysis included the categorization and comparison on each of beliefs and knowledge as well as their interaction. Results indicate that all the teachers did not show a high consistency in responding views of their mathematics-related beliefs, while they showed weaknesses primarily on problem solving content knowledge. Findings also point out that teachers’ beliefs have a strong relationship with teachers’ knowledge about problem solving. In particular, the instrumental teacher’s beliefs were consistent with his insufficient knowledge about problem-solving, while both platonist and problem-solving teacher’s beliefs were consistent with their sufficient knowledge of either content or pedagogical problem solving.

Antecedent Knowledge and Intelligent Computer Assisted Instruction.

ERIC Educational Resources Information Center

Woodward, John P.; Carnine, Douglas W.

1988-01-01

The article reviews Intelligent Computer Assisted Instruction (ICAI), an area of artificial intelligence and notes its shortcomings for learning disabled students. It is suggested that emphasis on antecedent knowledge (important facts, concepts, rules, and/or strategies for the content area) and content analysis and design techniques would make…

On Singapore Prospective Secondary School Teachers' Mathematical Content Knowledge

ERIC Educational Resources Information Center

Toh, Tin Lam

2017-01-01

This paper reports the performance of one entire cohort of Singapore prospective secondary school mathematics teachers in a mathematics proficiency test. The prospective teachers were admitted to the teacher education program specializing in teaching secondary school mathematics. The strengths of the prospective teachers' content knowledge, their…

Effects of bisphenol A, an environmental endocrine disruptor, on the endogenous hormones of plants.

PubMed

Wang, Shengman; Wang, Lihong; Hua, Weiqi; Zhou, Min; Wang, Qingqing; Zhou, Qing; Huang, Xiaohua

2015-11-01

Bisphenol A (BPA) is a ubiquitous endocrine-disrupting chemical in the environment that exerts potential harm to plants. Phytohormones play important roles both in regulating multiple aspects of plant growth and in plants' responses to environmental stresses. But how BPA affects plant growth by regulating endogenous hormones remains poorly understood. Here, we found that treatment with 1.5 mg L(-1) BPA improved the growth of soybean seedlings, companied by increases in the contents of indole-3-acetic acid (IAA) and zeatin (ZT), and decreases in the ratios of abscisic acid (ABA)/IAA, ABA/gibberellic acid (GA), ABA/ZT, ethylene (ETH)/GA, ETH/IAA, and ETH/ZT. Treatment with higher concentrations of BPA (from 3 to 96 mg L(-1)) inhibited the growth of soybean seedlings, meanwhile, decreased the contents of IAA, GA, ZT, and ETH, and increased the content of ABA and the ratios of ABA/IAA, ABA/GA, ABA/ZT, ETH/GA, ETH/IAA, and ETH/ZT. The increases in the ratios of growth and stress hormones were correlated with the increase in the BPA content of the roots. Thus, BPA could affect plant growth through changing the levels of single endogenous hormone and the ratios of growth and stress hormones in the roots because of BPA absorption by the roots.

An approach for using general soil physical condition-root growth relationships to predict seedling growth response to site preparation tillage in loblolly pine plantations

Treesearch

L.A. Morris; K.H. Ludovici; S.J. Torreano; E.A. Carter; M.C. Lincoln; R.E. Will

2006-01-01

Tree seedling root growth rate can be limited by any one of three soil physical factors: mechanical resistance, water potential or soil aeration. All three factors vary with soil water content and, under field conditions, root growth rate will depend on the soil water content as a result of its relationship to each factor. For a specific site, the relationship between...

Growth factor and proteinase profile of Vivostat® platelet-rich fibrin linked to tissue repair.

PubMed

Agren, M S; Rasmussen, K; Pakkenberg, B; Jørgensen, B

2014-07-01

Autologous platelet-rich fibrin (PRF(®)) is prepared by the automatic Vivostat(®) system. Conflicting results with Vivostat PRF in acute wound healing prompted us to examine its cellular and biomolecular composition. Specifically, platelets, selected growth factors and matrix metalloproteinase (MMP)-9 were quantified using novel analytical methods. Ten healthy non-thrombocytopenic volunteers donated blood for generation of intermediate fibrin-I and final PRF. Anticoagulated whole blood and serum procured in parallel served as baseline controls. Leucocyte, erythrocyte and platelet counts in whole blood and fibrin-I were determined by automated haematology analyser. Platelet concentration in PRF was quantified manually by stereologic analysis of Giemsa-stained tissue sections, and the total content of five growth factors and MMP-9 by enzyme-linked immunosorbent assays. The number of leucocytes and erythrocytes was reduced (P < 0·001), whereas platelets increased (P < 0·001) in fibrin-I versus whole blood. PRF contained 982 ± 206 × 10(9) platelets/l representing 3·9-fold (P < 0·001) enrichment relative to whole blood. Growth factor abundance in Vivostat PRF and serum was in descending order: transforming growth factor-β1 [5·1-fold higher in PRF than serum, P < 0·001] > platelet-derived growth factor (PDGF)-AB [2·5-fold, P < 0·01] > PDGF-BB [1·6-fold, P < 0·05] > vascular endothelial growth factor > basic fibroblast growth factor [75-fold, P < 0·001]. MMP-9 was reduced 139-fold (P < 0·001) compared with serum, reflecting leucocyte depletion in PRF. The gained knowledge on platelet enrichment and biomolecular constituents may guide clinicians in their optimal use of Vivostat PRF for tissue regenerative applications. © 2013 International Society of Blood Transfusion.

Investigating Pre-Service Science Teachers (PSTs)’ Technological Pedagogical Content Knowledge Through Extended Content Representation (CoRe)

NASA Astrophysics Data System (ADS)

Agustin, R. R.; Liliasari, L.

2017-02-01

The purpose of this study was to attain an insight into pre-service science teachers’ technological pedagogical content knowledge (TPACK) as an integrative competency that is addressed by 21st century skills. The methods used in the study was descriptive. Nineteen pre-service science teachers (PSTs) of an educational university in Indonesia were involved in a semester long school science course. The course mainly develop students’ pedagogical content knowledge (PCK) by utilizing content representation (CoRe) template. Furthermore an infusion of technological knowledge (TK) analysis led to the study of their TPACK by extending the template with a question in line to TK. The extended CoRe and self-reported survey were employed as instruments. The analysis of data used were quantitative and qualitative technique to obtain the insight into PSTs’ PCK and TK. The results shows contrary value of PCK and TK identified by CoRe template to those measured by self-reported survey. However, the PSTs perceive their TPACK much higher, that, is 74.74%. Further investigation regarding PSTs ability to compose lesson plan was recommended for further research to capture more comprehensive insight into PSTs’ TPACK.

Social network ties beyond nonredundancy: an experimental investigation of the effect of knowledge content and tie strength on creativity.

PubMed

Perry-Smith, Jill E

2014-09-01

Social network research emphasizes the access to nonredundant knowledge content that network ties provide. I suggest that some content is more beneficial than others and that tie strength may affect creativity for reasons other than the associated structure. That is, tie strength may affect how individuals process nonredundant knowledge. I investigate 2 types of knowledge content--information (i.e., facts or data) and frames (i.e., interpretations or impressions)--and explore whether tie strength influences their effect on creativity. Drawing on creativity theory, I employ an experimental design to provide greater theoretical clarity and to isolate causality. According to the results from 2 studies, distinct frames received from contacts facilitate creativity, but the effect of distinct information is more complex. When individuals receive distinct information from strong ties, it constrains creativity compared to distinct frames. Content from weak ties appears to facilitate creativity across all scenarios. The results of mediated moderation analysis indicate the effect of framing versus information for strong ties is driven by decision-making time, as an indicator of cognitive expansion. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Enhancement of Lutein Production in Chlorella sorokiniana (Chorophyta) by Improvement of Culture Conditions and Random Mutagenesis

PubMed Central

Cordero, Baldo F.; Obraztsova, Irina; Couso, Inmaculada; Leon, Rosa; Vargas, Maria Angeles; Rodriguez, Herminia

2011-01-01

Chlorella sorokiniana has been selected for lutein production, after a screening of thirteen species of microalgae, since it showed both a high content in this carotenoid and a high growth rate. The effects of several nutritional and environmental factors on cell growth and lutein accumulation have been studied. Maximal specific growth rate and lutein content were attained at 690 μmol photons m−2 s−1, 28 °C, 2 mM NaCl, 40 mM nitrate and under mixotrophic conditions. In general, optimal conditions for the growth of this strain also lead to maximal lutein productivity. High lutein yielding mutants of C. sorokiniana have been obtained by random mutagenesis, using N-methyl-N′-nitro-nitrosoguanidine (MNNG) as a mutagen and selecting mutants by their resistance to the inhibitors of the carotenogenic pathway nicotine and norflurazon. Among the mutants resistant to the herbicides, those exhibiting both high content in lutein and high growth rate were chosen. Several mutants exhibited higher contents in this carotenoid than the wild type, showing, in addition, either a similar or higher growth rate than the latter strain. The mutant MR-16 exhibited a 2.0-fold higher volumetric lutein content than that of the wild type, attaining values of 42.0 mg L−1 and mutants DMR-5 and DMR-8 attained a lutein cellular content of 7.0 mg g−1 dry weight. The high lutein yield exhibited by C. sorokiniana makes this microalga an excellent candidate for the production of this commercially interesting pigment. PMID:22131961

Consumer knowledge and attitudes toward nutritional labels.

PubMed

Cannoosamy, Komeela; Pugo-Gunsam, Prity; Jeewon, Rajesh

2014-01-01

To determine Mauritian consumers' attitudes toward nutritional labels based on the Kano model and to identify determinants of the use and understanding of nutrition labels. The researchers also used a Kano model questionnaire to determine consumers' attitudes toward nutrition labeling. Four hundred consumers residing in Mauritius. Information was elicited via a questionnaire that assessed nutritional knowledge and information about the use and understanding of nutritional labels and demographic factors. Nutritional label use and understanding, nutrition knowledge, and association of demographic factors with label use. Statistical tests performed included 1-way ANOVA and independent samples t tests. Statistically significant relationships (P < .05) were found for nutritional knowledge and nutritional label usage with demographic factors. All demographic factors with the exception of gender were significantly associated (P < .05) with nutritional label understanding. Based on the outcome of the Kano survey, calorie content, trans fat content, protein content, and cholesterol content were found to be must-be attributes: that is, attributes that, when not present, result in consumer dissatisfaction. Age, education, income, household size, and nutrition knowledge had an impact on nutritional label use. Health promoters should aim to increase the use of nutritional labels. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Hot tadpoles from cold environments need more nutrients--life history and stoichiometry reflects latitudinal adaptation.

PubMed

Liess, Antonia; Rowe, Owen; Guo, Junwen; Thomsson, Gustaf; Lind, Martin I

2013-11-01

1. High-latitude species (and populations within species) are adapted to short and cold summers. They often have high growth and development rates to fully use the short growing season and mature before the onset of winter. 2. Within the context of ecological stoichiometry theory, this study combines ecology with evolution by relating latitudinal life-history adaptations to their molecular consequences in body nutrient composition in Rana temporaria tadpoles. 3. Temperature and food quality were manipulated during the development of tadpoles from Arctic and Boreal origins. We determined tadpole growth rate, development rate, body size and nutrient content, to test whether (i) Arctic tadpoles could realize higher growth rates and development rates with the help of higher-quality food even when food quantity was unchanged, (ii) Arctic and Boreal tadpoles differed in their stoichiometric (and life history) response to temperature changes, (iii) higher growth rates lead to higher tadpole P content (growth rate hypothesis) and (iv) allometric scaling affects tadpole nutrient allocation. 4. We found that especially Arctic tadpoles grew and developed faster with the help of higher-quality food and that tadpoles differed in their stoichiometric (and life history) response to temperature changes depending on region of origin (probably due to different temperature optima). There was no evidence that higher growth rates mediated the positive effect of temperature on tadpole P content. On the contrary, the covariate growth rate was negatively connected with tadpole P content (refuting the growth rate hypothesis). Lastly, tadpole P content was not related to body size, but tadpole C content was higher in larger tadpoles, probably due to increased fat storage. 5. We conclude that temperature had a strong effect on tadpole life history, nutrient demand and stoichiometry and that this effect depended on the evolved life history. © 2013 The Authors. Journal of Animal Ecology © 2013 British Ecological Society.

Under One Big Sky: Elementary Pre-Service Teachers Use Inquiry to Learn about the Moon, Construct Knowledge, and Teach Elementary Students around the World via the Internet

ERIC Educational Resources Information Center

Lee, Luann Christensen

2011-01-01

This study examined the content knowledge and pedagogical content knowledge (PCK) constructed by a group of 24 pre-service elementary teacher participants as they learned about the moon's phases, inquiry learning, and use of the Internet message boards as a teaching tool as a part of their science teaching methods course. The MOON Project (More…

Phytotoxicity assessment of atrazine on growth and physiology of three emergent plants.

PubMed

Wang, Qinghai; Que, Xiaoe; Zheng, Ruilun; Pang, Zuo; Li, Cui; Xiao, Bo

2015-07-01

The emergent plants Acorus calamus, Lythrum salicaria, and Scirpus tabernaemontani were exposed to atrazine for 15, 30, 45, and 60 days in a hydroponic system. Effects were evaluated investigating plant growth, chlorophyll (Chl) content, peroxidase (POD) activity, and malondialdehyde (MDA) content. Results showed that selected plants survived in culture solution with atrazine ≤8 mg L(-1), but relative growth rates decreased significantly in the first 15-day exposure. Chla content decreased, but MDA increased with increasing atrazine concentration. S. tabernaemontani was the most insensitive species, followed by A. calamus and L.salicaria. The growth indicators exhibited significant changes in the early stage of atrazine exposure; subsequently, the negative impacts weakened and disappeared. Plant growth may be more representative of emergent plant fitness than physiological endpoints in toxicity assessment of herbicides to emergent plants.