Students from non‐dominant linguistic backgrounds making sense of cosmology visualizations     

Zoë E. Buck Bracey 《科学教学研究杂志》2017,54(1):29-57

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Framing evolution discussion intellectually     

Alandeom W. Oliveira  Kristin Cook  Gayle A. Buck 《科学教学研究杂志》2011,48(3):257-280

This study examines how a first‐year biology teacher facilitates a series of whole‐class discussions about evolution during the implementation of a problem‐based unit. A communicative theoretical perspective is adopted wherein evolution discussions are viewed as social events that the teacher can frame intellectually (i.e., present or organize as exchanges of an intellectual nature). Furthermore, we characterize teacher framing of evolution discussion in terms of five communicative components: focus, orientation, social structure, mood, and participatory nature. Our video‐based analyses revealed that the teacher paid little attention to the conceptual contents and history of evolutionary theory, framing evolution discussions as moderately playful and partially mandatory events focused mainly on student sharing of ideas (i.e., personal opinions) and polite communication of evolution. Within this framing, the teacher adopted the role of a neutral (though admittedly biased) facilitator with an intermediary expert status (less knowledgeable than evolutionary biologists) and who was legally required (though also inclined) to discuss evolution. The main significance of this study is that it provides new and useful insights into social phenomena such as respect, politeness, and humor in the context of evolution discussion as well as a robust theoretical framework for analyzing evolution discussion from a social perspective. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 257–280, 2011  相似文献   

Microfluidic system for near-patient extraction and detection of miR-122 microRNA biomarker for drug-induced liver injury diagnostics     

Maïwenn Kersaudy-Kerhoas  Antonio Liga  Appan Roychoudhury  Marilena Stamouli  Rhiannon Grant  Damaso Sanchez Carrera  Holger Schulze  Witold Mielczarek  Wilna Oosthuyzen  Juan F. Quintana  Paul Dickinson  Amy H. Buck  Nicholas R. Leslie  Jurgen Haas  Till T. Bachmann  James W. Dear 《Biomicrofluidics》2022,16(2)

Drug-induced liver injury (DILI) results in over 100 000 hospital attendances per year in the UK alone and is a leading cause for the post-marketing withdrawal of new drugs, leading to significant financial losses. MicroRNA-122 (miR-122) has been proposed as a sensitive DILI marker although no commercial applications are available yet. Extracellular blood microRNAs (miRNAs) are promising clinical biomarkers but their measurement at point of care remains time-consuming, technically challenging, and expensive. For circulating miRNA to have an impact on healthcare, a key challenge to overcome is the development of rapid and reliable low-cost sample preparation. There is an acknowledged issue with miRNA stability in the presence of hemolysis and platelet activation, and no solution has been demonstrated for fast and robust extraction at the site of blood draw. Here, we report a novel microfluidic platform for the extraction of circulating miR-122 from blood enabled by a vertical approach and gravity-based bubble mixing. The performance of this disposable cartridge was verified by standard quantitative polymerase chain reaction analysis on extracted miR-122. The cartridge performed equivalently or better than standard bench extraction kits. The extraction cartridge was combined with electrochemical impedance spectroscopy to detect miR-122 as an initial proof-of-concept toward an application in point-of-care detection. This platform enables the standardization of sample preparation and the detection of miRNAs at the point of blood draw and in resource limited settings and could aid the introduction of miRNA-based assays into routine clinical practice.  相似文献   

“We thought it might encourage participation.” Using lottery incentives to improve LibQUAL+™ response rates among students     

Stefanie Buck  Jennifer E. Nutefall  Laurie M. Bridges 《The Journal of Academic Librarianship》2012,38(6):400-408

Libraries deploying the LibQUAL+? survey can offer a lottery incentive and many do so in the hope of increasing response rates. Other libraries may be prohibited from offering one because of Institutional Review Board restrictions, as is the case at Oregon State University. We wanted to discover why libraries offer lottery incentives, what kinds of incentives, and if they believe these incentives have a positive impact on their response rates. The responding libraries hold a general belief that lottery incentives are effective, but base this on feeling rather than research. We examine what the literature says about lottery incentives and student populations.  相似文献   

I Am Sure There May Be a Planet There: Student articulation of uncertainty in argumentation tasks     

Zoë E. Buck  Hee-Sun Lee  Joanna Flores 《International Journal of Science Education》2013,35(14):2391-2420

We investigated how students articulate uncertainty when they are engaged in structured scientific argumentation tasks where they generate, examine, and interpret data to determine the existence of exoplanets. In this study, 302 high school students completed 4 structured scientific arguments that followed a series of computer-model-based curriculum module activities simulating the radial velocity and/or the transit method. Structured scientific argumentation tasks involved claim, explanation, uncertainty rating, and uncertainty rationale. We explored (1) how students are articulating uncertainty within the various elements of the task and (2) the relationship between the way the task is presented and the way students are articulating uncertainty. We found that (1) while the majority of students did not express uncertainty in either explanation or uncertainty rationale, students who did express uncertainty in their explanations did so scientifically without being prompted explicitly, (2) students’ uncertainty ratings and rationales revealed a mix of their personal confidence and uncertainty related to science, and (3) if a task presented noisy data, students were less likely to express uncertainty in their explanations.  相似文献   

Action research and the english as a foreign language practitioner: time to take stock     

Isobel Rainey 《Educational Action Research》2013,21(1):65-91

In the late 1980s and early 1990s, the field of Teaching English to Speakers of Other Languages (TESOL) experienced an energetic and enthusiastic campaign in favour of the practice of action research among teachers in the profession. Although there are now some positive signs that action research is practised by teachers working in English as a Foreign Language (EFL) contexts, it is, as yet, not so clear that such practice is widespread. Yet, few educators deny the importance of action research for ‘bridging the gap’ between theory and practice, or the need for that gap to be bridged in all spheres of the profession. This article reports the result of a small-scale international survey into the knowledge, practices and opinions of EFL classroom teachers with respect to action research, and discusses reasons for and possible solutions to some of the difficulties and limitations of action research at this level  相似文献   

Competitive Trait Anxiety in Male and Female College Athletes     

David W. Rainey  Herb Cunningham 《Research quarterly for exercise and sport》2013,84(3):244-247

Abstract

This study investigated issues related to competitive trait anxiety (CTA) among university varsity athletes. Sixty-four male and 64 female athletes completed the Sport Competition Anxiety Test (SCAT) and an 18-item questionnaire. The questionnaire measured fear of failure, fear of evaluation, importance of sport success, success/failure in sport, and satisfaction with sport experiences. It was hypothesized that these issues would be significantly related to CTA. Questionnaire responses were factor analyzed, and the four resultant factors were entered into a regression analysis of males' and females' SCAT scores. A fear of failure scale (performance worries items) and a fear of evaluation scale (expectancy of criticism items) were significantly related to males' SCAT scores (R² = .22). Only the fear of failure scale was significantly related to the females' SCAT scores (R² = .24). Results support the proposed relationships of fear of failure and fear of evaluation to CTA, but also suggest that the pattern of these relationships varies across age, gender, sport, and other variables.  相似文献   

Using automated analysis to assess middle school students' competence with scientific argumentation     

Christopher D. Wilson  Kevin C. Haudek  Jonathan F. Osborne  Zoë E. Buck Bracey  Tina Cheuk  Brian M. Donovan  Molly A. M. Stuhlsatz  Marisol M. Santiago  Xiaoming Zhai 《科学教学研究杂志》2024,61(1):38-69

Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning—a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the measurement of knowledge and understanding to the measurement of performance and knowledge in use. Performance tasks requiring argumentation must capture the many ways students can construct and evaluate arguments in science, yet such tasks are both expensive and resource-intensive to score. In this study we explore how machine learning text classification techniques can be applied to develop efficient, valid, and accurate constructed-response measures of students' competency with written scientific argumentation that are aligned with a validated argumentation learning progression. Data come from 933 middle school students in the San Francisco Bay Area and are based on three sets of argumentation items in three different science contexts. The findings demonstrate that we have been able to develop computer scoring models that can achieve substantial to almost perfect agreement between human-assigned and computer-predicted scores. Model performance was slightly weaker for harder items targeting higher levels of the learning progression, largely due to the linguistic complexity of these responses and the sparsity of higher-level responses in the training data set. Comparing the efficacy of different scoring approaches revealed that breaking down students' arguments into multiple components (e.g., the presence of an accurate claim or providing sufficient evidence), developing computer models for each component, and combining scores from these analytic components into a holistic score produced better results than holistic scoring approaches. However, this analytical approach was found to be differentially biased when scoring responses from English learners (EL) students as compared to responses from non-EL students on some items. Differences in the severity between human and computer scores for EL between these approaches are explored, and potential sources of bias in automated scoring are discussed.  相似文献   

Assessment of uncertainty‐infused scientific argumentation     

Hee‐Sun Lee  Ou Lydia Liu  Amy Pallant  Katrina Crotts Roohr  Sarah Pryputniewicz  Zoë E. Buck 《科学教学研究杂志》2014,51(5):581-605

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Accidents of Birth: Rawls’s Original Position as the Mother’s Womb     

Brandon Buck 《The Urban Review》2014,46(2):225-243

This paper examines the history of welfare policy discourse in the United States since the publication of the “Moynihan Report” (1967) and traces its implications for contemporary education policy research. The central thesis is that an overemphasis on “parents” historically invites unwarranted assumptions about autonomy and responsibility, which obfuscates fundamental questions of justice. Children are consequently punished for their parents’ perceived indiscretions. To militate against this tendency the author employs recent feminist critiques of Rawls’s methodology in A Theory of Justice (1999) to reconceptualize the “Original Position” as a mother’s womb in an effort to redirect focus from parents to children. Through this revision, policy discourse can potentially be shifted to more nearly mirror the reasoning applied in Plyler v Doe (1982), which emphasizes finally that children cannot be punished for their parents’ indiscretions.  相似文献