The Science Teacher Identity and the Use of Technology in the Classroom     

Badia  Antoni  Iglesias  Silvia 《Journal of Science Education and Technology》2019,28(5):532-541

Journal of Science Education and Technology - This study delves deeply into the conceptualization of science teacher identity in secondary schools, as this identity is considered a key variable in...  相似文献   

Reduction of water evaporation in polymerase chain reaction microfluidic devices based on oscillating-flow   总被引：1，自引：0，他引：1  

Alessandro Polini  Elisa Mele  Anna Giovanna Sciancalepore  Salvatore Girardo  Adriana Biasco  Andrea Camposeo  Roberto Cingolani  David A. Weitz    Dario Pisignano 《Biomicrofluidics》2010,4(3)

Producing polymeric or hybrid microfluidic devices operating at high temperatures with reduced or no water evaporation is a challenge for many on-chip applications including polymerase chain reaction (PCR). We study sample evaporation in polymeric and hybrid devices, realized by glass microchannels for avoiding water diffusion toward the elastomer used for chip fabrication. The method dramatically reduces water evaporation in PCR devices that are found to exhibit optimal stability and effective operation under oscillating-flow. This approach maintains the flexibility, ease of fabrication, and low cost of disposable chips, and can be extended to other high-temperature microfluidic biochemical reactors.  相似文献   

Put your instruction to the test: Half a dozen question types for evaluating students     

Giovanna Badia 《College & Undergraduate Libraries》2019,26(1):1-10

There are different types of questions that can be used to determine whether students learned what they were taught in an information literacy (IL) session. This article summarizes best practices from the education literature for constructing short-answer, alternative-response, matching, multiple-choice, interpretative, and essay questions, as well as includes question examples from the author’s own experience delivering IL instruction.  相似文献   

In search of systemic innovation for sustainable development: A design praxis emerging from a decade of social learning inquiry     

John Colvin  Chris Blackmore  Sam Chimbuya  Kevin Collins  Mark Dent  John Goss  Ray Ison  Pier Paolo Roggero  Giovanna Seddaiu 《Research Policy》2014

Processes of designing for systemic innovation for sustainable development (SD) through the lens of three long-term case studies are reported. All case studies, which originated from the SLIM (Social Learning for the Integrated Management and Sustainable Use of Water at Catchment Scale) Project, funded within the EU Fifth Framework Program (2001–2004), constitute inquiry pathways that are explored using a critical incident approach. The initial starting conditions for each inquiry pathway are compared; significant pathway dependencies are identified which foster the development of social learning processes locally, but constrain their uptake and embedding across the wider system of interest. In the first case study, in England & Wales, promising developments in the application of social learning approaches to river basin planning over an initial 3-year period were subsequently marginalised, only to resurface towards the end of the 10-year period of study. In the second, South African case study, significant spaces for social learning and innovation in integrated water resources management were opened up over a five year period but closed down again, primarily as the result of lack of policy support by national government. The third, Italian, case study was designed to assess options for adapting to climate change by opening up new learning spaces between researchers, stakeholders and policy makers. A case for investing in local level systemic innovation through social-learning praxis design approaches and in learning processes around well contextualised case-studies is supported. However, concomitant investment by policy makers in social learning as an alternative, but complementary, governance mechanism for systemic innovation for SD is needed.  相似文献   

Red blood cell dynamics in polymer brush-coated microcapillaries: A model of endothelial glycocalyx in vitro     

Luca Lanotte  Giovanna Tomaiuolo  Chaouqi Misbah  Lionel Bureau  Stefano Guido 《Biomicrofluidics》2014,8(1)

The confined flow of red blood cells (RBCs) in microvasculature is essential for oxygen delivery to body tissues and has been extensively investigated in the literature, both in vivo and in vitro. One of the main problems still open in microcirculation is that flow resistance in microcapillaries in vivo is higher than that in vitro. This discrepancy has been attributed to the glycocalyx, a macromolecular layer lining the inner walls of vessels in vivo, but no direct experimental evidence of this hypothesis has been provided so far. Here, we investigate the flow behavior of RBCs in glass microcapillaries coated with a polymer brush (referred to as “hairy” microcapillaries as opposed to “bare” ones with no coating), an experimental model system of the glycocalyx. By high-speed microscopy imaging and image analysis, a velocity reduction of RBCs flowing in hairy microcapillaries as compared to bare ones is indeed found at the same pressure drop. Interestingly, such slowing down is larger than expected from lumen reduction due to the polymer brush and displays an on-off trend with a threshold around 70 nm of polymer brush dry thickness. Above this threshold, the presence of the polymer brush is associated with an increased RBC deformation, and RBC velocity is independent on polymer brush thickness (at the same pressure drop). In conclusion, this work provides direct support to the hypothesis that the glycocalyx is the main factor responsible of the higher flow resistance found in microcapillaries in vivo.  相似文献   

“Tell me about”: a logbook of teachers’ changes from face-to-face to distance mathematics education     

Albano  Giovanna  Antonini  Samuele  Coppola  Cristina  Dello Iacono  Umberto  Pierri  Anna 《Educational Studies in Mathematics》2021,108(1-2):15-34

Educational Studies in Mathematics - In 2020, the emergency due to the COVID-19 pandemic brought a drastic and sudden change in teaching practices, from the physical space of the classrooms to the...  相似文献   

Towards Covid-19 Literacy     

Archila  Pablo Antonio  Danies  Giovanna  Molina  Jorge  Truscott de Mejía  Anne-Marie  Restrepo  Silvia 《Science & Education》2021,30(4):785-808

Covid-19 literacy, induced by the coronavirus disease (2019), is characterized as the understanding of Covid-19 as well as informed decisions based upon this understanding. This type of literacy is closely related to health literacy, scientific literacy, and scientific media literacy. It may be obvious to say that Covid-19 literacy is a key factor for governments to effectively manage the Covid-19 transition. However, lack of literature exists about Covid-19 literacy among university students. Therefore, the current study aimed to determine the Covid-19 literacy level among 4168 students from a Colombian university. The data were derived from students’ responses to a 25–item anonymous online self-reporting questionnaire. We found that 21–25-year age group, graduate students,?students enrolled prior to 2015, and medical students had a significantly higher mean score. Moreover, the Internet (86.8%) was the most popular source of information from which participants gained most information regarding Covid-19. Furthermore, 58.5% of the participants considered health workers as a source that can provide accurate information. Most importantly, the findings reveal the students’ knowledge about (1) the role of an eventual process of vaccination, (2) the test currently used as diagnostic for Covid-19, and (3) the fatality rate, three aspects of Covid-19 literacy that deserve more attention. The findings provide a useful basis for the formulation of policies and concrete actions in improving Covid-19 literacy.

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Online Teacher Training in a Context of Forced Immobility: The Case of Gaza,Palestine     

Giovanna Fassetta  Maria Grazia Imperiale  Katja Frimberger  Mariam Attia  Nazmi Al-Masri 《欧洲教育》2017,49(2-3):133-150

This article discusses an action research study that involved the design and delivery of an online training course for teachers of Arabic to speakers of other languages in the Gaza Strip (Palestine). Grounded in Freirean pedagogy, the course aimed to respond to the employment needs of university graduates by creating opportunities for online language teaching. The action research study explored the dynamics at play within the online educational environment, to evidence elements that challenged and/or facilitated effective collaboration between trainers and trainees. This article retraces and discusses the processes through which the course moved from didacticism to engaged critical pedagogy.  相似文献   

Faculty feelings as writers: relationship with writing genres,perceived competences,and values associated to writing     

Liliana del Pilar Gallego Castaño  Montserrat Castelló Badia  Antoni Badia Garganté 《Higher Education》2016,71(5):719-734

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Renaming teaching practice through teacher reflection using critical incidents on a virtual training course     

Antoni Badia  Lorena Becerril 《师资教育杂志》2016,42(2):224-238

This study approaches teacher learning from a dialogical viewpoint where lecturers’ voices used in a training course context reflect how lecturers generated new professional discourse. The design of the training course considered the analysis of several critical incidents (CIs) in online teaching. An analytical framework based on lecturers’ discourse and ways of thinking about teaching was used to identify types of renaming teaching practice. The empirical element of the study analysed the written utterances about teaching provided by 12 online instructors in order to determine what kinds of new discourse emerged during the analysis of 15 CIs in online teaching. Results showed that local discourse is the lecturers’ most commonly used discourse, prototypical incidents generated more professional discourse than personal and real CIs, and professional discourse can be created by means of at least nine different ways of articulating discourse. On the basis of these results, some pedagogical implications for lecturer learning are discussed.  相似文献