The Impact of a Classroom Performance System on Learning Gains in a Biology Course for Science Majors

This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as “Clickers”, improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding. The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary, whereas the control groups answered the same questions as quizzes, similarly engaging in discussion where necessary. The learning gains were assessed on a pre/post-test basis. The average learning gains, defined as the actual gain divided by the possible gain, were slightly better in the treatment group than in the control group, but the difference was statistically non-significant. An Analysis of Covariance (ANCOVA) statistic with pretest scores as the covariate was conducted to test for significant differences between the treatment and control groups on the posttest. A second ANCOVA was used to determine the significance of differences between the treatment and control groups on the posttest scores, after controlling for sex, GPA, academic status, experience with clickers, and instructional style. The results indicated a small increase in learning gains but these were not statistically significant. The data did not support an increase in learning based on the use of the CPS technology. This study adds to the body of research that questions whether CPS technology merits classroom adaptation.

The pedagogical content knowledge of Danish geography teachers in a changing schooling context

This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching in Denmark. In the last ten years Danish primary and lower-secondary schooling has undergone several significant changes, including the introduction of a final multiple-choice exam in geography in 2007, and a fundamental reconstruction of the curriculum in 2014. These changes are expected to influence the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge aspects which point to the final multiple-choice exam, but also the ‘bildung’ perspectives of the subject equipping students to develop their own opinions when dealing with socio-scientific issues (SSI).

The “FRA wheel” as a teaching tool to elaborate on the identity aspects of physics and mathematics as disciplines in interdisciplinary contexts

This thesis project is framed in the research field of Physics Education and aims to contribute to the reflection on the importance of disciplinary identities in addressing interdisciplinarity through the lens of the Nature of Science (NOS). In particular, the study focuses on the module on the parabola and parabolic motion, which was designed within the EU project IDENTITIES. The project aims to design modules to innovate pre-service teacher education according to contemporary challenges, focusing on interdisciplinarity in curricular and STEM topics (especially between physics, mathematics and computer science). The modules are designed according to a model of disciplines and interdisciplinarity that the project IDENTITIES has been elaborating on two main theoretical frameworks: the Family Resemblance Approach (FRA), reconceptualized for the Nature of science (Erduran & Dagher, 2014), and the boundary crossing and boundary objects framework by Akkerman and Bakker (2011). The main aim of the thesis is to explore the impact of this interdisciplinary model in the specific case of the implementation of the parabola and parabolic motion module in a context of preservice teacher education. To reach this purpose, we have analyzed some data collected during the implementation in order to investigate, in particular, the role of the FRA as a learning tool to: a) elaborate on the concept of “discipline”, within the broader problem to define interdisciplinarity; b) compare the epistemic core of physics and mathematics; c) develop epistemic skills and interdisciplinary competences in student-teachers. The analysis of the data led us to recognize three different roles played by the FRA: FRA as epistemological activator, FRA as scaffolding for reasoning and navigating (inhabiting) the complexity, and FRA as lens to investigate the relationship between physics and mathematics in the historical case.

Professional development and a discussion of the professional preparation provided by information and library science degree programs in public universities in Madrid, 2000-2005

A study was designed to determine how the degree programs in Information and library science available in 2000-2005 at the public universities of Madrid fit the tabour market needs of their students. The methodology used was the development of a questionnaire addressed to graduates. Although the number of surveys completed is not high (118), the authors believe that the results obtained permit a series of conclusions that may be extrapolated to the entire cohort.

Ascorbic acid concentration is reduced in the secondary aqueous humour of glaucomatous patients

P>Background: We aimed to evaluate the ascorbic acid concentration in secondary aqueous humour (AH) from glaucomatous patients and to compare it with primary AH from primary open-angle glaucoma patients and non-glaucomatous patients. Methods: Primary AH samples were prospectively obtained from clinically uncontrolled primary open-angle glaucoma patients and senile cataract patients (controls) prior to trabeculectomy and cataract surgery. Secondary AH samples were obtained from eyes with previous intraocular surgery, prior to trabeculectomy or cataract surgery. AH (0.1 mL) was aspirated by inserting a 26-gauge needle into the anterior chamber just before surgery and then immediately stored at -80 degrees C. The ascorbic acid concentration was determined in a masked fashion by high-pressure liquid chromatography. Results: A total of 18 patients with senile cataract, 16 glaucomatous patients with primary AH (no previous intraocular surgery) and 11 glaucomatous patients with secondary AH (previous intraocular surgery) were included. There was no difference in mean age between groups (P = 0.15). The mean +/- standard deviation concentration of ascorbic acid in the secondary AH from glaucomatous patients (504 +/- 213 mu mol/L [95% confidence interval {CI}, 383-624]) was significantly lower than the concentration of ascorbic acid found in the primary aqueous of primary open-angle glaucoma (919 +/- 427 mu mol/L [95% CI, 709-1128]) and control patients (1049 +/- 433 mu mol/L [95% CI, 848-1249]; P < 0.01, Kruskal-Wallis test). Conclusions: The ascorbic acid concentration in secondary AH of glaucomatous patients was approximately twofold lower in comparison with primary AH of glaucomatous and cataract patients. The implications of a reduced concentration of ascorbic acid in the secondary AH deserve further investigation.

Extending teaching and learning initiatives in the cross-disciplinary field of biotechnology

Our AUTC Biotechnology study (Phases 1 and 2) identified a range of areas that could benefit from a common approach by universities nationally. A national network of biotechnology educators needs to be solidified through more regular communication, biennial meetings, and development of methods for sharing effective teaching practices and industry placement strategies, for example. Our aims in this proposed study are to: a. Revisit the state of undergraduate biotechnology degree programs nationally to determine their rate of change in content, growth or shrinkage in student numbers (as the biotech industry has had its ups and downs in recent years), and sustainability within their institutions in light of career movements of key personnel, tightening budgets, and governmental funding priorities. b. Explore the feasibility of a range of initiatives to benefit university biotechnology education to determine factors such as how practical each one is, how much buy-in could be gained from potentially participating universities and industry counterparts, and how sustainable such efforts are. One of many such initiatives arising in our AUTC Biotech study was a national register of industry placements for final-year students. c. During scoping and feasibility study, to involve our colleagues who are teaching in biotechnology – and contributing disciplines. Their involvement is meant to yield not only meaningful insight into how to strengthen biotechnology teaching and learning but also to generate ‘buy-in’ on any initiatives that result from this effort.

Hepatogenous photosensitization associated with liver copper accumulation in buffalos

Four 1.5-year-old, male, Murrah buffalos were maintained during eight months without direct solar exposure during a study of copper toxicosis. Four days after solar exposure, all buffalos presented clinical manifestations consistent with acute photosensitization, including anorexia, apathy, loss of body weight, and generalized cutaneous lesions. Gross lesions were characterized by severe erythema, localized edema, fissures, tissue necrosis, gangrene and crust formation with h serous exudation. Liver copper concentration was evaluated, and cutaneous biopsies were taken when clinical signs were evident. The liver copper concentration before solar exposure was increased in all animals. Histopathologic examination of the skin revealed hepatogenous photosensitization characterized by parakeratotic hyperkeratosis, acantholysis, degeneration of squamous epithelial cells, epidermal necrosis with atrophy of sweat glands, and multifocal superficial and deep dermal edema. These findings suggest that asymptomatic accumulation of copper within the liver might have induced hepatic insufficiency thereby resulting in secondary photosensitization when these buffalos were exposed to sunlight. (C) 2009 Elsevier Ltd. All rights reserved.

Open-source software in operations research in engineering teaching

ENEGI 2013: Atas do 2º Encontro Nacional de Engenharia e Gestão Industrial, Universidade de Aveiro, 17 e 18 de maio de 2013, Aveiro, Portugal.

As conceções de (in)satisfação profissional dos professores de História e de Geografia, em contexto de estágio : que dinâmicas?

Mestrado, Ensino de História e Geografia no 3.º Ciclo do Ensino Básico e no Ensino Secundário, 29 de Março de 2016, Universidade dos Açores (Relatório de Estágio).

Staging the Scientist: The Representation of Science and its Processes in American and British Drama

Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Estudos Ingleses e Norte Americanos

Análise do desempenho motor e sua relação com status social em crianças de uma escola

Relatório de estágio de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário

Action Research : the first steps to start up a pilot experiment in heritage education

Peer-reviewed

International trends in health science librarianship: part 4--four Southern European countries.

This is the fourth in a series of articles exploring international trends in health science librarianship in four Southern European countries in the first decade of the 21st century. The invited authors are from Greece, Italy, Spain and Portugal. Future issues will track trends in Latin America and Central Europe.

Analysis of secondary growth in the Arabidopsis shoot reveals a positive role of jasmonate signalling in cambium formation.

After primary growth, most dicotyledonous plants undergo secondary growth. Secondary growth involves an increase in the diameter of shoots and roots through formation of secondary vascular tissue. A hallmark of secondary growth initiation in shoots of dicotyledonous plants is the initiation of meristematic activity between primary vascular bundles, i.e. in the interfascicular regions. This results in establishment of a cylindrical meristem, namely the vascular cambium. Surprisingly, despite its major implications for plant growth and the accumulation of biomass, the molecular regulation of secondary growth is only poorly understood. Here, we combine histological, molecular and genetic approaches to characterize interfascicular cambium initiation in the Arabidopsis thaliana inflorescence shoot. Using genome-wide transcriptional profiling, we show that stress-related and touch-inducible genes are up-regulated in stem regions where secondary growth takes place. Furthermore, we show that the products of COI1, MYC2, JAZ7 and the touch-inducible gene JAZ10, which are components of the JA signalling pathway, are cambium regulators. The positive effect of JA application on cambium activity confirmed a stimulatory role of JA in secondary growth, and suggests that JA signalling triggers cell divisions in this particular context.

How can we teach EBM in clinical practice? : an analysis of barriers to implementation of on-the-job EBM teaching and learning.

Introduction: Evidence-based medicine (EBM) improves the quality of health care. Courses on how to teach EBM in practice are available, but knowledge does not automatically imply its application in teaching. We aimed to identify and compare barriers and facilitators for teaching EBM in clinical practice in various European countries. Methods: A questionnaire was constructed listing potential barriers and facilitators for EBM teaching in clinical practice. Answers were reported on a 7-point Likert scale ranging from not at all being a barrier to being an insurmountable barrier. Results: The questionnaire was completed by 120 clinical EBM teachers from 11 countries. Lack of time was the strongest barrier for teaching EBM in practice (median 5). Moderate barriers were the lack of requirements for EBM skills and a pyramid hierarchy in health care management structure (median 4). In Germany, Hungary and Poland, reading and understanding articles in English was a higher barrier than in the other countries. Conclusion: Incorporation of teaching EBM in practice faces several barriers to implementation. Teaching EBM in clinical settings is most successful where EBM principles are culturally embedded and form part and parcel of everyday clinical decisions and medical practice.