Ten Australian elementary teachers' discourse and reported pedagogical practices during cooperative learning

This article describes the types of discourse 10 Australian grade 4-6 teachers used after they had been trained to embed cooperative learning in their curriculum and to use communication skills to promote students' thinking and to scaffold their learning. One audiotaped classroom social science lesson involving cooperative learning was analyzed for each teacher. We provide vignettes from 2 teachers as they worked with groups and from 2 student groups. The data from the audiotapes showed that the teachers used a range of mediated-learning behaviors in their interactions with the children that included challenging their perspectives, asking more cognitive and metacognitive questions, and scaffolding their learning. In turn, in their interactions with each other, the children modelled many of the types of discourse they heard their teachers use. Follow-up interviews with the teachers revealed that they believed it was important to set expectations for children's group behaviors, teach the social skills students needed to deal with disagreement in groups, and establish group structures so children understood what was required both from each other and the task. The teachers reported that mixed ability and gender groups worked best and that groups should be no larger than 5 students. All teachers' programs were based on a child-centered philosophy that recognized the importance of constructivist approaches to learning and the key role interaction plays in promoting social reasoning and learning.

Direct electrochemically driven catalysis of bovine milk xanthine oxidase

The complex molybdoenzyme xanthine oxidase (XO) catalyses the oxidation of xanthine to uric acid. Here we report the first direct (unmediated) catalytic electrochemistry of the enzyme in the presence of xanthine. The only non-turnover response (without substrate present) is a sharp two-electron wave from the FAD cofactor at -242 mV vs. NHE (pH 8.0). Upon addition of xanthine to the electrochemical cell a pronounced electrocatalytic anodic current appears at ca. +300 mV vs. NHE, but the FAD peak remains. This is unusual as the onset of catalysis should occur at the potential of the FAD cofactor (the site at which oxygen or NAD+ binds to the enzyme in solution). The observed electrochemical catalysis is prevented by the addition of known XO inhibitors allopurinol or cyanide. (c) 2005 Elsevier B.V. All rights reserved.

Thiamin nutrition and catalysis-induced instability of thiamin diphosphate

Thiamin (vitamin B1) is required in animal diets because it is the precursor of the enzyme cofactor, thiamin diphosphate. Unlike other B vitamins, the dietary thiamin requirement is proportional to non-fat energy intake but there is no obvious biochemical reason for this relationship. In the present communication we show for two enzymes that the cofactor undergoes a slow destruction during catalysis, which may explain the interdependence of thiamin and energy intakes.

Preface — nanomaterials in catalysis

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