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Pre-evaluating scientific paper quality aids in alleviating peer review pressure and fostering scientific advancement. Although prior studies have identified numerous quality-related features, their effectiveness and representativeness of paper content remain to be comprehensively investigated. Addressing this issue, we propose a content-based interpretable method for pre-evaluating the quality of scientific papers. Firstly, we define quality attributes of computer science (CS) papers as integrity , clarity , novelty , and significance , based on peer review criteria from 11 top-tier CS conferences. We formulate the problem as two classification tasks: Accepted/Disputed/Rejected (ADR) and Accepted/Rejected (AR). Subsequently, we construct fine-grained features from metadata and knowledge entity networks, including text structure, readability, references, citations, semantic novelty, and network structure. We empirically evaluate our method using the ICLR paper dataset, achieving optimal performance with the Random Forest model, yielding F1 scores of 0.715 and 0.762 for the two tasks, respectively. Through feature analysis and case studies employing SHAP interpretable methods, we demonstrate that the proposed features enhance the performance of machine learning models in scientific paper quality evaluation, offering interpretable evidence for model decisions. • Define four criteria for quality evaluation of scientific papers: integrity, clarity, novelty, and significance. • Propose a framework for quality evaluation of scientific papers based on coarse features and knowledge entity network. • An effective algorithm for measuring the novelty and significance of scientific papers based on knowledge entity networks. • Create and release a rigorous dataset, which could serve as the gold standard for quality evaluation of scientific papers. • Conduct extensive experiments to validate the effectiveness of the proposed framework. [ABSTRACT FROM AUTHOR]

• A text-content based approach that can reveal the scholarly impact of papers without human domain-specific knowledge. • Modeling a paper's characteristic by leveraging the spatial relations in the representation space. • The simulations based on regression model could reproduce the process of scholarly impact generation. • Introducing the large-scale Pre-Trained Model to address a classical problem in bibliometrics. Citation and citation-based metrics are traditionally used to quantify the scholarly impact of scientific papers. However, for documents without citation data, i.e., newly published papers, the citation-based metrics are not available. By leveraging deep representation techniques, we propose a text-content based approach that may reveal the scholarly impact of papers without human domain-specific knowledge. Specifically, a large-scale Pre-Trained Model (PTM) with 110 million parameters is utilized to automatically encode the paper into the vector representation. Two indicators, τ (Topicality) and σ (Originality) , are then proposed based on the learned representations. These two indicators leverage the spatial relations of paper representations in the semantic space to capture the impact-related characteristics of a scientific paper. Extensive experiments have been conducted on a COVID-19 open research dataset with 1,056,660 papers. The experimental results demonstrate that the deep representation learning method can better capture the scientific content in the published literature; and the proposed indicators are positively and significantly associated with a paper's potential scholarly impact. In the multivariate regression analysis for the potential impact of a paper, the coefficients of σ and τ are 5.4915 (P < 0.001) and 6.6879 (P < 0.001) for next 6 months prediction, 12.9964 (P < 0.001) and 13.8678 (P < 0.001) for next 12 months prediction. The proposed framework may facilitate the study of how scholarly impact is generated, from a textual representation perspective. [ABSTRACT FROM AUTHOR]

Content analysis of the studies of both Turkish and foreign authors on PBL in science education in national and international journals was made considering such variables as the research subject, method, sample, diversity of data collection tools and the data analysis methods. To this end, content analysis of 104 papers - 42 by Turkish authors and 62 by foreign authors - which were carried out between the years 1986- 2012, was made. All these papers were accessed in full text. It was identified that in 40.4% of the studies whose content analysis was made, the focus was on the effect of PBL on learning, while in 35.6% the focus was on concept analysis. It is seen that while Turkish authors worked on teaching studies in 59.5% of their studies, foreign authors focused on concept analysis in 41.9% of their studies. Also while Turkish authors mostly preferred quantitative research methods (61.9%) in their studies, foreign authors preferred qualitative research methods (66.1%). The commonly used data collection tools for Turkish authors were questionnaire and achievement test, while foreign authors preferred interview and alternative data collection tools. In terms of choosing a sample group, it is seen that studies with undergraduate and secondary school students (9-12) were preferred more often. The findings of the study reveal that studies on PBL were not very common in our country until 2005; that they reached the highest number between the years 2005-2009, and that foreign authors published the highest number of papers in 2006. While the foreign authors had a superiority over Turkish authors in terms of their papers on PBL in science education until 2005, it is seen that as of 2005, except the year 2006, the number of papers of Turkish authors has been equal to/higher than the number of papers by foreign authors until 2012. Besides, it is also identified that most of these studies were mixed and in the field of chemistry education. It is believed that this study is significant in terms of providing an opinion to young researchers working in the field of PBL and to those who are planning to work in the field. [ABSTRACT FROM AUTHOR]

Science curriculum development is currently focusing on 'scientific literacy', that is, that a science curriculum should prepare all young people for life, enabling them to understand and engage with scientific reports in the news media. So, what do the news media say about science? A UK newspaper survey conducted in spring 2003 showed that most science stories were related to life science, some to technology and earth science, a few to physics and none directly to chemistry. This 'snapshot' survey of one of the news media suggests that, in future, elements of physics and chemistry might best be taught through life, earth and technological contexts. [ABSTRACT FROM AUTHOR]

This article discusses a strategy for improving school science education in England through the continuing professional development of science teachers in the national network of Science Learning Centres. It presents evidence about effective continuing professional development, and considers the range of focuses and methods relevant for the continuing professional development of science teachers. Readers are encouraged to submit their contributions to the discussion. [ABSTRACT FROM AUTHOR]

This paper takes the position that the discourses of science and morality are not distinct within biology education; rather, they inform each other to produce, discipline, and regulate human sexuality. Our analysis of the medical and moral discussion on sexuality in a secondary school science textbook (the 12th standard National Council for Educational Research and Training textbook), along with insights from interviews with teachers, reveals that the texts portray a romanticized notion of sex that is limited to a monogamous heterosexual relationship. In the first part of the paper, we analyze how the biology textbook discusses "safer sex" in the limited context of sexually transmitted diseases and how scientific knowledge produces specific sexual subjectivities and categories. In our view, the portrayal of "normal sex" in the textbook is valueladen and not inconsequential. We also examine the discursive devices employed by the textbook to assert what is considered "culturally appropriate." The second part of the paper focuses on interviews with three biology teachers from Keralam, India. Discourse analysis is used as a methodology to explore how teachers occasionally use scientific and moral arguments interchangeably. We discuss some examples where teachers use cultural and moral ideals to justify the scientific claims in the textbook. For instance, when the textbook focuses on how "promiscuity" produces disease, teachers emphasize how promiscuity can lead to sexual anarchy, fatherless children, unsatisfied spouses, and broken relations. We argue that the teachers, along with the textbook, intertwine scientific facts with moral sensibilities, articulating a view of science, technology, and medicine that aligns with socio-cultural norms. [ABSTRACT FROM AUTHOR]

This paper describes a strategic science of teaching (SST) and its application to effective education as a form of social justice. SST is grounded in the Comprehensive Application of Behavior Analysis to Schooling (CABAS®), a system-wide approach to teaching. The Accelerated Independent Learner (AIL) model stems from the CABAS® system but operates within public schools and general education classrooms where the science of behavior is applied to establish academic, social, and self-management repertoires for all students. In the AIL model, data from the student's progress drives instruction. The arrangement of the classroom includes classroom management, instructional presentations, curriculum-based measurement, visual displays of individual student mastery of curricular objectives, the interaction between verbal development and what to teach, and acquisition of learning cusps. Another critical aspect of these classrooms includes teacher measures and teacher education. All these components are used to collectively accelerate student learning. Using this model, we attempt to remove the barrier to a one-size-fits-all education system, thus creating a more just educational system for all children. [ABSTRACT FROM AUTHOR]

Three-dimensional variation in structural components or fiber alignments results in complex mechanical property distribution in tissues and biomaterials. In this paper, we use a physics-informed UNet-based neural network model (El-UNet) to discover the three-dimensional (3D) internal composition and space-dependent material properties of heterogeneous isotropic and transversely isotropic materials without a priori knowledge of the composition. We then show the capabilities of El-UNet by validating against data obtained from finite-element simulations of two soft tissues, namely, brain tissue and articular cartilage, under various loading conditions. We first simulated compressive loading of 3D brain tissue comprising of distinct white matter and gray matter mechanical properties undergoing small strains with isotropic linear elastic behavior, where El-UNet reached mean absolute relative errors under 1.5 % for elastic modulus and Poisson's ratio estimations across the 3D volume. We showed that the 3D solution achieved by El-UNet was superior to relative stiffness mapping by inverse of axial strain and two-dimensional plane stress/plane strain approximations. Additionally, we simulated a transversely isotropic articular cartilage with known fiber orientations undergoing compressive loading, and accurately estimated the spatial distribution of all five material parameters, with mean absolute relative errors under 5 %. Our work demonstrates the application of the computationally efficient physics-informed El-UNet in 3D elasticity imaging and provides methods for translation to experimental 3D characterization of soft tissues and other materials. The proposed El-UNet offers a powerful tool for both in vitro and ex vivo tissue analysis, with potential extensions to in vivo diagnostics. Elasticity imaging is a technique that reconstructs mechanical properties of tissue using deformation and force measurements. Given the complexity of this reconstruction, most existing methods have mostly focused on 2D problems. Our work is the first implementation of physics-informed UNets to reconstruct three-dimensional material parameter distributions for isotropic and transversely isotropic linear elastic materials by having deformation and force measurements. We comprehensively validate our model using synthetic data generated using finite element models of biological tissues with high bio-fidelity–the brain and articular cartilage. Our method can be implemented in elasticity imaging scenarios for in vitro and ex vivo mechanical characterization of biomaterials and biological tissues, with potential extensions to in vivo diagnostics. [Display omitted] [ABSTRACT FROM AUTHOR]

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. G Gamow's alpha-decay theory (1928) is somewhat ad hoc for the reason that an alpha-particle inside a radioactive nucleus is supposed to move back and forth, through the dense mass of nucleons (retaining its identity), a number of times before it comes out. This short paper attempts to address this shortcoming via nuclear disintegration. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Informatica (03505596) is the property of Slovene Society Informatika and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Undergraduate students enrolled in ecology courses read peer-reviewed, scientific literature to learn how hypotheses are tested and to understand conclusions from research. This technical material can be difficult to understand for many students, thus inhibiting learning processes and reducing interest in courses or associated content. Using creative methods to teach science-based material can improve student-learning outcomes, though students’ perceptions on learning have not been fully evaluated. We qualitatively compared changes in students’ perceived understanding of peerreviewed literature before and after poetry writing assignments. Students were asked to read a randomly assigned peer-reviewed paper focused on waterfowl and/or wetland management and rate their understanding of the (1) results and conclusions and (2) management implications from research described in the paper. We then asked students to read another randomly assigned paper, complete two poems (one haiku and one villanelle) about the paper, and then again rate their understanding of both metrics. With our small sample, we found students rated their perceived understanding of peer-reviewed literature higher after creating student-generated poetry, and they generally appreciated the assignment. Our qualitative results underscore potential merits of incorporating poetry into science learning, and we provide testable hypotheses to further our understanding of how integrating poetry into science-based courses may enhance student learning. [ABSTRACT FROM AUTHOR]

Today, the neoclassic economic theory still dominates the economic analysis, prediction, and even public economic policy, encouraged, unfortunately, by the career criteria in science and education fields. In such a context, the objectives of the paper are: (1) to systematize the findings related to the unrealism and theoretical and methodological mistakes of the economic neoclassic model; (2) to argue about the desirability, reliability, realism, and efficaciousness of an evolutionary model of the economy (and of Economics); (3) to draw the basic lines which an evolutionary economic theory could be edified on, starting from both the statu quo in the matter and the logical examination of the question. The approach of research is a mix between logical and historical (but not empirical) views regarding the evolutionary economic model/theory. The main results are: (a) arguing on the possibility of crystalizing the basic concepts of an evolutionary economic model; (b) making proposals for the evolutionary economic mechanism (in its abstract understanding -- as cybernetic system of order 3); (c) warning on the risks of a tale quale taking over of the evolutionary concepts from Biology; (d) identifying the principles to be followed in building up of an evolutionary economic theory. [ABSTRACT FROM AUTHOR]

The article discusses the "Bring and Share" sessions at the British Earth Science Teachers' Association (ESTA) 2013 Annual Conference held in Plymouth, England. Presentations discussed include Peter Kennett, Elizabeth Devon, and Chris King on preparation for outdoor geology fieldwork, Pete Loader on the use of toilet paper in teaching Earth structure, and Chris Bedford on modelling hotspot formations.

Based on a critical analysis of a specific theory of knowledge course, Gábor Zemplén has identified several barriers frustrating efforts to support critical thinking in science education. He proposes three strategies of how to bolster up critical thinking skills in teaching science-oriented courses. One of them is to implement the pragma-dialectical theory of argumentation in classes. The paper calls attention to three implicit assumptions behind the Zemplén’s proposal, subjects them to internal criticism, and argues that they cannot be reconciled with each other. By criticizing them externally, the paper aims to show that it is not apposite to explain or model scientific cognition by the pragma-dialectical theory of argumentation. [ABSTRACT FROM AUTHOR]

Highlights: [•] New indicator of significance of scientific papers. [•] Can be used as indicator of significance of scientific output of people and institutions. [•] Adjustable for the age of papers, scientific disciplines, etc. [•] WoS and Scopus produce similar results. [Copyright &y& Elsevier]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Araucaria is the property of Araucaria-Revista Iberoamericana de Filosofia, Politica y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to examine the papers prepared on pedagogical content knowledge published in European Science Education Research Association (2009-2019) conference books from a thematic and methodological point of view. For this purpose, 65 papers were examined. Data were collected through document analysis within the framework of the qualitative research approach. Descriptive analysis was used in the analysis of the data. NVivo 12 program was used to present the research data. Researchers mainly conducted studies on the development/detection of PCK. It has been determined that student knowledge and teaching methods knowledge, which are the components of pedagogical content knowledge, are investigated more. As a sample, it mostly worked with secondary school teachers. The qualitative research method was mainly preferred in the research. It has been determined that tests, interviews, and questionnaires are used primarily as data collection tools. In the data analysis, it was seen that the focus was more on content analysis. [ABSTRACT FROM AUTHOR]

Scale expansion of higher vocational education requires scientific instructions, therefore figuring out the spatial and temporal evolution laws of higher education is a meaningful work for realizing the scale expansion of quality-oriented higher vocational education. However, existing studies have neither discussed the effect of such instructions on the rewards of higher vocational education, nor considered the comprehensive influence of the promotive and instructive effect of market-oriented and society-oriented employment of high vocational education on its heterogeneous rewards. To fill in these research blanks, this paper studied the evolution of the scale of higher vocational education and the difference in educational opportunities based on the expansion effect. At first, this paper constructed a scale expansion effect model of higher vocational education to explore the reward mechanism of scale expansion of higher vocational education in the labor market. Then, the paper distinguished the different levels of higher vocational education, and analyzed the evolution mechanism of the unfairness degree of students or workers acquiring different-level higher vocational education opportunities during the scale expansion process of higher vocational education. At last, the experimental results and analysis results were given. [ABSTRACT FROM AUTHOR]

Copyright of Pregled is the property of University of Sarajevo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Case-Based Learning (CBL) in science education has developed rapidly. This paper reviews the literature on trends in implementing CBL in science education. For this systematic review, we followed the recommendation of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Data were obtained from the ERIC, Scopus, and Google Scholar databases by taking scientific articles from reputable international journals with a Scopus Q1-Q4 index and impact factor ranging from 0.040 to 3.092, which is the main indicator of choosing quality of journal articles. Articles were searched using titles and keywords "Case-Based or Case Method or Science Education" from 2012 to 2022. The search yielded 1183 articles, and the selection results were 52 articles for review. The study found that CBL was represented mostly in three learning approaches, namely CBL-IBL, CBL-PBL, CBL-PjBL, and the rest being CBLBlended, CBL-Oline, and CBL-Collaborative. Case-based applications in science education were dominated by health (58%), chemistry (35%), physics (1%) and biology (6%). The reviewed studies encountered some difficulties in implementing CBL. One of them is that solving the problem takes a long time. This review revealed case-based approach to be appropriate to be implemented in an active learning activity based on real-life context. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vjesnik Bibliotekara Hrvatske is the property of Croatian Library Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A systematic literature review in the field of augmented reality (AR) in science education was conducted in the study. We performed a content analysis of 319 refereed articles from the Scopus database over the last 15 years (2007-2022). By adopting Cooper's guidelines, trends of AR applications in science education were viewed from various aspects, such as annual scientific growth, the number of authors, most active countries, most prolific journals, most cited articles, and most preferred research methods. The results indicated that: (1) research on AR applications has steadily increased since 2007 and peaked in 2020 and 2021; (2) the majority of publications have two authors followed by three authors and four authors; (3) the countries of the first authors of the AR studies were mostly from the US followed by Taiwan and Turkey; (4) the majority of articles were published by the Journal of Chemical Education and Computers and Education with 19 and 11 papers, respectively; (5) the most cited papers were written by Dunleavy, Dede, and Mitchell (638 citations), Potkonjak and colleagues (339 citations), and Squire and Jan (300 citations); and (6) more than one-third of the documents employed quantitative methods followed by mixed and qualitative methods. Discussion and suggestions are presented for future studies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• Fundamental understanding of input factors for maximising cleaning rate and minimising energy requirements. • Compositional surface integrity after laser cleaning. • New specific energy consumption and processing rate model. • High laser pulse frequency as a key tool for rapid cleaning and low energy consumption in support of low carbon manufacturing. Energy consumption and performance optimisation of laser cleaning for coating removal. [Display omitted] Selective removal of coatings by lasers can facilitate the reuse of coated tools in a circular economy. In order to optimise and control the process, it is essential to study the impact of process input variables on process performance. In this paper, coating removal from tooling was carried out using a picosecond a pulsed fibre laser, in order to investigate the effects of laser pulse energy, pulse frequency, galvo scanning speed and scanning track stepover. A fractional factorial design of experiments and analysis of variance was used to optimise the process; considering cleaning rate, specific energy consumption and surface integrity as assessed by changes in surface roughness and composition of the tooling after laser cleaning. The results shows synergy between cleaning rate and specific energy with the laser pulse frequency and galvo scanning speed as the two most significant factors, while the laser pulse energy had the greatest contribution to changes in surface composition. Based on extensive experiments, the relationship between processing rate and system specific energy consumption was mathematically modelled. The paper contributes a new specific energy model for laser cleaning and provides a benchmark of the process energy requirements compared to other manufacturing processes. Additionally, the generic scientific learning from this is that the rate of energy input is a key tool for maximising cleaning rate and minimising specific energy requirements, while the intensity of energy applied, is a key metric that influences surface integrity. More complex factors, influence the surface integrity. [ABSTRACT FROM AUTHOR]

Nowadays, STEM education plays an essential role in the economic growth and competitiveness of nations. This systematic review was aimed to reveal research trends in STEM education over the last 10 years. A total of 336 studies published in the Journal of Science Education and Technology, Research in Science Education, Journal of Science Teacher Education, International Journal of Science Education, Journal of Research in Science Teaching, and Science Education were selected for analysis. The time span was limited to the period between 2011 to late 2020. All sample papers were then examined to capture the latest research trends and status regarding STEM education that included the number of papers by year, research types, countries' rank, and the number of authors. To collect data, the formula proposed by Howard et al. [1] was employed to determine the most productive countries in terms of STEM education scholarships. Findings revealed that STEM education has garnered greater attention and it grew rapidly within this period. The most frequent research type used in STEM education were quantitative studies. In addition, the US, Australia, and the Netherlands were the most productive countries in STEM education research. During these ten years, most papers published in selected journals were written by three authors. This indicates that STEM education is an attractive topic to explore collaboratively by researchers and educators around the world. [ABSTRACT FROM AUTHOR]

Many Canadian engineering faculties employ a first-year design course. Offering a large-scale, realistic and valuable design experience to students beginning to learn about engineering is challenging. In 2020 the Faculty of Engineering (University of Alberta) introduced a new first-year design course for 1200+ qualifying year students: Introduction to Engineering Design, Communication, and Profession. The course is founded on four principles: engineering design is a distinguishing and core feature of engineering practice and education, transdisciplinary engineering design has a common process, sustainability is a key societal goal and integral to engineering design, and the communication of the evaluated design proposition is a necessary step towards design implementation. The course objectives are to introduce first-year students to the transdisciplinary design process and demonstrate differences between the engineering and traditional science programs. The course design had four additional requirements: (1) meet the needs of all our programs; (2) be taught by instructors from each of our disciplines (supporting transdisciplinarity and discipline ownership); (3) engage applied learning; (4) use the design process to solve a community-based problem. The course implementation was supported by two co-lead instructors, the continued involvement of a third design instructor (course co-creator), eight guest instructors (representing all Faculty programs and the provincial professional association), and ten teaching assistants from both engineering and industrial design programs. All course materials (lecture slides, online resources, project descriptions, assessments) were developed in advance. Even as we were implementing this new course, we were collecting midterm feedback, reflecting on and adjusting the course in real-time, and planning the next iteration using a continual improvement process. At the time of original submission, the aim of this paper was to provide insight into the course development, implementation and lessons learned through its delivery. However, with the COVID-19 pandemic, many more challenges faced the instructional team; these are also detailed in this paper. [ABSTRACT FROM AUTHOR]

Developing Scientific Reasoning (SR) competencies at an early age, are challenging to meet expectation of the 4th sustainable development goal. Hence, educators and educational decision-makers try to embed these competencies into such subjects as the arts, language, technology, economics, mathematics and science, using an inter-disciplinary approach. In this context, this paper proposes a fuzzy knowledge-based solution to build practical pupils, educators, and decision-makers recommender system to support the development of SR competencies in a data driver manner. Our system consists of:(1) inferring and computational module that calculates in a fuzzy manner the global appreciation to each SR-competencies. (2) recommendation module that aims to help learners, educators and decision makers to assess the degree of development of SR competencies and to get alternative suggestion of remediation. The proposed solution has been tested on the last two levels of science education in four Tunisian elementary schools in different regions. A preliminary analysis showed that the learning process should be more focused on Tunisian pupil's profile, and that investigation and collaborative based learning should be applied further in Tunisian classroom. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A multicultural and contextual-based textbook is scientific writing learning material that presents multicultural and contextual-based language materials for Buddhist college students. This study aimed to describe the effectiveness of a multicultural and contextual understanding-based textbook in improving the scientific writing skills of Buddhist college students. The data collection was carried out by employing mixed methods of statistical analysis, interviews, observations, and document analysis. The research data were obtained by using test results or the products of students' writing skills. The research samples were 101 students of a Buddhist college in the Central Java Province, Indonesia. The study results revealed that a textbook based on multicultural and contextual understanding as learning material for scientific writing could effectively improve the scientific writing skills of Buddhist college students. The results of statistical analysis using the One-way ANOVA test showed Fcal > Ftable (47.74 > 3.09). Thus, there were significant differences in the ability to write scientific papers in the experimental group of students. These results indicated that a multicultural and contextual-based textbook as teaching material for scientific writing for students of Buddhist college was more effective than books that lecturers have used. It was later reinforced by the results of interviews with students and lecturers. [ABSTRACT FROM AUTHOR]

Academic words occur with high frequency in texts from a wide range of scientific fields, and their frequency in academic texts is much higher than in general texts. Academic wordlists can facilitate the learning and teaching of scientific language. In this research, we have developed a frequency list of Persian academic words. The word list includes 307 word lemmas with a high frequency in academic texts. Creating a balanced corpus of Persian academic texts was the prerequisite for developing such a list. For this purpose, we collected scientific texts published in Persian scientific journals and built a balanced corpus containing more than 51 million words. The corpus includes texts of academic papers in four general categories, i.e., basic sciences and engineering; humanities, arts, and architecture; medicine and veterinary medicine; and agriculture and natural resources. We used four different criteria for lemmas to be included in our wordlist. 1- frequency: The lemmas should have a relative frequency of at least 30 per million words. 2- ratio: The relative frequency of the lemmas in the academic corpus should be two times greater than their frequency in a 10 million word general corpus. 3- dispersion: Juilland’s D value of the lemmas in the four sections should be at least 0.5. 4- range: the observed frequency of the lemma should not be less than a third of its expected frequency in any of the four sections of the corpus. We evaluated the wordlist by measuring its coverage in our corpus’s train and test sections. The wordlist covers 16.69 percent of the train subset and 16.13 percent of the test subset. [ABSTRACT FROM AUTHOR]

The paper's main objective is to investigate the trends of basic science research in India using a combination of qualitative and quantitative approaches. It examines the publication patterns and impact of research productivity of five basic science institutions, i.e., "Indian Institutes of Science Education and Research" (IISER), namely IISER Kolkata, IISER Pune, IISER Mohali, IISER Bhopal, and IISER Thiruvananthapuram. The research output indexed in the SCOPUS bibliographic database of these five established IISERs was obtained from 2015 to 2019. A total number of 7329 research publications were analysed using various scientometric dimensions. This paper makes a concerted effort to present a comprehensive picture of the assessment of research outcomes at the five older IISERs, which are ostensibly India's most active and prominent basic science research institutions. The findings reveal that these institutions are accountable for important research outcomes, such as a high number of citations, preferences towards open access (OA) publications, a rise in research publication year over year, a strong author network, a high degree of collaboration, and a high impact in terms of other scientometrics indicators. This paper discusses the findings of the research publications on the position of IISERs in basic sciences research and draws some conclusions about their effects. [ABSTRACT FROM AUTHOR]

Copyright of Collected Papers of Zagreb Law Faculty / Zbornik Pravnog Fakulteta u Zagrebu is the property of Sveuciliste u Zagrebu, Pravni Fakultet and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Gender equality is critical to achieving transformative action, policies and change towards sustainable ocean management. However, historically women have been largely excluded from ocean science and management programmes, including education. Recent commitment to promoting gender equality in ocean science, notably in the United Nations Decade of Ocean Science for Sustainable Development, aims to ensure women have equal opportunity to engage in ocean science education, research, management and decision-making. This paper investigates the roles of women in ocean science education, the challenges they face, the root causes of these inequalities, and the existing interventions to advance gender equality in ocean science. Focusing on Kenya as a case study, the paper uses a feminist political ecology lens to explore staff experiences and perceptions of gender (in)equality in public universities. The data gathered through in-depth interviews revealed that women's participation in ocean science were limited by perceptions of their male colleagues who did not believe that women can do certain technical jobs. In addition, career progression of women was found to be slower than men's, women were more likely to be discriminated against during promotions and denied opportunities to develop their careers, faced sexual harassment and bullying, and experienced work-family conflicts. These factors adversely impacted women's participation and career advancement and thus their potential contribution to a sustainable ocean. This research also revealed some good practices that the universities had in place to tackle gender inequalities such as gender equality policies and staff given a specific gender equality role (gender focal points). In conclusion, we stress the importance of having gender-transformative policies, an effective implementation process, having women-specific support structures and having women in leadership positions as crucial for promoting gender equality and ocean sustainability. [ABSTRACT FROM AUTHOR]

The purpose of the academic paper lies in analysing the viewpoints of various scientists regarding the selection and features of the application of modern approaches to the organization of the educational process, teaching and assessment of the effectiveness of the educational activities of higher education seekers, as well as in practical investigating the main aspects of assessment and educational practice in higher education. In the process of conducting the research, an analytical and bibliographic method has been used in order to study the scientific literature on learning, teaching and assessment issues, as well as a questionnaire survey for the practical clarification of certain aspects of the evaluation and educational process in higher education. Based on the results of the research, the existing works of scholars on the use of modern approaches to the organization of educational activities in higher education and the latest trends in the assessment of the educational process have been analysed. [ABSTRACT FROM AUTHOR]