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The purpose of this study is to analyze the learning goals, nature of science, inquiry skills, understanding of inquiry, and inquiry types in the senior high school physics textbooks in Indonesia. We selected the textbooks based on three criteria: (1) approved by the Ministry of Education and Culture in Indonesia, (2) widely used in senior high schools, and (3) included content and practices based on the current curriculum. Content analysis was used to analyze 10th, 11th, and 12th grade textbooks. We found that more physics topics focused on the cognitive than on the epistemic, affective, and sociocultural aspects in these textbooks. The findings show that nature of science was emphasized in the textbooks, but they were more focused on science as a cognitive-epistemic system. Furthermore, we found that structured inquiry was more emphasized than confirmed and guided inquiry. Finally, structured inquiry focused more on inquiry skills than on the understanding of inquiry in all three textbooks, while observing and communicating skills were more emphasized in the physics activities. It is suggested that more studies need to develop inquiry activities that focus on understanding inquiry.

In order to cultivate students to be able to participate in public affairs and make decisions about socioscientific issues (SSI), a web-based module was designed for students to collaboratively engage in the decision-making (DM) process. This study attempted to identify students' discourse characteristics that might lead to formulating an evidence-based decision on SSI. Twenty-nine Grade 10 students were randomly divided into eight groups of three or four. The transcribed data of one case from each performance level were compared to investigate the interplay between groups' DM performances and discourse characteristics. The results showed that the group that gained a high score on the DM group worksheet engaged in the metacognitive discussion for planning procedures of the module tools and in the conceptual exchanges to accomplish the tasks. The members of this group could initiate and extend ideas, provide prompts, and confirm or reject each other's ideas, resulting in sustained interactive dialogs that allowed them to learn from one another. This indicated that students need to be encouraged to clarify the task goals, plan procedures, monitor their performance, and exchange their ideas actively. The implications of how collaborative discourse promote students' SSI DM performance, and the better design and enactment of SSI modules are discussed.

This study designed a decision-making learning module to engage students in collective decision-making in a collaborative learning environment. The purpose of this study was to explore the interplay of students' regulation learning in groups and their collective decision-making about a socioscientific issue. Thirty-eight 10th-grade students participated in the study. A variety of data were collected to examine the students' collective decision-making and regulation learning while they collaboratively conducted a socioscientific decision-making activity, including worksheets, computer activity recordings, and students' verbal interactions. The results indicated strong associations which showed that students who had sophisticated decision-making in a group tended to have more social shared regulation, and performed more regulation behaviours to refine their collective decision-making. The sequential analysis also indicated that students who manifested the serial nature of regulation processes and goal-driven learning might have exhibited a sophisticated decision-making performance when engaged in collective decision-making. The deficiencies in group interaction identified in this study underscore the need to provide scaffolds for regulation learning in order to refine students' collective decision-making in a SSI context.

This study analyzed 2008-2017 articles in primary science education journals to explore the features and trends of teaching strategies for scientific practices. Five criteria were used to select the articles: (1) emphasizing inquiry teaching in either the theoretical framework or the findings section, (2) incorporating teaching strategies into inquiry teaching or professional development, (3) selecting science as subject matter, (4) being empirical research, and (5) not including special needs or ESL (English as Second Language) students as participants. Based on the above criteria, 310 articles were selected for further coding in the dimensions of teaching strategies and teaching goals. The teaching goals for the usage of the teaching strategies for scientific practices include affective, epistemic and sociocultural goals. Two categories of teaching strategies were coded for scientific practices including student-centered and teacher-centered strategies. The results showed that student-centered teaching strategies were adopted more than teacher-centered strategies; and experimenting, discussing, and a combination of experimenting and discussing were the most used teaching strategies, which were mostly used to achieve the cognitive and affective teaching goals. This was an increasing trend over the past 10 years. Moreover, teaching strategies for scientific practice have large, positive effects on the cognitive aspect.

The growing preference for incorporating microbial aspartic proteases in industries is due to their high catalytic function and high degree of substrate selectivity. These properties, however, are attributable to molecular alterations in their structure and a variety of other characteristics. Molecular tools, functional genomics, and genome editing technologies coupled with other biotechnological approaches have aided in improving the potential of industrially important microbial proteases by addressing some of their major limitations, such as: low catalytic efficiency, low conversion rates, low thermostability, and less enzyme yield. However, the native folding within their full domain is dependent on a surrounding structure which challenges their functionality in substrate conversion, mainly due to their mutual interactions in the context of complex systems. Hence, manipulating their structure and controlling their expression systems could potentially produce enzymes with high selectivity and catalytic functions. The proteins produced by microbial aspartic proteases are industrially capable and far-reaching in regulating certain harmful distinctive industrial processes and the benefits of being eco-friendly. This review provides: an update on current trends and gaps in microbial protease biotechnology, exploring the relevant recombinant strategies and molecular technologies widely used in expression platforms for engineering microbial aspartic proteases, as well as their potential industrial and biotechnological applications. [ABSTRACT FROM AUTHOR]

A total synthesis strategy was developed for the synthesis of luotonin A, B and their analogues using synergistic FeCl3/KI‐catalyzed oxidative cyclization. This protocol utilizes cheap and widely available N‐propargyl 2‐methyl‐quinazolinones and arylamines under mild conditions, and it has a wide substrate scope and high atom economy. Different natural products (luotonin A, B and derivatives) can be synthesized via a unique switchable approach. Further transformations from luotonin B to luotonin E and structural modification of natural products demonstrate the potential applications of this method. Moreover, camptothecin can also be modified with the reported protocol to afford the hydroxyl‐substituted product. [ABSTRACT FROM AUTHOR]

Background: Lupus enteritis (LE) is prone to incorrect and missed diagnoses. LE primarily occurs during the active stage of systemic lupus erythematosus (SLE), which often manifests with alterations in peripheral blood cell that may serve as indicators of disease activity and organ damage. This study aims to investigate the alterations and predictive value of routine blood parameters for LE diagnosis. Methods: This exploratory study retrospectively analyzed the medical records of 36 patients with SLE who were admitted to Suining Central Hospital between January 2006 and April 2023. Additionally, a control group consisting of 72 SLE patients without LE, matched for sex and age, was enrolled. A comparison was made between the two groups regarding clinical characteristics and changes in routine blood parameters. Binary logistic regression and receiver operating characteristic (ROC) curve analyses were conducted to identify independent risk factors and evaluate their diagnostic performance for LE. Results: The LE group exhibited significantly higher neutrophil-to-lymphocyte ratio (NLR) and platelet-to-lymphocyte ratio (PLR), along with a lower lymphocyte count (LYM), compared to the control group (p <.05). Binary logistic regression analysis revealed that NLR independently predicted the onset of LE, with an odds ratio of 1.347 and a 95% confidence interval of 1.070–1.696 (p <.01). ROC curve analysis demonstrated that NLR had an area under the curve of 0.68 for diagnosing LE (p <.05). When the cutoff value was set at 2.44, the Youden Index was only 0.31. Conclusion: Significant differences were observed in several routine parameters between patients with LE and the control group, which can be attributed to the occurrence of LE during the active stage of SLE. However, only the NLR emerged as an independent risk factor for LE,and its predicting vulue for was insufficient; no blood routine parameter has been identified as an reliable predictor for LE. [ABSTRACT FROM AUTHOR]

The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: questioning, planning, analyzing, and modeling. Two classes of seventh graders (13-14 years old) were randomly assigned to an inquiry group (n = 24) and a baseline group (n = 27). The two groups engaged in three technology-infused learning modules and conventional instruction respectively, and took two inquiry ability tests three times throughout two years. The test results showed that the inquiry group performed significantly better than the baseline group with respect to several inquiry sub-abilities. The instructional components of the tasks (i.e., design features) for which students exhibited significant improvements were further analyzed with respect to the task complexity, the function of the prompts, and the types of representations presented in the tasks. These design features identified provided useful insights into future design of technology-infused learning tasks for different inquiry abilities.

This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n?=?26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n?=?25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students' inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students' inquiry practices.