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• Using memes enhances the student perception of fun within taught content. • Creating and using memes improves the perception of knowledge retention. • Students' demographics did not appear to affect students' experiences of using memes as a learning tool. Meme-making is an effective method for engaging students and enhancing the learning environment. Memes are a social media cultural phenomenon that the majority of those in Higher Education are exposed to on an almost daily occurrence. This research examined the use of meme-making within the forensic sciences to allow students to reflect on their knowledge. Students studying modules in forensic science across six universities in the UK and USA participated in the study. At the end of a teaching session, students produced a meme (using Meme Generator) to reflect on what they had learned; memes were then shared with the class anonymously via Padlet. This allowed all class members to see and engage with the memes created. At the end of the activity students were anonymously surveyed on their experience using Microsoft Forms and analysis of the results were undertaken using SPSS software. Meme-making was found to be an inclusive learning activity with no limitations, including age (part-time, distance learning and visually impaired students were not part of the study parameters). Results showed that not only did students find the practice fun, but it also helped with the retention of the class content suggesting that the meme-making process is an effective way to enhance the learning environment while engaging students. Student feedback suggests that to maximise participation the educator should stress reflection and learning as the key purpose of generating a meme, rather than being witty or entertaining. The forensic science educator should be mindful of selecting appropriate subject matter for this often-humorous activity. [ABSTRACT FROM AUTHOR]

• Forensic vLabs provide a visual representation of traditional laboratory scripts. • Forensic vLabs can promote inclusive learning in a diverse international cohort. • Forensic vLabs can enhance students' knowledge of forensic science techniques. • Forensic vLabs can improve forensic science students' confidence in the laboratory. • Forensic vLabs can improve forensic science students' independence in the laboratory. Laboratory work is essential in forensic science degree courses. They provide students with an opportunity to put theory into practice, as well as develop relevant professional laboratory skills through a case-based learning framework. Traditional laboratory instruction involves the use of a written laboratory script or manual that details the laboratory procedures and techniques for an experiment. Occasionally, instructors may provide a brief in-person demonstration of a critical aspect of the experimental procedure during the session. Since the coronavirus pandemic, the use of virtual laboratory (vLab) resources, such as video demonstrations, in teaching science practical skills has increased. These resources may be used alone or in combination with in-person laboratory sessions in a flipped learning model. Previous research has shown that vLab resources could enhance students' knowledge, confidence, and experience inside the laboratory. This study aimed to explore the perceptions and attitudes of forensic science students toward the use of a vLab module. Three videos were created in which procedures for carrying out presumptive tests, screening exhibits, and recording examinations were demonstrated. Seven undergraduate students enrolled at different stages of a forensic science degree programme were introduced to the vLab module and interviewed using a semi-structured interview approach. Through a thematic synthesis of the interview transcripts, we found that the implementation of an inclusive vLab module could enhance students' knowledge, confidence, and independence in carrying out forensic science laboratory procedures. [ABSTRACT FROM AUTHOR]

• Open-ended pedagogical structures create spaces for student agency. • Spaces for children's agency support learning through mimesis. • Children's mimesis is a source of creativity, allowing for learning from others. • Agency allows for repetition and imagination to come together. This manuscript presents a study exploring students' agentic engagement in science in an early-childhood classroom with a goal of examining how open-ended pedagogical structures mediate and shape children's possibilities for agentic actions. The study was conducted with a class of 17 plurilingual 4- to 6-year-olds as they participated in a five-week unit exploring worms, guided by sociocultural theoretical frameworks. Analysis demonstrates the role of open-ended structures for creating spaces for children's agency, and highlights how open spaces provide opportunities for children's learning in ways that go beyond adults' expectations. Microanalysis of children's interactions highlights how open-ended structures supported children's science engagement and meaning making in multi-layered and creative ways. Implications for teacher education and research are discussed. [ABSTRACT FROM AUTHOR]

Higher education students in the science, technology, engineering, and mathematics (STEM) fields are actively engaged with coursework, and their emotional maturity may be underdeveloped. The aim of this qualitative study was to investigate whether interactive art-making can provide a potential space for STEM undergraduates to experience play and freely explore themselves. We introduced the mutual squiggle and story-making method (MSSM), an art-based method wherein a practitioner collaborates with a participant to create art, followed by semi-structured interviews. Thematic analysis of the interview transcripts from seven STEM undergraduates revealed four themes: personal joy and fulfillment, interaction as a pivotal aspect of play, acknowledging appropriate compromises, and a non-play experience. Our findings suggest that the potential space created by MSSM can help STEM students navigate play through picture-making and storytelling experiences. Practitioners who conduct art-making with clients should be aware that they are being observed by participants and exhibit playful attitudes. This study sheds light on lowering the barrier to seeking help among STEM students. Further studies involving different academic disciplines as target groups are required. Policymakers should be aware of the importance of positive emotions aroused in play for STEM undergraduates to seek psychological support. • Highlighting the emotional development of emerging adulthood. • Engaging students in Science, Technology, Engineering, and Mathematics (STEM). • Introducing Mutual squiggle and story-making method (MSSM). • The potential space created by MSSM helped STEM students navigate play. [ABSTRACT FROM AUTHOR]

Two generative learning activities aimed at improving students' learning are explaining learning materials to oneself or to others. Although these techniques have been shown to improve learning outcomes, there is less evidence concerning the role of brain activity during learning. This study explored the effects of these techniques on brain activation patterns (as measured by fNIRS) and learning outcomes (as measured by retention and transfer tests). Ninety-nine college students studied a text-based multimedia lesson about the Doppler Effect and then either explained the material to a real person (explain-to-others group, n = 33), explained the material to themselves (explain-to-oneself group, n = 34), or restudied the text (restudy group, n = 32). Students' brain activity during learning was recorded using fNIRS techniques and all students completed retention and transfer posttests and mental effort, presence, and anxiety surveys. Both the explain-to-others group and the explain-to-oneself group obtained higher scores on retention, mental effort, and state anxiety than the restudy group. The explain-to-others and explain-to-oneself groups also displayed greater activation of brain networks associated with attention, working memory, and metacognitive processing (i.e., the bilateral TPJ and the right OFC). The explain-to-others group outperformed the restudy group on transfer test, social presence ratings, and explanation quality. The explain-to-others group also displayed greater activation in brain networks associated with social processing (the left dlPFC and the left TPJ) compared to the explain-to-oneself group. This study extended generative learning theory and pointed out the advantage of learning-by-teaching based on neuroscience evidence. • Students read a science text and then explained it to others or themselves. • These activities caused greater retention scores and brain activity than restudying. • Explaining to others caused greater transfer scores than restudying. • Explaining to others caused greater brain activity than explaining to oneself. • Cognitive neuroscience helps explain generative learning activities. [ABSTRACT FROM AUTHOR]

The use of theory and simulation in undergraduate education in biochemistry, molecular biology, and structural biology is now common, but the skills students need and the curriculum instructors have to train their students are evolving. The global pandemic and the immediate switch to remote instruction forced instructors to reconsider how they can use computation to teach concepts previously approached with other instructional methods. In this review, we survey some of the curricula, materials, and resources for instructors who want to include theory, simulation, and computation in the undergraduate curriculum. There has been a notable progression from teaching students to use discipline-specific computational tools to developing interactive computational tools that promote active learning to having students write code themselves, such that they view computation as another tool for solving problems. We are moving toward a future where computational skills, including programming, data analysis, visualization, and simulation, will no longer be considered an optional bonus for students but a required skill for the 21st century STEM (Science, Technology, Engineering, and Mathematics) workforce; therefore, all physical and life science students should learn to program in the undergraduate curriculum. [Display omitted] [ABSTRACT FROM AUTHOR]

Students completing advanced degrees in dairy or animal science may go on to have a major impact on the food animal agriculture industries. The aim of this study was to better understand student views of the future of dairying, including changes in practices affecting animal care on farms as well as perceived public perceptions. We conducted 6 focus group sessions with undergraduate students enrolled in the 2019 US Dairy Education and Training Consortium held in Clovis, New Mexico, and used explorative key word analysis of written notes and thematic analysis of the semi-structured discussions. Some "must-haves" of future animal care on dairy farms included increased use of technology, group housing of calves, and adequate facilities, including enrichment. Students also discussed their views of public expectations regarding animal care on dairy farms, and measures that they felt must be put into place to address these expectations in the coming years. Although the influence of the public was highlighted by the students, they were not always certain what specific values the public holds and doubted the feasibility and practicality of some expectations, such as providing pasture access or keeping the calf and cow together. They further demonstrated uncertainty about how best to align the directions of the industry with public expectations. Although they felt that public education could be used to demonstrate the legitimacy of dairy practices, they also believed that the industry should strive to find compromises and work toward meeting public expectations. Deciding what animal welfare considerations (e.g., naturalness, affective states, or animal health) were most relevant was a challenge for the students, perhaps reflecting diverging messages received during their own education. [ABSTRACT FROM AUTHOR]

[Display omitted] • A hybrid undergraduate laboratory course combines laboratory skills and exposure to research. • Students experience the nature of science first-hand by synthesising hit derivatives. • A neglected disease drug discovery project is well suited as research topic. • A daily interactive session fosters scientific discussion amongst students. A hybrid practical course in synthetic medicinal chemistry was designed for second-year undergraduate students. The first half focused on techniques and skills, while the second half addressed a drug discovery setting in a research project on neglected diseases. A daily interactive plenary session allowed for thorough discussions among the students. Over four years, 187 students participated, and 68 pure compounds (many of which novel) were isolated and biologically tested. Evaluations by students and teachers were positive. The success of the hybrid practical course demonstrates how undergraduate students can be meaningfully engaged in the nature of science through a drug discovery project. A hybrid undergraduate practical course involving synthetic medicinal chemistry on neglected diseases bridges the gap between skills, techniques and scientific research, and exposes students to the nature of science. [ABSTRACT FROM AUTHOR]

Field courses have been identified as powerful tools for inclusion and student success in science. However, not all students are equally likely to take field courses. How do we remove barriers to equity in field courses, to make them engines for inclusion, diversity, and collective excellence in ecology and evolution? [ABSTRACT FROM AUTHOR]

This article demonstrates an innovative method used to determine the need for information literacy among science undergraduate students at Adelphi University. Using clickers technology, this study measured the disconnect between biology undergraduates' perceived and actual knowledge of scientific literature. The quantitative data collected in the clickers sessions clearly show the deficiency of knowledge about the structures and contents of various types of articles published in scientific literature that exists in biology undergraduates. This study reinforces the importance of incorporating information literacy into training and learning processes for science majors. [Copyright &y& Elsevier]

Creativity is a scientific skill necessary to develop a successful research career. We expose the importance of a growth mindset, divergent, lateral, and associative thinking, serendipity, and being part of a nonhierarchical and diverse research team to improve both individual and collective creativity. [ABSTRACT FROM AUTHOR]

The knowledge acquired during university education about organ donation and transplantation (ODT) decisively influences the information future health professionals transmit. This is important in ODT where the participation of the general public is essential to obtain organs. To determine notions of Spanish medicine and nursing students on ODT and its relationship with attitude toward ODT. and design. We conducted a sociologic, multicenter, and observational study. The population for our study consisted of medical and nursing students in Spanish universities. Our database was the Collaborative International Donor Project, stratified by geographic area and academic course. A validated questionnaire (PCID-DTO-RIOS) was self-administered and completed anonymously. Our sample consisted of 9598 medical and 10,566 nursing students (99% confidence interval; precision of ±1%), stratified by geographic area and year of study. The completion rate for our study was 90%. Only 20% (n=3640) of students thought their notions on ODT were good; 41% (n=7531) thought their notions were normal ; 36% (n=6550) thought their notions were scarce. Comparing groups, there were differences between those who believed that their notions on ODT were good (44% nursing vs 56% medical students; P <.000), and those who believed it scarce (54% nursing vs 46% medical students; P <.000). Notions on ODT were related with attitude toward the donation of one's own organs: those who considered their notions were good were more in favor then those who considered it scarce (88% vs 72%; P <.000). Only 20% of Spanish medical and nursing students thought their notions on ODT were good. Having good knowledge is related to a favorable attitude towards ODT. Receiving specific information on the subject could improve their knowledge about ODT during their training. • Only 20% of Spanish medical and nursing students thought their notions on ODT were good. • Attitude toward ODT is related with having specific knowledge on the subject. • For improvement in health science students' curriculum, it is necessary that the curriculum should include topics on basic and ethical aspects of ODT. [ABSTRACT FROM AUTHOR]

English language speaking anxiety is considered as one of the most challenging issues in teaching learning process. Educationists and researchers have undertaken numerous, in-depth research on causes and reasons for speaking anxiety. There are many internal and external factors that impact the level or intensity of speaking anxiety. This paper highlights the various factors that lead to speaking anxiety of Arts and Science college students who belong to different discipline. It also focuses on the measures taken by them to overcome speaking anxiety factors. [ABSTRACT FROM AUTHOR]

Little research has been conducted on the intention to obtain HPV vaccine now that the vaccine is approved for use in China. Acceptance of the three HPV vaccines, which differ in valency and price, has never been investigated. An online cross-sectional survey assessing female undergraduate students' intention to obtain the HPV vaccine and their acceptability of 2-, 4- and 9-valent HPV vaccines (2vHPV, 4vHPV, and 9vHPV, respectively). Of a total of 997 complete responses, 55.2% reported intent to obtain the HPV vaccine. Some of the significant factors exerting influence on intent to obtain HPV vaccination were high knowledge score (OR = 1.469, 95% CI:1.087–1.987), perceived high risk of HPV infection (OR = 1.466, 95%CI:1.017–2.114), perception of no serious side effects (OR = 1.562, 95%CI:1.150–2.121), and mass media exposure to HPV vaccination information (OR = 2.196, 95%CI: 1.625–2.966). Socioeconomic status indicators did not significantly influence intent to obtain the HPV vaccine. A higher proportion of respondents were willing to pay for 2vHPV (78.6%) and 4vHPV (68.0%) compared with 9vHPV (49.3%). Socioeconomic status indicators were the strongest correlates of acceptability for all the three vaccines. Exposure to mass media reporting about HPV vaccination is the factor which exerts the most influence on acceptance of 9vHPV after socioeconomic status indicators. It is important to improve knowledge and health beliefs, and to establish a mass media marketing strategy to promote HPV vaccination in order to enhance HPV vaccine uptake. Undergraduate female students should be provided with detailed information about the different valency vaccine choices to help them make informed decisions about immunization. [ABSTRACT FROM AUTHOR]

• Four types of metalanguage were used by the science teachers. • The use of the metalanguage foregrounded various science-language connections. • Metalanguage is a useful resource for unpacking the language demands of science. This study explores teachers' use of metalanguage in science classroom talk that supports students' science writing. Metalanguage was introduced to science teachers as part of a collaborative researcher-teacher inquiry into student writing. Seventeen lessons taught by three teachers were analyzed for the types of metalanguage used in their lessons and the science-language connections foregrounded by each type. The analysis highlights metalanguage as a resource for talking about the demands of science writing and reveals four distinct types of metalanguage adopted by the teachers in their instruction: grammar, content, genre, and science discourse conventions. Science-language connections are illustrated by the various levels of language and aspects of science foregrounded by the various types of metalanguage. Implications on the pedagogical use of metalanguage and professional learning of science teachers are discussed. [ABSTRACT FROM AUTHOR]

This study explores the variations in perceptions and understanding of the Sustainable Development Goals (SDGs) among university students, influenced by their field of study and gender. To this end, we introduced the 17 SDGs across various academic disciplines. Students participated in a concise educational initiative, with data being gathered to evaluate their baseline awareness and comprehension (before the initiative) as well as their ensuing empowerment (after participating in the initiative, which equipped them with essential knowledge pertaining to the various SDGs). Additionally, the satisfaction levels associated with the initiative was assessed. The findings unveil that, generally, Spanish university students possess a restricted grasp of the SDGs. However, students immersed in Social-Legal (S-L) sciences exhibit a significantly heightened acquaintance with these objectives compared to their counterparts. Students perceive the impact of the SDGs on their lives as moderate to high and anticipate that their individual contributions can facilitate moderate progress towards the realization of these goals, with S-L science students manifesting a greater sense of empowerment. Moreover, the study underscores a pronounced interest among university students in engaging with the SDGs. Gender appeared to have a minimal effect on the evaluated variables, with the exception of satisfaction levels concerning the educational initiative. • Multidisciplinary study on Spanish SDG perceptions. • Spanish students value SDG education but lack knowledge. • S-L sciences students excel in SDG knowledge and awareness. • Gender has minimal impact on SDG awareness, knowledge and empowerment. • Countermeasures for SDG gaps are particularly important for Engineering and Science students. [ABSTRACT FROM AUTHOR]

Statistics is involved in sport curricula, due to its importance in science in general and in sport sciences in particular (see for example the development of specific disciplines such as sabermetrics in baseball). The aim of this study is to investigate attitudes toward the first statistics course − the most relevant predictor for achievement − among sport sciences students of the University of Lausanne. Attitudes, measured by the instrument Survey of Attitudes Towards Statistics (SATS, Schau et al., 1995) were collected via a self-administered survey, that included known predictors of attitudes (Eichler & Zapata-Cardona, 2016) and a new one − interest in statistics in daily-life. Adopting a gender perspective, the results indicate that men have higher positive feelings toward statistics than women (Affect) and have higher confidence about their own capabilities than women (Competence). Gender and achievement in mathematics in secondary school are significant predictors of Affect and Competence, but there is an additional effect of age for the latter. Finally, there is no gender difference in achievement in the end of the semester. Gender differences in attitudes towards statistics are practically relevant for many reasons, such as women's experience during a course, the likelihood that they will take an additional optional statistical course, and in some cases, their achievement at the end of the course. It is important that the instructor is aware of them. [ABSTRACT FROM AUTHOR]

To provide a global vocabulary for communicating about soils, soil scientists soon developed systems for classifying natural soil bodies. However, it required having previous knowledge to apply it, often with specific language and complex architecture. This study explores how an innovative methodology could engage students to improve their knowledge of soil science. The study sample included 336 university students of Environmental Sciences in Barcelona, Spain over a period of five years (2013–2017). The methodology applied looked to promote active learning going from a teacher-centered to a student-centered approach. Different types of activities were proposed both inside (face-to-face session and final test) and outside (online questionnaire) the classroom. The face-to-face session lasts 3 h, during which students must first become familiar with soil properties and classification, establishing the role of geographic distribution in the nature of soil. The results of this study conclude that students benefit from the face-to-face session, including active learning activities, as reflected in the online questionnaire and final test results. The final test also revealed differences between the grades obtained in the contextualized problem on soil genesis, soil classification, and soil evaluation, related with the face-to-face session, and the questions focused on learning before doing. • The question of how to teach soil classification has plagued teachers for years. • Student feedback indicates that the level of learning increases with the active learning. • The contextualization of soil classification in a global map is an effective strategy. [ABSTRACT FROM AUTHOR]

In the presented study, we investigated whether university students enrolled in economic sciences report stronger extrinsic life aspirations (striving for wealth) than social science students and whether such group differences align with group differences in achievement motivation. We questioned 327 German university students in economic science (n = 142) and social science programs (n = 185). Students enrolled in economic sciences reported stronger extrinsic and weaker intrinsic life aspirations (striving for personal growth) than students enrolled in social sciences. Extrinsic life aspirations were negatively predictive for students' performance approach goal orientation and intrinsic life aspirations were positively predictive for students' learning goal orientation leading to group differences in achievement goal orientations. Further analyses showed that extrinsic life aspirations also negatively predicted students' learning goal orientations when intrinsic life aspirations were low. The results highlight the importance of life aspirations as a potential foundation of achievement goal striving at university. • We examined how university students with dissimilar majors differ in personal goals. • We compared students with economic majors with students enrolled in social sciences. • Students in economic majors reported stronger extrinsic life aspirations. • As a result, they also reported a stronger performance approach goal orientation. • This relationship was not moderated by duration of studies. [ABSTRACT FROM AUTHOR]

Abstract Early research investigated young students' understandings of science concepts using physical equipment, but technological advances now mean there are new options to introduce these ideas, through devices such as iPads and simulations. However, research investigating the use of simulations in early years' science learning is limited. This study applied revisions of Kolb's Experiential Learning theoretical model to determine if age-indicated science simulations were effective for teaching 5 year olds simple circuit building procedures and electricity concepts, and the function of circuit components. It also explored whether their engagement with the simulations provided worthwhile opportunities to exercise higher order capabilities such as reflective thinking and abstraction – skills oftencited in literature as valuable outcomes from older student and adult use of simulations. Findings indicate students developed a solid base of procedural knowledge about constructing different circuits, and functional knowledge about circuit components they applied to different circuit designs. The emergence of tentative, generalised theories about current and the effects of different circuit designs on the performance of resistors - linked to the exercise of reflective and descriptive thinking, were also noted in many students. However, examples were found of some simulations appearing to foster common misconceptions, such as current being 'consumed' by resistors – indicating teachers need to be highly vigilant and work closely with students, to ensure accurate understandings are developed. Overall, with appropriate teacher support and careful selection and review, the study concludes simulations can be effective for introducing young students to simple physical science concepts, and for providing them with opportunities to engage in higher order thinking processes. Highlights • Original study investigating conceptual and procedural outcomes from young students' use of science simulations. • Unique insights into students' cognitive processes and their influence on interactions with, and learning from, simulations. • Offers practical advice for educators using, and for developers designing simulations for young students. • Evidence of value using simulations with young students, given appropriate teacher support and careful technology selection. [ABSTRACT FROM AUTHOR]

Researchers have studied on why individuals choose to be entrepreneur, and one of the theories used to explain the reason to be an entrepreneur is Theory of Planned Behaviour (TPB). In this respect, the aim of this research was determined as how well TPB would predict entrepreneurial intention (EI) and whether or not social sciences and natural sciences undergraduate students differentiate in terms of their entrepreneurial intentions. The universe of the study consists of social sciences and natural sciences undergraduates studying at Bahçeşehir University. In this regard, a survey was conducted with 391 undergraduate students via using random sampling method. 200 participants were from Economics, Administrative and Social Sciences Faculty, and 191 were from Engineering and Natural Sciences Faculty. In this research, Entrepreneurial Intention Questionnaire (EIQ) developed by Linan and Chen (2009) was used to measure EI and to determine the factors affecting EI. This scale has three independent variables as Personal Attitudes (PA), Subjective Norm (SN) and Perceived Behavioural Control (PBC). For data analysis, SPSS 22.0 computer program was used. According to the results, for social sciences students, natural sciences students and total number of students, PA and PBC affect EI positively. Moreover, for natural sciences students, SN also influences EI. Furthermore, for social sciences students, natural sciences students and total number of students, SN affects PA and PBC positively. [ABSTRACT FROM AUTHOR]

Undergraduate students are a target for blood donation, as they constitute a young healthy and well-informed group. To understand motivations and attitudes underpinning the act of blood donation among undergraduate health science students. Cross-sectional study enrolling undergraduate students of a College of Health Sciences in the Northeast of Portugal (January/February, 2017). Data collection tool was a self-administered questionnaire covering questions about motivations (n = 8) and attitudes (n = 5) towards the act of blood donation. Participants were classified by donation status into donors (one previous donation) and non-donors (never donated). Multiple logistic regression models were used to assess the association between each attitude and motivation on donation status. Odds-ratio (OR) and respective 95% confidence intervals (95%CI) adjusted for potential confounders, were obtained. Out of 362 participants, 12.7% (n = 46) had ever donated blood and 56.5% (n = 26) of them were regular donors. Out of 316 non-donors, 88.0% (n = 278) will donate blood under request. There were no differences between donors and non-donors regarding the attitudes towards blood donation. From all motivations only " be a civic duty " had a significant impact on donor status, such that participants reporting this motivation are more likely to be blood donors (OR = 2.58; IC95%:1.34-4.99) than their counterparts. This study revealed that 80.0% of undergraduate health science students are non-donors, but they are available to donate blood under request. Campaigns and advertising methods focused on the emergent needs for blood donation could play an important role in the recruitment of new donors among undergraduate students. [ABSTRACT FROM AUTHOR]

Abstract This qualitative cross-case study explores three US preservice secondary science teachers' conceptions of their science teacher identities and contexts within which they draw upon those science identities for teaching. Grounded in a figured worlds framework, data analysis revealed that participants view their science teacher identity separate from their science identity, with only the latter being part of their "core" identity. Participants view their teacher identity as dominant, and draw upon their science identity's cultural tools in only two teaching contexts—teaching science content and analyzing student work to facilitate learning. Implications for teacher preparation programs are considered. Highlights • Preservice secondary science teachers (PSSTs) have hierarchical views of identity. • Science identity is considered core, whereas science teacher identity is not. • Teacher identity dominates over both science and science teacher identities. • PSSTs' science identity unused to help students develop their own science identity. [ABSTRACT FROM AUTHOR]

Highlights • After reassessing the factor structure of the Spanish versions of the Muscle Dysmorphic Disorder Inventory (MDDI) and the Adonis Complex Questionnaire (ACQ), only the MDDI three-factor structure was replicated. • The MDDI validation can be considered the first to use a CFA to verify the factorial structure of the questionnaire among an exclusively male sample. • Both questionnaires present adequate reliability among male Sport Sciences students. • The MDDI and ACQ correlated low between each other. The MDDI shows greater associations than ACQ in the convergent and concurrent validity, which indicates that the MDDI shows a high association with measures of body dissatisfaction related to diet, body fat or muscle size from an eating disorders perspective. Abstract Despite the literature suggesting that body dissatisfaction is increasing among males, only few measures on specific body image concerns in men have been validated in Spanish male populations. The aim of this study was to reassess the factor structure of the Spanish versions of the Muscle Dysmorphic Disorder Inventory (MMDI) and the Adonis Complex Questionnaire (ACQ). A cross-sectional study was conducted among 298 Sport Sciences male students to examine: reliability, the factorial structure, and several evidences of validity -concurrent and convergent- of both scales. The questionnaires present adequate reliability. The three-factor structure proposed for the MMDI was replicated. Nevertheless, the confirmatory factor analysis supports a second-order factor structure for the ACQ instead of the three-factor structure proposed. Moreover, the MDDI shows greater association than ACQ with the variables studied. This study represents an advance in the use of adequate and reliable scales of body image tools in the Hispanic population. [ABSTRACT FROM AUTHOR]

Abstract The Exploration of the Moon and Asteroids by Secondary Students (ExMASS) program provides students the opportunity to conduct authentic, student-led, open-inquiry research with assistance from their teacher and a scientist. One goal of the program is to enhance participants' attitudes toward science. Most students enter the ExMASS program with positive attitudes toward science. However, the attitude survey developed for ExMASS measured small but statistically significant increases in attitudes. This paper discusses the ExMASS program, an attitude towards science survey designed for the program's specific audience, and the results of statistical analyses of the survey. The validity of the attitudes survey was tested with an exploratory factor analysis (EFA). The results of the EFA revealed two salient factors measured by the survey: 1) Personal Importance of Science and 2) Importance of Science to Society. A reliability analysis revealed a Cronbach alpha value of 0.89. Paired t -tests revealed statistically significant differences in students' attitudes before and after the program. For Factor 1, participants' before scores were statistically significantly lower than their post scores, t (88) = 3.16, p < 0.05. For Factor 2, participants' before scores were statistically significantly lower than their post scores, t (88) = 4.47, p < 0.05. ExMASS has been shown to be a practical model for programs designed to increase high school student attitudes toward science. More information on the ExMASS program is available at https://www.lpi.usra.edu/exploration/education/hsResearch/. Highlights • Attitudes Toward Science survey developed during the program is valid and reliable. • Survey can measure statistically significant increases in student attitudes. • ExMASS is a viable model for authentic scientific research by high school students. [ABSTRACT FROM AUTHOR]

Abstract Critical thinking is a key capability for academic experts and for developing one's expertise from the very beginning of studying at university. Self-efficacy beliefs and approaches to learning are important in this process, although their relationships with critical thinking are not clear. This study explores the relationship between critical thinking, approaches to learning and self-efficacy beliefs among Finnish first-year students in educational sciences (n = 92). The self-reported data were used to measure approaches to learning and self-efficacy beliefs, and performance-based assessment data of critical thinking skills were analysed by using both quantitative and qualitative procedures. The results showed that most of the new students applied the deep approach to learning and had high self-efficacy beliefs related to learning. However, there were great differences in the quality of their critical thinking. Three groups with remarkable differences in critical thinking skills were detected. There were no connections between critical thinking, approaches to learning and self-efficacy beliefs. The results imply that the development of critical thinking needs to be facilitated systematically during study at university. Highlights • The versatile data were analysed using a mixed-method approach. • The students started their studies with high self-efficacy beliefs. • The students claimed that they have applied a deep approach to learning. • Three student groups were identified. • The groups differed from each other in terms of critical thinking skills. [ABSTRACT FROM AUTHOR]

The use of the internet in education has been greatly encouraged by the COVID-19 epidemic. Studying students' internet-specific epistemic beliefs (ISEB) and possible correlates would benefit online teaching and learning. However, little research has been conducted in this field. Therefore, we investigated the current status of ISEB among college students and considered the impact of self-regulated learning (SRL) and e-academic dishonesty (e-AD) on ISEB. A survey research method and convenience sampling were employed. A total of 538 Chinese college students completed the self-reported questionnaire. Our results indicate that although no significant differences were found in ISEB in terms of gender and academic major, students with different backgrounds also differed in e-AD experience and SRL. Three dimensions of ISEB were negatively correlated with SRL, while one had a significant positive correlation. In addition, the latter dimension of ISEB was negatively correlated with e-AD. Finally, SRL and e-AD jointly significantly predicted students' different ISEB, with explanatory power ranging from 14% to 36%. Study techniques of SRL were common predictors that could negatively predict the certainty, simplicity, and source of ISEB and positively predict justification. Based on the results, specific methods for schools, teachers and librarians to enhance students' ISEB are provided. • Male students are more likely to engage in e-AD than female students. • Liberal arts students have a better planned learning and few experience on specific type of e-AD than science students. • Senior students have more e-AD experience than sophomore and junior students. • Justification of internet-specific epistemic beliefs is negatively related all kinds of e-AD. • Study techniques is the common predictor on students' internet-specific epistemic beliefs. [ABSTRACT FROM AUTHOR]

This study investigates dialogic processes in student teachers' mentoring conversations in field practice, where Lesson Study (LS) was used as a context for establishing a dialogic learning community in one student group in science. We apply an analytical framework associated with Sociocultural Discourse Analysis to identify utterances that have the potential to create a dialogic space and contribute to ‘interthinking’ among the participants. The findings show the important role of the mentor teacher as a facilitator and a ‘knowledgeable other’, challenging the student teachers to reflect on chosen activities using predictions and detailed observations related to pupils' learning. [ABSTRACT FROM AUTHOR]

This study investigated whether ability grouping was beneficial to Japanese university science and engineering students who had taken compulsory ESP (English for specific purposes) courses. By examining the change in their standardized general proficiency test scores (using the Test of English for International Communication or TOEIC) and using data from across six years of enrollment (a cohort of 13,000 students), the performance of students who had been placed into a broader band of English ability (i.e., less similar language proficiency) was compared with the performance of students who had been placed into a narrower band (i.e., more similar language proficiency). Findings showed that ability grouping benefited less proficient learners. By contrast, ability grouping did not appear to be beneficial for more proficient learners. Possible reasons for these findings are discussed, including organizational and instructional features of the program of study the students were taking, and the likely effects of ability grouping on students' academic self-concept. [ABSTRACT FROM AUTHOR]

One focal point of science learning is to develop students' ability to actively participate in discussions of socio-scientific issues (SSIs) in their daily lives. This study proposed the SSIs-Online-Argumentation Pattern (SOAP) to develop a pedagogical strategy enabling students to participate in online argumentation of SSIs. Two quasi-experiments were conducted to investigate the variations in scientific competencies and sustainability attitudes of students following the SOAP strategy. The participants were 127 senior high school students and 68 undergraduates respectively. Students' scientific competencies and sustainability attitudes were assessed using quantitative methods. The results showed that the SOAP strategy led to differences in high school students' scientific competencies. The mean scientific competency of the experimental group was higher than that of the comparison group in the post-test and in the delayed test. Specifically, for the constructs ‘identifying scientific issues’ and ‘using scientific evidence’, the difference between the two groups did not reach significance in the post-test and in the delayed test. The results showed that the SOAP strategy resulted in differences in undergraduates' sustainability attitudes. In the post-test, the mean sustainability attitude of the experimental group was higher than that of the comparison group. Specifically, for the constructs of ‘economic’ aspect, the post-test difference between the two groups did not reach significance. Finally, this research proposed suggestions and implications for future studies related to SSIs and science education. [ABSTRACT FROM AUTHOR]

The present paper shares a learning and teaching experience built on a project-based methodology using Instagram accounts to improve technical vocabulary in the ESP classroom. Participants were 75 undergraduate sports science students who attended our English for Professional and Academic Communication ESP course at the Universidad Politécnica de Madrid (Spain) and participated in the project during the spring semester of 2022. To achieve our objective, the participants were divided into 16 self-arranged groups, each expected to develop a fitness project based on Instagram accounts. At the end of the experience, participants were invited to complete an ad hoc designed questionnaire giving their opinion about the use of Instagram accounts as a learning tool to acquire specific vocabulary in the field of sports science. The learners reported high positive perceptions towards using Instagram to develop technical vocabulary. This paper recommends observing quality standards when integrating Instagram content into English for Specific Purposes (ESP) courses. [Display omitted] • Instagram can help students to learn technical professional vocabulary. • The educational proposal presented reinforces Instagram as a learning resource. • Quality standards are provided for including Instagram in sports science classes. [ABSTRACT FROM AUTHOR]

Targeting motivation and engagement in science is crucial for middle school students' achievement. This mixed methods study aimed to better understand middle school student engagement and motivation profiles in science by applying latent profile analysis (N = 1828) and student focus group interviews (n = 27). Quantitative results showed five profiles characterized by unique configurations of motivation (self-efficacy, mastery and performance goal orientations) and engagement. Specifically, three profiles (Highly Motivated and Engaged, Average Motivation and Engagement, Below Average Motivation and Engagement) demonstrating level effects and two profiles that demonstrated shape effects (Unmotivated and Disengaged , Mastery Motivated and Engaged) emerged. Grade and school level socioeconomic status were significant predictors of profile membership, and profiles characterized by higher motivation and engagement were associated with higher science achievement. Qualitative findings provided insight into how profile indicators manifest in urban classrooms including how the various motivation and engagement dimensions co-occur as students participate in various science activities. The integration of quantitative profiles and qualitative themes contribute to our understanding of not only how students differ in their motivation and engagement, but also what these profile indicators look like in situ and relate to science learning outcomes. Practical implications for teachers, such as differentiated approaches to support students' unique motivation and engagement needs, are discussed. Finally, lines for future research are outlined, underscoring the affordances of the mixed methods approach in person-centered work. • Five student profiles of motivation and engagement were identified • Qualitative findings show how profile indicators manifest and co-occur in response to science activities • Student grade and school level socioeconomic status predicted profile membership • Profiles characterized by high mastery and performance goals, self-efficacy, and engagement were associated with achievement [ABSTRACT FROM AUTHOR]

In 2019 the elective course Intercultural Communication in Healthcare has been developed for Pharmaceutical Sciences' students at Utrecht University (UU). The course has been offered in three different formats: fully on-campus in February 2020, fully online in April 2020 and in a hybrid format/design and open to all UU-students in April 2021 (including students participating the Minor Intercultural Communication). Students work in interdisciplinary-groups on literature-reviews. Through theoretical background, case-based-learning, group-discussions and written reflections, students enhance their intercultural competences. Students rate themselves at the start of the course, and reflect on their growth in intercultural competences at the end. Every student state in their final-reflection that their intercultural sensitivity has increased and that they gained more insight in intercultural competences (IC) for healthcare-situations. All courses were, during the course, evaluated with the students through interviews. After the course students filled a survey about their experience and how they would improve this education. The coordinators compared outcomes from the lessons on-campus, online and in a hybrid form for evaluation. The outcomes do not differ significantly; although 70% of the students (from the online and hybrid group) prefer education on-campus. Students rate this course overall with an 8.3. They value most: 1.analyses on real-life-situations, 2.guest-speakers and experts and 3.the fact that this course offers a different approach to healthcare. Students also mention the safe environment created by the teachers. Students stated this course highly necessary and that it contributes to their personal development. Because of these positive results, this course starts again in April 2022 (48 students). The following changes are considered. Firstly, involving patients for real-life-situations because students valued their insights. Secondly, extra applied in-depth-assignments for Minor-ICC-students because they mentioned some recurrence of theory. Lastly, we discuss if ICC has to be a required part of the curriculum. [ABSTRACT FROM AUTHOR]

The growing importance of data competency implies that adequate Data Science course offerings should be available to all students regardless of their interests, backgrounds and intended major. This paper describes the design and implementation of a course targeted at a non-technical audience and centered on data science literacy, with a focus on collecting, processing, analyzing and using data. The objective is through general education to prime students at an early stage of their education for the changes in the data-driven society and to provide them with skills to navigate capably in today’s data-rich world. Our experience and evaluation results indicate that it is realistic for a diverse population of undergraduate students to acquired data science literacy and practical skills through a general education course. [ABSTRACT FROM AUTHOR]

In this quasi-experimental study, the expository writing of students before and after they received integrated science and literacy instruction was compared using two different rubrics. Measures included a holistic rubric and an analytic rubric. Participants were 2nd grade students (N = 71) attending a Title I elementary school. First, a Wilcoxon signed-ranks test was used to examine student writing performance on both rubrics. All rubric elements showed statistically significant improvement except for three elements (topic introduction, concluding statement, and spelling). Next, a paired-samples t–test comparing the total scores from both rubrics showed statistically significant improvement from pre- to post-instruction. Finally, the ranks of scores for each rubric were examined to see how the scores varied based on the rubric used. The holistic rubric had fewer positive and negative ranks than the analytic rubric, while the holistic rubric had more tied ranks than the analytic rubric. Thus, the holistic rubric provided only an overall impression of student writing while the analytic rubric allowed the scorer to specify strengths and weaknesses. To support young writers, teachers should consider their purposes for scoring writing and use the rubric that will fulfill that purpose most appropriately. • Analytic and holistic rubrics produce different information and outcomes. • Analytic rubrics produced more specific detail about student writing ability. • Holistic rubrics provide only an overall assessment of student writing ability. • Teachers should consider learning goals and use rubric to match these goals. [ABSTRACT FROM AUTHOR]

An empirical relationship describing the bulk etch rate is formulated. The equation involves two free fitting parameters, which reproduce the bulk etch rate for CR-39 by alpha particles at different normalities of the etching solution. The values of the fitting parameters were obtained from the experimental data. This relationship is used to predict the bulk etch rate at different normalities. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) is critical for Twenty-first century life. Ensuring equitable access to CT depends on preparing teachers to integrate CT into disciplinary curricula. We report on the design, evaluation, and outcomes of the Computational Thinking Unplugged for Science (CT-UP-S) professional development program for inservice science teachers. Our process-based approach to CT significantly improved teachers CT understanding and CT/science integration self-efficacy by systematically linking CT practices to scaffold the generation of unplugged algorithms. Additionally, we found that the process-based approach provided a framework for teachers' lesson planning and that teachers' content knowledge moderated their ability to write CT-integrated science lessons. [ABSTRACT FROM AUTHOR]

As part of a larger effort to support pre-service teachers' learning to develop ambitious teaching, we explored how pre-service teachers came to develop teaching practices for promoting demand on student thinking. We focused on five pre-service teachers' lesson planning, implementation of, and reflections on a science lesson in a methods course and the interviews during their internship. Our analysis revealed a variation in pre-service teachers' orientations to students' ideas. These patterns were consistent with how they facilitated demand on student thinking in their teaching and their appropriation of the pedagogical tools for promoting cognitive demand on student thinking. [ABSTRACT FROM AUTHOR]

• There is no relation between general strategies and achievement in science. • Inquiry based strategies are not related to fifth graders' achievement in science. • The curvilinear effect of inquiry based strategies is significant for eighth graders. This study aimed to investigate the cognitive activation strategy (CAS) usage of teachers and achievement of students through a multilevel approach with TIMSS 2019 data. The current study considered not only a linear but also a curvilinear form of the relation. The multilevel models were performed for both fifth and eighth grade levels separately. According to the results, there was no linear effect of either general or inquiry-based CAS on the science achievement of students in fifth grade. On the other hand, the curvilinear relation of inquiry-based strategies was significant for eighth-grade students. This means that, even among kids in the same stage of education, the nature of the relationship between CAS and achievement can vary according to the grade. [ABSTRACT FROM AUTHOR]

Prior research has suggested the value of and the need to provide consistent research data management (RDM) instruction specifically for graduate students. However, there is a lack of RDM instruction that is tailored for the social science disciplines. The effect of a four-hour, online RDM instruction intervention, designed based on the research data life cycle, on the RDM knowledge of graduate students in social science disciplines was investigated. A total of 84 students completed both pre/post knowledge assessments with 40 students randomly assigned into the intervention group receiving online instruction and 44 in the control group. A one-way ANCOVA was used for the data analysis. Results indicated that social science graduate students who received online RDM instruction had a significantly higher score in RDM knowledge than students in the control group. Moreover, the effect of the instruction on participants' RDM skills varied by their disciplines. • Online research data management (RDM) instruction positively impacts social science graduate students' RDM knowledge. • The effect of RDM instruction varies by discipline. • RDM instruction does not vary by research experience [ABSTRACT FROM AUTHOR]

There is an urgent need to develop appropriate instruments to measure student engagement in math and science for the fields of research and practice. The present study developed and validated student- and teacher-report survey measures of student engagement in math and science. The measures are built around a multidimensional perspective of engagement by using a bifactor modeling approach. The sample was recruited from an ethnically and socioeconomically diverse middle and high school student population in the United States. The findings confirmed that student engagement is comprised of multiple related yet distinct dimensions, with evidence to support a bifactor structural model. There was also empirical evidence supporting measurement invariance and predictive validity. The results demonstrate the soundness of the psychometric properties of the Math and Science Engagement Scales. [ABSTRACT FROM AUTHOR]

Background: The attitude of the general population towards people with intellectual disability (ID) provides important background for policy development. Furthermore, because of changes in attitudes across cultures, it is vital to ground policy development for each country in data from that country. Aims: This paper aimed to undertake a cross-cultural study, investigating attitudes to people with ID in Libya in the year 2011, and to compare the Libyan data with those for the UK. Methods and Procedures: This paper provides a cross-cultural analysis of attitudes to people with ID, using a questionnaire study of three groups in Libya and in the UK: science students, psychology students and professionals in ID support. The questionnaire used was the established Community Living Attitude Scales for Mental Retardation (CLAS-MR). Outcomes and Results: In terms of the four CLAS-MR sub-scales, the Libyan sample showed significantly less favourable scores on Empowerment, Similarity and Exclusion than the UK sample, but no significant difference on the Sheltering sub-scale. Within-country analysis indicated no main effects of gender on all four sub-scales in Libya and the UK. Conclusions: This study is the first to undertake quantitative analysis of attitudes to people with ID in Libya. The attitudes were in general less favourable than in the UK and other Western countries, but showed similarities with studies of attitudes to people with ID in Pakistan. [ABSTRACT FROM AUTHOR]

The link between personality and the interest of individuals for science has not been thoroughly explored. In this report, we studied psychopathological traits in students studying science in French top-ranking institutions. Three hundred and forty seven individuals answered questionnaires assessing autistic and schizotypal dimensions, as well as anxiety, depression symptomatology and attachment quality. A cluster analysis based on autistic and schizotypal traits led to the identification of 4 distinct profiles: a “low trait cluster”, a “moderate autistic trait cluster”, a “moderate schizotypal trait cluster” and a “high trait cluster” (HTC) composed of individuals with high scores on both autistic and schizotypal scales. Each cluster represented 20.1–27.1% of participants and was clearly different from the three others, both on autistic and on schizotypal dimensions. These groups could be also typified by their level of anxiety, depression or degraded attachment, which are proportional to the extent of psychopathological traits. Moreover, students from the HTC cluster displayed lower academic results, thus implying that autistic traits might impair success in science when they are associated with moderate schizotypal personality features. This study also suggests that depression and anxiety might mediate performance inhibition in the HTC group. [ABSTRACT FROM AUTHOR]

An enhanced understanding of how students’ self-confidence is influenced benefits educational practice and motivational theories. For 1523 students in 12 secondary schools in England, science self-confidence was predicted by various factors: current self-confidence (self-concept) was most strongly predicted by received praise, current grades, and interest in science; self-confidence for future attainment (self-efficacy) was most strongly predicted by current grades and perceived utility of science. For both measures of self-confidence, reported subject-comparisons (science being harder than other subjects) predictively associated with under-confidence, while reported utility predictively associated with over-confidence. Under-confident students reported consistently lower than other students, highlighting that under-confidence may ultimately be motivationally detrimental. [ABSTRACT FROM AUTHOR]

This paper provides the basics of the Method of Characteristics (MOC) in solving partial differential equations (PDEs) to the problems of interests to science and nuclear engineering. The PDEs are widely used in science and engineering to model physical systems and processes. Such equations are often complex, difficult and/or highly impractical to solve analytically. Although several methods exist to approximate solutions for PDEs, employing an approach that is both computationally – resourceful and reliable is crucial in particular to engineering fields of importance to creating reliable and safe designs of the systems involved. This paper introduces and expounds upon the MOC, a method by which PDE solutions are converged quickly and accurately as compared to alternative methods. The MOC theory is described with a few study cases in showing a step-by-step solution for each. Its detailed application to neutron transport, thermal hydraulics and conductivity imaging are presented. [ABSTRACT FROM AUTHOR]

Recent investigations highlight how important it is to identify the key factors involved in the design of strategies to promote blood donation among undergraduates as a public health concern. The study aims to investigate attitudes and knowledge towards blood donation in university students with health education roles and examine the way sociodemographic and educational characteristics play a part in it. A cross-sectional and multi-center design was used. A structured questionnaire was answered by 1128 Spanish university students (Schools of Health Sciences and Education Sciences). The knowledge test indicated a low score (M = 4.2 out of 10), being Me = 3.00 in the case of Education Sciences and Me = 5.00 in Health Sciences students. The greatest degree of importance is found in the "external incentives" dimension (M = 3.7 out of 5). Health science students and participants with relatives who needed a donation showed fewer "fears" (p ≤ 0.001) and "pretexts" (p ≤ 0.01). The low knowledge score stresses the need to develop valuable health education-related strategies in the curriculum of studies related with health education; showing room for improvement particularly in Education Science students. Health education interventions aimed at increasing donors in the university environment should be designed while considering differences among undergraduates. Based on their better attitudes, health science students might play a relevant role in promoting blood donation. [ABSTRACT FROM AUTHOR]

This study examined the effectiveness of labwork settings in science education with a pretest-posttest design. Sixty-eight ninth-grade classes ( N = 1773) were randomly assigned to three experimental conditions and a control condition. The first condition was taught the topic of the chemistry of starch in School only , the second condition was taught in the Science Center Outreach Lab (SCOL) only , the third condition was taught in a combined setting encompassing both a SCOL visit and classroom learning ( SCOL & school ), and the fourth was a control condition. A multilevel analysis investigated differences in achievement with experimental conditions as predictors on the class level and gender, language spoken at home, and pretest scores as predictors on the student level. The intervention was effective in all three experimental conditions with higher achievement than the control condition. Students in the combined setting ( SCOL & school ), our reference group in the multilevel analysis, learned more than the students in the control condition. However, since students' achievement in the SCOL only and School only conditions did not differ significantly from the SCOL & school condition, it seems that the learning goals of the SCOL can also be achieved at school (at least when labwork is provided). [ABSTRACT FROM AUTHOR]

This paper describes the development, testing and implementation of the S ystematic C haracterization of I nquiry I nstruction in E arly Lear N ing C lassroom E nvironments (SCIIENCE). The SCIIENCE instrument was designed to capture best practices outlined in the National Research Council's Framework for K-12 Science Education as they occur within a science lesson. The goals of the SCIIENCE instrument are to (a) assess the quality of science instruction in PK-3 classrooms, (b) capture teacher behaviors and instructional practices that engage students in the lesson, promote scientific studies, encourage higher-level thinking, and (c) provide a feedback mechanism for guiding professional development of PK-3 teachers. Science educators can apply this instrument to teacher behaviors and use the data to improve classroom inquiry instructional methodology. [ABSTRACT FROM AUTHOR]

The present study investigated the influence of the source of information on high-school students' identification of contradictions within online science texts. A pilot study with N = 92 high-school students showed that their expectations regarding the quality of an online text differed significantly depending on the type of the source (i.e., on the authoritativeness of the website and the author's expertise). In the main study N = 161 high-school students read a science text that contained four text-internal contradictions and that varied regarding the authoritativeness of the website on which the text was presented (authoritative vs. non-authoritative website) and the author of the text (expert vs. layperson). After reading, a Conflict Verification Task (CVT) was applied to measure students' identification of the conflicting information. The results indicate that students' identification of contradictions differs as a function of website authoritativeness and author expertise. Both in a text stemming from an unambiguously authoritative source (“expert author/authoritative website”) and in a text stemming from an unambiguously non-authoritative source (“lay author/non-authoritative website”) students identified more contradictions than in a text stemming from a source whose authoritativeness is ambiguous (“lay author/authoritative website” or “expert author/non-authoritative website”). [ABSTRACT FROM AUTHOR]