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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]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM PUBLISHER]