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There is a contemporary trend in many major research institutions to de‐emphasize the importance of natural history education in favor of theoretical, laboratory, or simulation‐based research programs. This may take the form of removing biodiversity and field courses from the curriculum and the sometimes subtle maligning of natural history research as a "lesser" branch of science. Additional threats include massive funding cuts to natural history museums and the maintenance of their collections, the extirpation of taxonomists across disciplines, and a critical under‐appreciation of the role that natural history data (and other forms of observational data, including Indigenous knowledge) play in the scientific process. In this paper, we demonstrate that natural history knowledge is integral to any competitive science program through a comprehensive review of the ways in which they continue to shape modern theory and the public perception of science. We do so by reviewing how natural history research has guided the disciplines of ecology, evolution, and conservation and how natural history data are crucial for effective education programs and public policy. We underscore these insights with contemporary case studies, including: how understanding the dynamics of evolutionary radiation relies on natural history data; methods for extracting novel data from museum specimens; insights provided by multi‐decade natural history programs; and how natural history is the most logical venue for creating an informed and scientifically literate society. We conclude with recommendations aimed at students, university faculty, and administrators for integrating and supporting natural history in their mandates. Fundamentally, we are all interested in understanding the natural world, but we can often fall into the habit of abstracting our research away from its natural contexts and complexities. Doing so risks losing sight of entire vistas of new questions and insights in favor of an over‐emphasis on simulated or overly controlled studies. [ABSTRACT FROM AUTHOR]

Summarizes the proceedings held at the conference entitled `A Network for Integrated Science and Mathematics Teaching and Learning'. National Science Foundation (NSF) and School Science and Mathematics Association (SSMA) as conference sponsors; Five plenary papers on the integration of mathematics and science teaching and learning.

Background and purpose: Neurology residency programmes, which were first established at the beginning of the 20th century, have become mandatory all over Europe in the last 40–50 years. The first European Training Requirements in Neurology (ETRN) were published in 2005 and first updated in 2016. This paper reports the most recent revisions of the ETRN. Methods: Members of the EAN board performed an in depth revision of the ETNR 2016‐version, which was reviewed by members of the European Board and Section of Neurology of the UEMS, the Education and Scientific Panels, the Resident and Research Fellow Section and the Board of the EAN, as well as the presidents of the 47 European National Societies. Results: The new (2022) ETRN suggest a 5‐year training subdivided in three phases: a first phase (2 years) of general neurology training, a second phase (2 years) of training in neurophysiology/neurological subspecialties and a third phase (1 year) to expand clinical training (e.g., in other neurodisciplines) or for research (path for clinical neuroscientist). The necessary theoretical and clinical competences as well as learning objectives in diagnostic tests have been updated, are newly organized in four levels and include 19 neurological subspecialties. Finally, the new ETRN require, in addition to a programme director, a team of clinician‐educators who regularly review the resident's progress. The 2022 update of the ETRN reflects emerging requirements for the practice of neurology and contributes to the international standardization of training necessary for the increasing needs of residents and specialists across Europe. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic prompted a transition to remote delivery of courses that lack immersive hands‐on research experiences for undergraduate science students, resulting in a scientific research skills gap. In this report, we present an option for an inclusive and authentic, hands‐on research experience that all students can perform off‐campus. Biology students in a semester‐long (13 weeks) sophomore plant physiology course participated in an at‐home laboratory designed to study the impacts of nitrogen addition on growth rates and root nodulation by wild nitrogen‐fixing Rhizobia in Pisum sativum (Pea) plants. This undergraduate research experience, piloted in the fall semester of 2020 in a class with 90 students, was created to help participants learn and practice scientific research skills during the COVID‐19 pandemic. Specifically, the learning outcomes associated with this at‐home research experience were: (1) generate a testable hypothesis, (2) design an experiment to test the hypothesis, (3) explain the importance of biological replication, (4) perform meaningful statistical analyses using R, and (5) compose a research paper to effectively communicate findings to a general biology audience. Students were provided with an at‐home laboratory kit containing the required materials and reagents, which were chosen to be accessible and affordable in case students were unable to access our laboratory kit. Students were guided through all aspects of research, including hypothesis generation, data collection, and data analysis, with video tutorials and live virtual sessions. This at‐home laboratory provided students an opportunity to practice hands‐on research with the flexibility to collect and analyze their own data in a remote setting during the COVID‐19 pandemic. This, or similar laboratories, could also be used as part of distance learning biology courses. [ABSTRACT FROM AUTHOR]

This paper is the third in a five-part series on the clinical and translational science educational pipeline, and it focuses on strategies for enhancing graduate research education to improve skills for interdisciplinary team science. Although some of the most cutting edge science takes place at the borders between disciplines, it is widely perceived that advancements in clinical and translational science are hindered by the "siloed" efforts of researchers who are comfortable working in their separate domains, and reluctant to stray from their own discipline when conducting research. Without appropriate preparation for career success as members and leaders of interdisciplinary teams, talented scientists may choose to remain siloed or to leave careers in clinical and translational science all together, weakening the pipeline and depleting the future biomedical research workforce. To address this threat, it is critical to begin at what is perhaps the most formative moment for academics: graduate training. This paper focuses on designs for graduate education, and contrasts the methods and outcomes from traditional educational approaches with those skills perceived as essential for the workforce of the future, including the capacity for research collaboration that crosses disciplinary boundaries. [ABSTRACT FROM AUTHOR]

Taking an entirely different modelling approach to Cameron et al. ([1]), Lapeyrolerie and Boettiger ([11]) consider uncertainty estimation with deep learning methods in the context of forecasting abrupt changes in ecosystem dynamics (i.e. critical transitions). Synthesizing forecasts to inform decision-making and advance ecological theory Deep neural network models have become a popular method in the last decade for making point forecasts of ecological time series because they preclude making errant prior assumptions about the data by automatically learning temporal dependencies (Makridakis et al., [14]). Since the inception of the Intergovernmental Panel on Climate Change in 1988, there has been growing scientific consensus that humans have modified the Earth's environment and that human decisions have the potential to mitigate or exacerbate the effects of future global change (Intergovernmental Panel on Climate Change, [10]). [Extracted from the article]

Research suggests that there are immediate benefits from knowledge breadth for creativity - even scientists just at the beginning of their academic journey should benefit from developing expertise in additional domains (Mannucci & Yong, [8]). In this commentary, Sonne-Hansen and colleagues argue that research leaders and organizations should encourage more "theory-guessing" by budding young scientists, rather than incentivizing safe mainstream research. In the late 1960s, Thomas Brock, a microbiologist from Cleveland, and his undergraduate student Hudson Freeze conducted research in Yellowstone National Park. From a sample of pink bacteria collected from Mushroom Spring, Brock and his student isolated a prokaryotic organism thriving at 70°C, which they named I Thermus aquaticus - i after the Greek word for "hot" and the Latin for "water.". [Extracted from the article]

Engaging school students in wildlife research through citizen science projects can be a win–win for scientists and educators. Not only does it provide a way for scientists to gather new data, but it can also contribute to science education and help younger generations become more environmentally aware. However, wildlife research can be challenging in the best of circumstances, and there are few guidelines available to help scientists create successful citizen science projects for school students. This paper explores the opportunities and challenges faced when developing school‐based citizen science projects in wildlife research by synthesising two sources of information. First, we conducted a small, school‐based citizen science project that investigated the effects of supplementary feeding on urban birds as a case study. Second, we reviewed the literature to develop a database of school‐based citizen science projects that address questions in wildlife ecology and conservation. Based on these activities, we present five lessons for scientists considering a school‐based citizen science project. Overall, we found that school‐based citizen science projects must be carefully designed to ensure reliable data are collected, students remain engaged, and the project is achievable under the logistical constraints presented by conducting wildlife research in a school environment. Ultimately, we conclude that school‐based citizen science projects can be a powerful way of collecting wildlife data while also contributing to the education and development of environmentally aware students. [ABSTRACT FROM AUTHOR]

With reference to the history of modern geography in Britain and from assessment of the archives of the British Association for the Advancement of Science (BAAS), this paper examines the role of the BAAS in promoting geography from the Association's foundation in 1831 to the 1930s. Particular attention is paid to BAAS Section E (Geography) in the period after 1851. Geography's place is considered with respect to its funding, content and relationship with other sciences, to shifts in its focus – from exploration to what contemporaries termed ‘scientific’ geography and to the attendant decline in audiences at BAAS geography sessions – and to moments of ‘crisis’ in geography's epistemological status. In examining extant work on geography's role in the BAAS, a case is made for revision of the current historiographies of ‘modern’ British geography and questions are raised about the connections between geography and science and the writing of geography's ‘disciplinary’ and institutional history in the modern period. [ABSTRACT FROM AUTHOR]

Background and Aims: Burn and scald injuries are the fourth most common type of trauma. Pediatric burns account for a high proportion of the total number of burn patients and impose a high burden on public health. Understanding the epidemiology of pediatric burns can help improve science education and reduce the incidence of burn injuries. Methods: This study is a single‐center retrospective study. One thousand five hundred and twenty‐seven pediatric burn patients admitted to our burn center from January 2016 to December 2020 were included. Demographic and epidemiological data of included patients were extracted and analyzed. The correlations of categorical data were tested by the Chi‐square tests, and differences of continuous data were tested by the Kruskal–Wallis tests. A p‐value of less than 0.05 was considered to be statistically significant. Results: The results showed that children under 3 years of age were most susceptible to burn and scald injuries. Burn injuries were most likely to occur in the season of winter and at the place of home. 56.6% of included patients did receive first aid measures, while 1.8% received gold‐standard first aid. Clinical variables related to the severity of injuries were statistically different between patients with and without cooling measures in first aid. Linear regression models showed that emergency treatment of burns in children and adolescents was associated with outcome indicators, including number of operations, total operation duration per total burn surface area (TBSA), cost per TBSA, and length of stay per TBSA. Conclusions: This study summarized the epidemiology and outcomes of pediatric burn patients admitted to a burn center in northern China. Adopting cooling measures in first aid can reduce the severity of injuries and reduce the burden on the medical system. Education on burn prevention and first aid measures to caregivers of children, especially preschool children, should be strengthened. Key points: Understanding the epidemiology of pediatric burns can help improve science education and reduce the incidence of burn injuries.This study aimed to analyze epidemiological and clinical variables of pediatric burn patients in a burn center in northern China.Children under 3 years of age were most susceptible to burn and scald injuries.Burn injuries in pediatric patients were most likely to occur in the season of winter and at the place of home.Adopting cooling measures in first aid can reduce the severity of burn injuries. [ABSTRACT FROM AUTHOR]

In theory, STEM (interdisciplinary science, technology, engineering and mathematics) is cross‐disciplinary and situated in real‐world problem‐solving contexts. In practice, STEM disciplines are often implemented separately using contrived contexts. This paper examines theoretical and empirical aspects of Montessori middle school science in the United States, and its alignment with the conceptual framework of integrated STEM. We selected Montessori adolescent environments because the Montessori philosophy involves interdisciplinary application contextualized in purposeful work and learning. Our research sought to investigate how Montessori middle schools have designed their science programs, and to situate these findings within the current landscape of STEM education and reform‐based science. Based on the results of our survey of 96 U.S. Montessori middle schools, we argue Montessori offers an integrated educational approach that meaningfully situates academic disciplines to mirror local and global challenges, well supported by theory and literature on STEM and situated learning theories. We assert that integrated STEM happens organically in many Montessori middle schools, and takes place through authentic work in communities of practice. Our research communicates the value of looking outside traditional school settings to examine alternative formal education spaces, like Montessori classrooms where integrated STEM happens organically. [ABSTRACT FROM AUTHOR]

Davor Jurkovic is an internationally recognized expert in gynecological and early-pregnancy ultrasound, as well as in the surgical outpatient management of early-pregnancy complications. In Zagreb, Davor was one of the first to publish on the use of color Doppler in gynecology. [Extracted from the article]

Ecology lags among STEM disciplines in terms of recruiting and retaining undergraduate students from marginalized groups. A keystone element of many ecologists' training is an emphasis on field experiences at the undergraduate level, such as field research courses (FRCs), which involve undergraduates in research. FRCs and similar field experiences common in ecology (e.g., field technician position, thesis research) have been shown to increase feelings of self‐efficacy and belonging in students who engage with them, including students in marginalized groups. However, the design and implementation of many FRCs and other field experiences create barriers that prevent or limit successful engagement with marginalized students. Here, we present an established FRC model designed to decrease barriers to participation and propose strategies for assessing the success of such FRCs. We decreased many of these barriers by developing a sophomore‐level, one‐weekend, required FRC held at an ADA‐compliant research learning center in a national park at little‐to‐no cost to students. We review instruments useful for assessing the diverse positive outcomes of field experiences and present preliminary analysis for our course model, showing this course increases students' research self‐efficacy and sense of belonging. We believe that this course is a positive example of how intentionality in course design can generate a more equitable experience for students of ecology. [ABSTRACT FROM AUTHOR]

This document provides concise summaries of various scientific studies on a wide range of topics, including genetic diseases, biosensor systems, drug development, therapeutic targets, defense responses in plants, and more. The studies offer valuable insights into their respective fields and were conducted in different countries. For example, one study explores the potential use of microRNAs as a treatment for intracellular infections caused by Staphylococcus aureus, while another study analyzes pathogenic transthyretin variants associated with genetic amyloidosis. Additionally, the document highlights innovative educational approaches, such as an undergraduate course that integrates UN Sustainable Development Goals and critical thinking, as well as an online biochemistry course for medical students using case studies. [Extracted from the article]

This document provides a schedule of plenary lectures covering a range of topics in biology and biochemistry, offering valuable insights for researchers in these fields. It also discusses various topics related to biochemistry and genetics, providing insights into potential applications in medicine and biotechnology. The text explores research on cellular organelles, the role of RNA molecules in the brain, and the development of biosensors for environmental monitoring. The study on the effects of bisphenol A (BPA) on obesity and neurodegeneration using zebrafish as a model found that BPA induced obesity in the zebrafish and affected their brain function, suggesting a possible link between BPA exposure, obesity, and neurodegenerative diseases. [Extracted from the article]

While there is near universal agreement within the science education community that a strong understanding of nature of science (NOS) - both as a student goal and a teacher attribute - is critical, we still struggle with how to achieve these aims. Barriers range from pragmatic logistics to fundamental curricular tensions. In this paper we share a classroom activity designed to aid in the learning of key NOS principles that we have found constructive. We discuss the basic activity, connections to science studies literature, and opportunities for explicit reflection on nature of science. [ABSTRACT FROM AUTHOR]

Increasing attention has been given over the last decade by the statistics, mathematics and science education communities to the development of statistical literacy and numeracy skills of all citizens and the enhancement of statistics education at all levels. This paper introduces the emerging discipline of statistics education and considers its role in the development of these important skills. The paper begins with information on the growing importance of statistics in today's society, schools and colleges, summarizes unique challenges students face as they learn statistics, and makes a case for the importance of collaboration between mathematicians and statisticians in preparing teachers to teach students how to understand and reason about data. We discuss the differences and interrelations between statistics and mathematics, recognizing that mathematics is the discipline that has traditionally included instruction in statistics. We conclude with an argument that statistics should be viewed as a bridge between mathematics and science and should be taught in both disciplines. [ABSTRACT FROM AUTHOR]

Afterschool and community science programs have become widely recognized as important sanctuaries for science learning for low-income urban youth and as offering them with "missing opportunities." Yet, more needs to be known about how youth, themselves, perceive such opportunities. What motivates youth to seek out such opportunities in the nonschool hours? How do youth describe the doing and talking of science in such programs? Given such descriptions, how do youth perceive the role of these programs in their lives? This paper relies on stories from three youth drawn from a multisited ethnographic study, one site being an afterschool girls-only science program at the elementary level in Canada and the other an Upward Bound Math and Science program in the USA. The paper concludes with a discussion about the ways these programs offered youth a meaningful way to relate to science in concordance with their own lived experiences, resulting in "I will" and "I can " attitudes and a sense of hope for the future within which science becomes a tool for action. [ABSTRACT FROM AUTHOR]

It has been well documented that for many students science is difficult to learn. Thus, as a food chemistry teacher, it has been my mission to continually search for and implement better ways to help my students learn chemistry. One strategy for improved learning, based on Johnstone's Triangle, that has been shown to be exceedingly effective, is to intentionally and explicitly provide students with opportunities to see and experience chemistry at the macroscopic level (things they can observe), so that they can make a more meaningful and lasting connection to the molecular level (things they cannot directly observe). Thus, the focus of this article is to share with you six demonstrations and one assignment that help make chemistry visible to students, providing them with a macromolecular manifestation of a molecular level property or event. Featured demonstrations are grouped into two categories: The Properties of Water Demonstrations (Water's #1 Superpower: Hydrogen Bonding) and The Phase Transitions of Water Demonstrations (Water's #2 Superpower: Shapeshifting). The assignment is modeled after the popular Unwrapped TV series. [ABSTRACT FROM AUTHOR]

Building on the earlier analysis by Berlin (1991), this paper reviews various studies on integrating mathematics and science in the 1990s and provides some implications for further research. The areas identified for further exploration include comparison of the nature of mathematics and science, epistemological debates in mathematics and in science education, the bases used to emphasize science over mathematics or vice versa, empirical evidence of effectiveness of integration, connections between teacher education programs for integration and teachers' subsequent classroom teaching practices, perceptions of integration on the part of teacher educators, contextual difficulties in implementing integrated approaches and possible solutions, and rationales of integrating mathematics and science through technology. In order to help all students become scientifically literate, which most reform documents call for, more focused attention on integration of curriculum and instruction is necessary. [ABSTRACT FROM AUTHOR]

The construct of science achievement -- what K-12 students should know and be able to do in science--is central to science education reform. This paper examines current conceptions of science achievement in major reform documents in the context of standards-based and systemic reform. The paper reviews documents on (a) science content standards, including the National Science Education Standards (National Research Council, 1996) and Project 2061 (American Association for the Advancement of Science, 1989, 1993); (b) performance standards in the New Standards Project (National Center on Education and the Economy, 1997a, 1997b, 1997c, 1998); and (c) assessment frameworks, including the 1996 National Assessment of Educational Progress (National Assessment Governing Board, 1994, 1996) and the Third International Mathematics and Science Study (Martin & Kelly, 1996; McKnight, Schmidt, & Raizen, 1993; Robitallie et al., 1993). Although there is an overall agreement on the conceptions of science achievement among the documents, there are also noticeable differences. Based on the analysis of the five sets of documents, an aggregated view of science achievement is presented in terms of science content and process. Implications for promoting science achievement in standards-based and systemic reform are discussed. [ABSTRACT FROM AUTHOR]

Hierarchical linear models have become a familiar method for accounting for a hierarchical data structure in studies of science and mathematics achievement. This paper illustrates the use of cross-classified random effects models (CCREMs), which are likely less familiar. The defining characteristic of CCREMs is a hierarchical data structure defined by multiple random factors at higher levels. We illustrate CCREMs using data for approximately 10,000 students from more than 250 high schools who attended one of 27 four-year postsecondary institutions. The appropriate use of CCREMs helps to ensure unbiased estimates of effects and credible inferences. [ABSTRACT FROM AUTHOR]

Presents five lesson plans helpful to science and mathematics teachers. Vital statistics, life cycles, preferences and reactions, mealworm motion and economic analysis of mealworms.

The problem addressed in this paper is that of verification and cumulation in case studies conducted in field settings in education. In the statistical-experimental paradigm of educational research verification is logically based upon replication of experiments, cumulation upon testing of theory. Replication assumes that the same experiment can be repeated and the results thereby tested. The cumulation of results depends upon the creation of a theoretical framework testable by experiments, and capable of yielding predictions over a wider range of situations than has been covered by experiments. Although some progress has been made in educational research within the statistical-experimental paradigm, there is widespread disappointment with its yield [1]. A principal methodological problem appears to be the breakdown of the sampling procedures associated with the statistical-experimental paradigm. Problems of internal validity were classically dealt with by Campbell & Stanley [2], problems of external validity by Snow [3]. Both Campbell & Stanley and Snow are optimistic about the potential of modifications of the paradigm as expressed in ‘quasi-experimental’ (Campbell & Stanley) and ‘quasi-representative’ (Snow) designs. I would not wish to suggest that this seam be abandoned as unworkable, but that we should try to find and work other seams. The recoil from the statistical-experimental paradigm has been towards the qualitative and towards the idea of case study. This paper is based upon the belief that case study can be subject to verification and capable of cumulation, but according to quite different principles from those governing verification and cumulation in experimental sciences. In systematic study data are either treated as timeless (mixing hydrochloric acid and iron filings) and hence replicable or as embedded in time (the last budget) and hence not replicable. The argument of this paper is that the basis of verification and cumulation in the study of cases is the recognition that a case is an instance, though not, like a sample, a representative, of a class and that case study is a basis for generalisation and hence cumulation of data embedded in time. It is the classic instrument of analytic as opposed to narrative history. For verification, history depends upon a communal critical discussion of evidence which is accessible on the same terms to all scholars, that is, the achievement of a critical intersubjectivity. History was created as a modern critical technique in the nineteenth century in the face of the opportunity afforded by the opening of the great European archives. It can be caught in spirit by the recollection that the historians invented the footnote, which is the means of citing the evidence to which one is appealing. So far as cumulation is concerned, analytic history (not the story of industry, but the analysis of joint-stock companies in Britain in the first decade of the twentieth century) deals in retrospective generalisation rather than predictive generalisation. It is an organisation of experience in retrospect. Retrospective generalisations are attempts to map the range of experience rather than to perceive within that range the operation of laws in the scientific sense. The utilisation of history in present and future works through the refinement of judgement, not the refinement of prediction. In the face of an unfolding experience which is largely unpredictable history attempts to equip us to understand the unpredicted by being able to fit it very rapidly into a systematically ordered and interpreted grasp of experience so far. While predictive generalisations claim to supersede the need for individual judgement, retrospective generalisations seek to strengthen individual judgement where it cannot be superseded.… [ABSTRACT FROM AUTHOR]

Recently, the use of machine‐learning (ML) models for pharmacokinetic (PK) modeling has grown significantly. Although most of the current approaches use ML techniques as black boxes, there are only a few that have proposed interpretable architectures which integrate mechanistic knowledge. In this work, we use as the test case a one‐compartment PK model using a scientific machine learning (SciML) framework and consider learning an unknown absorption using neural networks, while simultaneously estimating other parameters of drug distribution and elimination. We generate simulated data with different sampling strategies to show that our model can accurately predict concentrations in extrapolation tasks, including new dosing regimens with different sparsity levels, and produce reliable forecasts even for new patients. By using a scenario of fitting PK data with complex absorption, we demonstrate that including known physiological structure into an SciML model allows us to obtain highly accurate predictions while preserving the interpretability of classical compartmental models. [ABSTRACT FROM AUTHOR]

Regulatory science, a complex field which draws on science, law, and policy, is a growing discipline in medical-related applications. Competencies help define both a discipline and the criteria to measure high-quality learning experiences. This paper identifies competencies for regulatory science, how they were developed, and broader recommendations to enhance education and training in this burgeoning field, including a multifaceted training approach. [ABSTRACT FROM AUTHOR]

Perhaps they will start you on a path to deliberately broaden your communications bandwidth. For a multitude of reasons, water-related problems are already core considerations of climate change. [Extracted from the article]

Introduction: Troilite (FeS) is the most common sulfide mineral which presented in meteorites of different types. Troilite is an important mineral for the investigation of shock metamorphism in meteorites. Its spectral properties are sensitive to the space weathering of planetary bodies, as well as to the shock or thermal history of the matter [1]. In the present work we discuss of a troilite macro- and microstructure characterization by the means of scanning electron microscopy (SEM) with energy dispersive spectroscopy (EDS), X-ray diffraction (XRD) and Х-ray spectroscopy. Materials and Methods: Small samples of ordinary chondrites Chelyabinsk (LL5, S4, W0), Northwest Africa 869 (L4-6, S3, W1), Tsarev (L5), Ravar (H4, S1, W3), Kharabali (H5, S2, W1) and Marsa Alam 009 (H6, S3, W3) were powdered at the agate mortar. Then troilite grains were isolated from the powders using a method of magnetic separation. Polished sections of meteorites were studied by scanning electron microscopy using ΣIGMA VP (Carl Zeiss) with EDS X-max 80 (Oxford Instruments). The phase composition of the meteorite samples and structural parameters of troilite were investigated using diffractometer Bruker D8 Advance (Bruker) with the monochromatic Сo Kα radiation. Their chemical composition was determined by the WDXRF spectrometer Supermini 200 (Rigaku). Results and discussion: From the data on the phase composition of the before mentioned ordinary chondrites, it was noted that troilite was presented in all the samples. The parameters of the unit cell for FeS phase were determined as following: Chelyabinsk - «a» = 5.954 (2) Å, «c» = 11.517 (1) Å, V = 353.638 (1) ų; NWA 869 - «a» = 5.995 (3) Å, «c» = 11.448 (1) Å, V = 356.382 (5) ų; Tsarev - «a» = 5.953 (2) Å, «c» = 11.500 (6) Å, V = 352.96 (3) ų; Ravar - «a» = 5.958 (3) Å, «c» = 11.515 (1) Å, V = 354.03 (4) ų; Kharabali - «a» = 5.964 (5) Å, «c» = 11.498 (1) Å, V = 354.24 (7) ų; Marsa Alam 009 - «a» = 5.960 (3) Å, «c» = 11.604 (2) Å, V = 357.06 (7) ų. The difference between cell parameters obtained and parameters of stoichiometric troilite FeS («a» = 5.961 (3) Å, «c» = 11.519 (2) Å, V = 354.47 ų (Powder Diffraction File ICDD)) is due to a deficiency of the iron cations in the troilite crystal lattice. Therefore, it confirms that the troilite of the ordinary chondrites has non-stoichiometric composition Fe1-xS. The paper [2] presented experimental data for the compound Fe1-xS in a range of degrees of non-stoichiometry 0.004≤x≤0.143. The functional dependence of the interplanar distance (d) of the main troilite peak (114) as a function of x turned out to be almost linear for small values of x. Using that dependence, we determined the degree of non-stoichiometry x for the troilite from samples: Chelyabinsk - x = 0.087; NWA 869 - x = 0.099; Tsarev - x = 0.086; Ravar - x = 0.084; Kharabali - x = 0.086; Marsa Alam 009 - x = 0.052. These results correlate well with the previously obtained data on the chemical composition of troilite. Parameters of the fine structure of troilite such as microstrains ε = Δd/d and coherent length (crystallites size) D were calculated from the X-Ray spectra using Williamson-Hall method. It was noted, that the values of microdeformations of troilite from chondrites correlate well with the degree of the impact load which meteorites experienced during their cosmic evolution. It was confirmed by the data for all the meteorites involved in the current study. Moreover, this tendency allows this method to be applied to the samples with an unknown degree of shock metamorphism. For example, as far as there are no data on the shock stage of Tsarev L5 at the Meteoritical Bulletin, it was noteworthy to estimate it. Furthermore, by this method we determined the degree of shock metamorphism for the troilite from Tsarev ordinary chondrite between S3 and S4. This estimation corresponds to the degree of metamorphism from [3], established previously by optical microscopy method. Acnowledgements: This work was supported by the Ministry of Science and Higher Education of the Russian Federation, project № FEUZ-2020-0059. [ABSTRACT FROM AUTHOR]

Teaching laboratory practical sessions are major components of undergraduate bioscience curricula, but research into staff perceptions and intentions across institutions in this context is lacking. This study describes a mixed‐methods study using questionnaires and follow‐up interviews to explore staff perceptions of their goals for UK bioscience teaching labs, the extent to which they incorporate student inquiry and challenges encountered with these sessions. The findings show that staff aim for strong lecture connections, applying taught theory to actively develop students' technical and data handling skills. They value teaching labs as opportunities for authentic contact through hands‐on learning with scientific equipment and human connection with staff and other students. Student inquiry (e.g. experimental design decisions) was present in individual elements of teaching labs but not deeply embedded. Staff participants saw teaching labs as first steps to scientific inquiry, often intending to adopt more inquiry activities, but were concerned about time investment and student readiness, especially for early‐year students. Staff who used more inquiry showed stronger goal focus on scientific reasoning, research experience and collaboration. Staff enjoy teaching labs and consider them meaningful learning experiences. Time and budget limitations were more constraining than sense of agency, but overriding challenges were student lab anxieties, and finding ways to increase their confidence and preparation for these sessions. These findings collate staff perceptions of teaching labs across UK institutions and could facilitate reflection, discussion and further research on the goals and impact of these prevalent but resource‐intensive sessions on training the next generation. [ABSTRACT FROM AUTHOR]

This study aimed to examine the representations of nature of science ( NOS) in the eight histories of science selected from three series of integrated science textbooks used in junior high school in China. Ten aspects of NOS were adopted in the analytical framework. It was found that NOS had not been well treated in the selected histories of science in the three series of science textbooks. Specifically, it was found that the empirical and inferential aspects were treated better than other aspects, and discrepancies existed among the three series of science textbooks and among the eight histories of science in terms of dealing with the target NOS aspects. Implications for addressing NOS in historical materials in science textbooks were discussed in the final part of this paper. [ABSTRACT FROM AUTHOR]

In celebration of the recent golden anniversary of the launching of the Soviet satellite, Sputnik I, this paper takes an historical perspectives approach to examine the social, political, and educational climate in the United States leading up to the launch. Ramifications to science education are discussed, and implications are made for the relevance of this event to science education today. [ABSTRACT FROM AUTHOR]

Process-Oriented Guided Inquiry Learning (POGIL) is a method that requires students to work in small groups, view models or diagrams, and answer carefully designed questions that guide them to an understanding of the subject matter on their own, with minimal direction from the instructor. Several studies show that the method has been highly effective in teaching high school and university math and science students. This paper shows that the method is also effective in the foreign language classroom, and explains its main features and implementation. [ABSTRACT FROM AUTHOR]

This paper describes a subset of results from a large-scale two-year independent evaluation study conducted with the Scientists in School (SiS) outreach program and two large school boards in Ontario, Canada. Specifically, it explores the responses of elementary students ( n= 811) from typically underrepresented groups in science (English language learners [ELL], girls, and students at low-achieving schools) to the SiS outreach program. It explores responses related to enjoyment, interest, perceptions of role modeling, and future career choice in science. Compared to other students, findings suggest that girls and students from low-achieving schools found the program more enjoyable and reported that it provided positive science role models. Students at schools with high ELL populations also reported higher levels of enjoyment and reported that the program helped get them excited about science. [ABSTRACT FROM AUTHOR]

Much has been made in recent years of inquiry approaches to science education and the promise of such instruction to alleviate some of the ills of science education, yet in some ways this construct is still unclear to many in the field. In this paper we explore one view of inquiry in science that is based on the development, use, assessment, and revision of models and related explanations. Because modeling plays a central role in scientific inquiry it should be a prominent feature of students `science education. We present a framework based on this view that can serve as a guide to curriculum development and instructional decision-making with the goal of creating classroom environments that mirror important aspects of scientific practice. Specifically, the framework allows us to emphasize that scientists: engage in inquiry other than controlled experiments, use existing models in their inquiries, engage in inquiry that leads to revised models, use models to construct explanations, use models to unify their understanding, and engage in argumentation. Here, we discuss how these practices can be incorporated into science classrooms and illustrate that discussion with examples from our research classrooms. [ABSTRACT FROM AUTHOR]

This paper defines correlation, describes the Mix It Up program, discusses the teachers' beliefs about the value of correlating mathematics and science prior to program participation, and identifies problems teachers associated with correlation before and during the program. Teachers 'beliefs about the value of correlation and about the problems associated with correlation are based on results from both quantitative and qualitative methods used to evaluate the program. Results indicate that teachers believe correlating mathematics and science strengthens students' content knowledge in mathematics and science, bridges the gap between mathematics and science, enhances motivation, and increases students' flexibility in problem solving. Additionally, the areas identifled by teachers to be most problematic were time, planning for instruction as a team, and exposure to correlation in the past. The most important finding from the program evaluation indicates that although teachers did not identity content knowledge weaknesses before participating in the program, they did recognize gaps in their own content knowledge during program participation, and more importantly they made connections among these gaps, classroom instruction, and their own students' performance in mathematics and science. [ABSTRACT FROM AUTHOR]

An enduring concern among science education researchers is the "swing away from science" (Osborne, 2003). One of their central dilemmas is to identify--or construct--a valid outcome measure that could assess curricular effectiveness, and predict students choices of science courses, university majors, or careers in science. Many instruments have been created and variably evaluated. The primary purpose of this paper was to re-evaluate the psychometric properties of the Image of Science and Scientists Scale (ISSS) (Krajkovich 1978). In the current study, confirmatory factor analysis (CFA) was used to examine the dimensionality of the 29-item ISSS, which was administered to 531 middle school students in three San Antonio, Texas school districts at the beginning of the 2004-2005 school year. The results failed to confirm the presumed 1-factor structure of the ISSS, but instead showed a 3-factor structure with only marginal fit with the data, even after removal of 12 inadequate items. The three dimensions were "Positive Images of Scientists" (5 items), "Negative Images of Scientists" (9 items), and "Science Avocation" (3 items). The results do not support use of the original form of the ISSS for measuring "attitudes toward science," "images of scientists," or "scientific attitudes. "Shortening the scale from 29 to 17 items makes it more feasible to use in a classroom setting. Determining whether the three dimensions identified in our analysis, "Positive Images of Scientists," "Negative Images of Scientists," and "Science Avocation" contain useful assessments of middle school student impressions and attitudes will require independent investigation in other samples. [ABSTRACT FROM AUTHOR]

Field investigations are not characterized by randomized and manipulated control group experiments, however most school science and high-stakes tests recognize only this paradigm of investigation. Scientists in astronomy, genetics, field biology, oceanography, geology, and meteorology routinely select naturally occurring events and conditions and look for descriptive, correlative, or causal trends. Field investigations contribute to scientific knowledge by describing natural systems, noting differences in habitats, and identifying environmental trends and issues; they are designed to answer an investigative question through the systematic collection of evidence and the communication of results. This paper describes the range of field investigations conducted by scientists and K-12 students and elaborates a comparative model of three different types of field investigations (descriptive studies, comparative studies, correlative studies). These forms of investigation are more representative of current scientific practice and provide rigorous and engaging inquiry experiences for young learners. [ABSTRACT FROM AUTHOR]

Over the last 20 years, science-technology-society-environment education (STSE) education has been advocated as a way to advance scientific literacy. However, STSE education represents a broad range of ideologies and orientations. The purpose of this study was to compare and contrast two different science curricula through a case study approach. This study followed three classroom teachers from Ontario who decided to write a locally developed STSE course to replace the one that the government had discontinued. Through an analysis of the current government mandated STSE curricula and the proposed STSE curriculum, two distinct orientations emerged: social reconstruction and social reproduction. The analysis work suggests that these two orientations have fundamental philosophical differences and are irreconcilable. The paper concludes with a discussion about the implications for science educators. [ABSTRACT FROM AUTHOR]

Recent science and teacher education reports continue to stress the need for radical changes in the way teachers are prepared to teach science to diverse learners. In response, a three-year intervention project was developed to help teachers in culturally diverse schools transform their science teaching practices using learning technologies. Many challenges arose that called for strategies to further manage the progress of the project. This paper describes how one of those strategies, "prompted praxis," was used to manage two of the main challenges encountered, the teachers' following through with their professional development goals and our own sense of urgency to effect change. [ABSTRACT FROM AUTHOR]

This study explores the thinking and decisions of Vera (pseudonym), a Hispanic elementary teacher, while she enacted a reform-based science curriculum in an urban school in the southern United States. Vera's thinking, decisions, experiences, and practices were documented over a 2-year period. Using the data collected from semistructured interviews, participant observations and classroom documents, a rich and complex case study of Vera is developed in this paper. This case study describes how Vera makes curricular choices from reform-based science curricula such as the LiFE curriculum; how she enacts those choices to empower poor urban minority students; how Vera believes that preparing students for the high-stakes test is empowering because it ensures continued schooling for students; how, for Vera, teaching connected science using students' lived experiences is a risky act; and how she uses negotiation in her science teaching. [ABSTRACT FROM AUTHOR]

Over the past 7 years the authors have been involved in the development of a new model for the education of science teachers that has the potential to address teacher education in challenging urban settings characterized by problems such as teacher turnover and retention, low job satisfaction, and contradictions arising from cultural and ethnic diversity. An intensive research program accompanied the development effort; the research results were used as resources in redesigning the evolving model to make it more appropriate for the situations at hand The science teacher education program at an urban university was built around a yearlong field experience, during which all prospective teachers learned to teach in an urban high school while coteaching, that is, while teaching at the elbow of a mentor teacher or one or more peers. Over this period a number of different configurations of coteaching and the associated cogenerative dialoguing were tried tested, and investigated The paper describes the historical development of the different configurations of the model and the emergent contradictions that led the researchers to enact changes to their approach. The central idea in the development effort was the creation of an environment that (a) best affords the learning of how to teach in urban high schools, (b) decreases teacher isolation, (c) mitigates turnover and retention, and (d) addresses contradictions arising from the cultural and ethnic diversity of students and teachers. Most importantly, this model of teacher education and enhancement simultaneously multiplies the resources and opportunities to support the learning of students. [ABSTRACT FROM AUTHOR]

A key to improving urban science and mathematics education is to facilitate the mutual understanding of the participants involved and then look for strategies to bridge differences. Educators need new theoretical tools to do so. In this paper the argument is made that the concept of "boundary spanner" is such a tool. Boundary spanners are individuals, objects, media, and other experiences that link an organization to its environment. They serve critical communicative roles, such as bridges for bringing distinct discourses together, cultural guides to make discourses of the "other" more explicit, and change agents for potentially reshaping participants' discourses. This ethnographic study provides three examples of boundary spanners found in the context of an urban public high school of science, mathematics, and technology: boundary media, boundary objects, and boundary experiences. The analysis brings to the foreground students' and teachers' distinct discourses about 'good student identity," "good student work," and "good summer experience" and demonstrates how boundary spanners shaped, were shaped by. and sometimes brought together participants' distinct discourses. An argument is made for boundary spanners' practical and theoretical utility: practically, as a tool for enhancing meaning-making between diverse groups, and theoretically, as a heuristic tool for understanding the reproductive and transformative aspects of urban science education. [ABSTRACT FROM AUTHOR]

This paper reports on the results of a survey of mathematics and science candidates for National Board for Professional Teaching Standards (NBPTS) certification. The goal of the survey was to investigate the efficacy of collaboration and group support in preparation for NBPTS. The results of the survey describe the nature of supported preparation, and the data of the survey are combined with final NBPTS scores to investigate relationships between preparation practices and outcomes. The results show that the subsamples in the areas of Early Adolescent Mathematics, Adolescent and Young Adult Mathematics, Early Adolescent Science, and Adolescent and Young Adult Science were similar in composition, and the respondents in each subsample produced very similar responses concerning their collaborative preparation experiences. Although this study shows that collaborative preparation resulted in higher scores and higher passing rates for most respondents, the nature of the effects across subsamples varied. The data clearly indicate that collaborative preparation is highly valued for motivational and instrumental support; however, less value is placed on practices that are reflective and content focused. The homogeneous nature of preparation revealed in the data and the likelihood that candidates are at different levels of readiness for the rigorous NBPTS assessment process are discussed, as is the need for more attention to candidates who prepare without the support of an organized group. [ABSTRACT FROM AUTHOR]

This paper reports on initial results from an ongoing evaluation study of a National Science Foundation project to implement reform-oriented teaching practices in college science and mathematics courses. The purpose of this study was to determine what elements of reform teaching are being utilized by college faculty members teaching undergraduate science and mathematics courses, including a qualitative estimate of the frequency with which they are used. Participating instructors attended summer institutes that modeled reform-based practices and fostered reflection on current issues in science, mathematics, and technological literacy for K-16 teaching, with an explicit emphasis on the importance of creating the best possible learning experience for prospective K-12 science and mathematics teachers. Utilizing a unique classroom observation protocol (the Oregon-Teacher Observation Protocol) and interviews, the authors (a) conclude that some reform-oriented teaching strategies are evident in undergraduate mathematics and science instruction and (b) suggest areas in which additional support and feedback are needed in order for higher education faculty members to adopt reform-based instructional methodology. [ABSTRACT FROM AUTHOR]

Powerful preparation of elementary educators in teaching science involves significant contributions from both scientists and teacher educators. Ironically, faculty and students in science and teacher education departments are often isolated from one another not only across the physical boundaries of the university, but across the cultural boundaries of academe. Coordination and collaboration between science and education faculty and students requires a careful negotiation of these cultural boundaries. This paper presents several illustrations of both successful and unsuccessful collaborative episodes documented during the creation of an interdepartmental service learning project, Science Outreach. The illustrations are interpreted in terms of a cultural difference model, and recommendations are made for successful interdepartmental collaboration. [ABSTRACT FROM AUTHOR]

Calls for papers on science and mathematics teaching.

Translational science education and training (E&T) aims to prepare the translational workforce to accelerate progress along the translational pipeline toward solutions that improve human health. In 2020–2021, the National Center for Advancing Translational Sciences (NCATS) Education Branch conducted a scoping review of the E&T literature with this focus. The review used the methodological framework proposed by Arksey and O'Malley. PubMed, Education Resources Information Center (ERIC), and Embase were searched, and forward citations conducted. Screening of titles, abstracts, and full text identified 44 included articles. Data extraction facilitated analysis of E&T content, audiences, modalities, evaluations, and recommendations. The NCATS Translational Science Principles were used to identity described or recommended E&T content. Twenty‐nine articles described a translational science E&T opportunity or its evaluation, and another 15 articles offered recommendations for translational science E&T. The most prevalent NCATS Translational Science Principles were boundary‐crossing partnerships (77%) and cross‐disciplinary team science (75%). Among publications describing E&T opportunities, the most reported modalities were experiential learning (64%) and courses (61%) and the most reported participants were graduate students (68%) and postdoctoral fellows (54%). About half of these articles (n = 15) reported an evaluation, covering a range of proximal to distal outcomes. Recommendations emphasized the value of translational science E&T across training and career stages and the use of varied modalities to reach diverse audiences. This review highlights strengths and opportunities for growth in translational science E&T. Enhancements to content, expansion of participants and modalities, and rigorous evaluations will contribute to building a highly qualified, diverse translational science workforce. [ABSTRACT FROM AUTHOR]

P-01.1-08 Melanoma therapies compromise signaling processes in the vascular endothelium S. Bromberger 1, M.R. Larsen 2, K. Schossleitner 1 1 Skin & Endothelium Research Division (SERD), Department of Dermatology, Medical Univers... Melanoma and other malignancies often bear mutations in the MAPK pathway - most commonly BRAF SP V600E sp , which contributes to uncontrolled proliferation and survival of tumor cells. The disruption of communication between tumor cells and TAMs could be the base of an efficient anti-cancer strategy to prevent tumor progression. Adamecz 1, P. Bicskei 1, H. Árva 1, N. Igaz 1, É. Veres 2, A. Rónavári 3, A. Gácse... 1 Department of Biochemistry and Molecular Biology, University of Szeged, Szeged, Hungary, 2... Tumor-associated macrophages (TAMs) - as a result of re-programming driven by tumor and other stromal cells - can create and maintain an immunosuppressive environment and promote tumor malignancy. In tumour cells, ER stress is caused by their high degree of translation and metabolism as well as the tumour microenvironment. [Extracted from the article]

The article focuses on the 142nd annual general meeting of the SCI (Society of Chemical Industry), highlighting the achievements, growth, and future plans of the society. Topics discussed include the financial update, membership growth, recognition of exceptional contributions, and the establishment of new groups to enhance collaboration between science and business.