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Networked computers can potentially support classrooms to be more interactive. It can help students share representations amongst themselves and work together on a shared virtual activity space. In research on the role of shared screens or shared virtual workspace in learning settings, there has been less attention paid to contexts where learners are co-located. This paper looks at the impact of the shared screen in a computational game environment on mathematics learning and practices and the construction of learners' emotions and social status in classroom interactions. We designed two versions of a simple arithmetic game: a solo version in which the student played the game alone and a multi-player version in which the screen was shared, and the players could see the arithmetic moves of the other players. We implemented these two versions of the game in a 4th-grade classroom in a suburban school in a large metropolis in India. Classroom sessions were video recorded, computer logs were collected, and field notes were taken. Focus group sessions were held with the students. We coded a portion of the data to get at patterns of classroom interactions. Then we drew on qualitative video analysis tools to analyze specific episodes to understand the fine timescale dynamics of dominant interaction patterns in each setting. Our analysis shows that the shared screen served as a shared memory device, keeping a record of all the students' posts, and was entangled in the moment-to-moment dynamics of self- and peer- assessments of arithmetic. These findings suggest that thoughtful integration of networked digital tools in computer-supported learning environments can increase student-student interactions and support disciplinary learning.

In this chapter, we examine a significant shift in research in the learning sciences, mathematics education, and science education that increasingly attends to the co-construction of power and learning. We review articles in these fields that embody a new sense of theoretical and methodological possibilities and dilemmas, brewing at the intersections of critical social theory and the methodological approaches of interaction analysis and microgenetic analysis. We organize our review into three thematic categories: (1) the dynamic construction of identity and ideology, (2) attending to the organization of a learning environment, and (3) leveraging and repurposing tools. Reading across these thematic areas, we identify and outline a burgeoning subfield that we term critical interaction and microgenetic analysis. By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics. In our conclusions, we suggest six analytical commitments that are important to hold when engaging in critical interaction and microgenetic analysis.

Background: Tinkering, an ad hoc approach to solving a problem, involves manipulating objects to characterize and build knowledge about a particular system in an exploratory way, often with the goal of getting some product/idea to produce desired behavior. Tinkering contrasts more deliberate activity toward understanding how a phenomenon works. Purpose: Some researchers have argued that tinkering is an unproductive engineering design practice because it does not always lead to progress in design and/or conceptual learning while others have argued for tinkering as a productive design practice. We speak to this disagreement regarding the productivity of tinkering for novice designers by closely analyzing tinkering episodes. Design/Method: We present a microgenetic account of two tinkering episodes to contribute to a more refined understanding of what tinkering is. The research setting is in a summer camp for high school girls using a design-based Arduino component. Results: Our analyses demonstrate that tinkering is neither universally productive nor unproductive in engineering design; we show that tinkering can help participants make progress toward some instructional goals such as supporting the engagement of students in some engineering design practices. We also show that tinkering can hinder progress toward other goals such as developing a robust solution to a design problem. Conclusions: We argue for a more nuanced understanding of productivity (of tinkering and other design practices), which is local and defined with respect to specific goals and actors.

Professional problem-solving practice in physics and engineering relies on mathematical sense making--reasoning that leverages coherence between formal mathematics and conceptual understanding. A key question for physics education is how well current instructional approaches develop students' mathematical sense making. We introduce an assessment paradigm that operationalizes a typically unmeasured dimension of mathematical sense making: use of calculations on qualitative problems and use of conceptual arguments on quantitative problems. Three assessment items embodying this calculation-concept crossover assessment paradigm illustrate how mathematical sense making can positively benefit students' problem solving, leading to more efficient, insightful, and accurate solutions. These three assessment items were used to evaluate the efficacy of an instructional approach focused on developing students' mathematical sense making skills. In a quasi-experimental study, three parallel lecture sections of first-semester, introductory physics were compared: two mathematical sense making sections, one with an experienced instructor and one with a novice instructor, and a traditionally taught section, as a control group. Compared to the control group, mathematical sense making groups used calculation-concept crossover approaches more often and gave more correct answers on the crossover assessment items, but they did not give more correct answers to associated standard problems. In addition, although students' postcourse epistemological views on problem-solving coherence were associated with their crossover use, they did not fully account for the differences in crossover approach use between the mathematical sense making and control groups. These results demonstrate a new assessment paradigm for detecting a typically unmeasured dimension of mathematical sense making and provide evidence that a targeted instructional approach can enhance engagement with mathematical sense making in introductory physics.

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Common models of curricular development in physics education research (PER) have typically involved a hierarchical relationship between researchers and students, where researchers lead the design and testing of curriculum for students. We draw from work in students as partners and related fields in order to codesign curriculum in partnership with students. Such work has the potential to disrupt typical hierarchical relationships and interactions between students and faculty by involving students in the process of making curricular decisions. We invited undergraduate students to participate in a partnership to codesign a set of curricular materials for topics in quantum mechanics that students often struggle with. Four undergraduate students, one PER graduate student, and one PER faculty member met for a series of codesign meetings. We collected videotapes of the meetings, written artifacts, and meeting reflections. This paper presents a fine-grained analysis of one interaction in which researchers attempted to create space for students to contribute to decision making about how the collaboration should proceed. Through analyzing the complex dynamics of how participants negotiated decision-making space, including characterizing the types of decisions that were made, we describe how access to those decisions were opened up or cut off, and how those decisions contested or reaffirmed participants' roles. Working towards partnership is a complex and messy process: attempts to open up space for some forms of decision making closed off access to other forms of decision making. In some ways, the interactions between the participants also reified the traditional student and faculty roles that the partnership had intended to disrupt. Through closely analyzing these dynamics, we aim to self-critically reflect on the challenges and tensions that emerge in codesign partnerships. We discuss our own areas for growth and speak to implications for more responsible partnerships.

Background: While there has been increasing recognition of the importance of attending to students' views about what counts as knowing and learning a STEM field, surveys that measure these "epistemological" beliefs are often used in ways that implicitly assume the fields, e.g., "physics," to be a single domain about which students might have sophisticated or naïve beliefs. We demonstrate this is not necessarily the case and argue for attending to possible differences in students' epistemological beliefs across different sub-domains of physics. In modern physics and quantum mechanics courses for engineering and physics students, we administered a set of modified Colorado Learning Attitudes about Science Survey (CLASS) items. Each selected item was turned into two items, with the word "physics" changed to "classical physics" in one and "quantum physics" in the other. Results: We found significant splits between students' survey responses about classical vs. quantum physics on some items, both pre- and post-instruction. In classical physics, as compared to quantum physics, students were more likely to report the salience of real-world connections and the possibility of combining mathematical and conceptual reasoning during problem solving. Conclusions: These findings suggest that attending to sub-domain specificity of students' beliefs about physics can be fruitful and ought to influence our instructional choices.

Objective: Premature rupture of membranes (PROMs) is one of the common causes of preterm birth which has a major contribution to maternal and fetal adverse outcomes. Infection may be contributing to premature rupture of membrane or it may be a consequence. The aim of our study was to assess the common pathogens colonizing the endocervix in women with PROM and pregnancy outcomes. Materials and methods: In this prospective observational study, seventy antenatal women with PROM after 24 weeks of gestation were studied from January 2020 to July 2021. Two swabs were taken from the endocervix. Swabs were subjected to gram staining and culture. The association of endocervical culture positivity with chorioamnionitis, mode of delivery, and neonatal outcome was evaluated. Results: In the study, 24.2% of endocervical cultures were positive. The pathogens isolated were Escherichia coli in 11.4%, Staphylococcus hemolyticus in 2.9%, budding yeast in 2.9%, 1.4% each with Klebsiella pneumoniae and Methicillin-resistant Staphylococcus aureus (MRSA). The culture was positive in 30.3% of subjects with preterm PROM and 18.9% with PROM (p = 0.40). The incidence of chorioamnionitis was higher with endocervical culture-positive cases as compared to culture-negative women (p = 0.05). There was no association of endocervical culture positivity with the neonatal intensive care unit (NICU) admission, duration of membrane rupture, and mode of delivery. Conclusion: In our study, the most common bacteria inhabiting the endocervix in PROM was E. coli. There is a definite influence of bacterial endocervical colonization on pregnancy outcomes but further studies are needed to corroborate the findings. [ABSTRACT FROM AUTHOR]

Problem solving in groups can be rich with tension for students. This tension may arise from conflicting approaches (conceptual and/or epistemological) and/or from conflict emerging in the social relations among group members. Drawing on video records of undergraduate students working collaboratively, we use three cases to illustrate the multifaceted ways in which conflict arises--combining conceptual, epistemological, and socioemotional dynamics--and a specific way of managing the tension that can emerge from the multifaceted conflict, "taking an escape hatch." An escape hatch is a set of discourse moves through which participants close the conversational topic, thereby relieving tension, but before a conceptual resolution is achieved. We describe how epistemological twists and turns can be recruited as a means of managing the strong emotions experienced by the students, showing the coupling of emotion and epistemology in students' conceptual sense making during group work. We help to provide the groundwork necessary for instructors to notice, understand, and respond to one way in which conceptual--epistemological--social--emotional aspects of interaction are coupled in the emergence of tension, rather than narrowly targeting instructional moves based on only conceptual or epistemological considerations. Instead, instructors should often respond to--and help students become aware of--the emotional component of peer interactions and its entanglement with the "cold cognitive" conceptual and epistemological components.

Background: Quantitative researchers have noted the impact of mentoring and support programming for students from underrepresented groups in engineering. Qualitative researchers have also noted the importance of student agency in persistence through marginalization. Nevertheless, challenges and questions remain in identifying practices which are effective in supporting underrepresented students. Purpose: The study applies scholarship from critical theory and narrative as a new resource for approaching and understanding the process of supporting marginalized student agency. Method: A longitudinal interview study with a female undergraduate engineering student, Emilia, developed into a way for her to process marginalizing educational experiences and to develop new narratives that expanded her agency. After an in-depth member check, Emilia became a co-author contributing a post hoc account of the impact of these discussions. Results: Our analysis indicates that naming one's own oppression and creating narratives that repurpose and resituate stereotypical stories of oppression was a liberatory act for Emilia. We trace three marginalizing themes of the participant's experience that are subverted and resisted through the student co-constructed narrative. Conclusions: The paper builds theory for diversity support, suggesting critical theorizing may present a new form of agency not yet represented in the literature. It also points to possible value for student participants from qualitative methodologies exploring student experiences. Finally, it suggests supporting critical theorizing as a potential new orientation for diversity practitioners.

The relationship between ideology and learning remains insufficiently theorized and sparsely investigated in the learning sciences. Drawing on Stuart Hall's theorization of ideology, Judith Butler's notion of the (un)grievability of lives, and Sara Ahmed's construct of stickiness, we illustrate how insights from critical social theory are indispensable to understanding processes of learning and how perspectives from the learning sciences can enrich critical social theory. Through the analysis of a classroom discussion on the use of militarized drones in an undergraduate engineering ethics course, we show how ideological convergence among participants constructed locally significant categories of "civilian," "terrorist," and (un)grievability, which narrowed the possible trajectories for students' disciplinary learning in engineering and engineering ethics. Our analysis also shows that fleeting moments of ideological expansion offered opportunities for new learning; however, most of these instances of possibility were not sustained through the classroom discussion. We explicate how ideological convergences and expansions, as interactional achievements, profoundly matter for disciplinary learning and students' identities. In conclusion, we explore the implications of our findings for broader contexts of learning and for the field of the learning sciences.

Evidence from psychology, cognitive science, and neuroscience suggests that cognition and emotions are coupled. Education researchers have also documented correlations between emotions (such as joy, anxiety, fear, curiosity, boredom) and academic performance. Nonetheless, most research on students' reasoning and conceptual change within the learning sciences and physics and science education research has not attended to the role of learners' emotions in describing or modeling the fine timescale dynamics of their conceptual reasoning. The few studies that integrate emotions into models of learners' cognition have mostly done so at a coarse grain size. In this study, toward the long-term goal of incorporating emotions into models of in-the-moment cognitive dynamics, we present a case study of Judy, an undergraduate electrical engineering and physics major. We show that shifts in the intensity of a fine-grained aspect of Judy's emotions, her annoyance at conceptual homework problems, co-occur with shifts in her epistemological stance toward differentiating knowledge about and the practical utility of real circuits and idealized circuit models. We then argue for the plausibility of a cognitive model in which Judy's emotions and epistemological stances mutually affect each other. We end with discussions on how models of learners' cognition that incorporate their emotions are generative for instructional purposes and research on learning.

Background: To explain educational problems such as student attrition, engineering education literature often focuses on the characteristics of individuals. In 2006, Ray McDermott and Hervé Varenne called for examining the "cultural construction" of educational problems, uncovering how multiple actors create and inscribe meaning to the educational problem. Purpose: We apply the cultural construction framework to examine how the educational problem of a student being "not cut out for engineering" is constructed within the context of a specific electrical engineering course. We focus on culturally taken-for-granted course structures, practices, and interactions, all of which produce the local enactment of this common educational problem. Method: We used ethnographic methods, including field-noted participant observations, one-on-one participant interviews, and video-recorded student work on lab assignments. Coordinating multiple data streams enabled us to question explanations couched in terms of individual ability and background, and to illustrate how ability hierarchies were constructed in the educational context. Results: Our findings illustrate how several mundane and seemingly innocuous aspects of engineering classrooms add up to construct the educational problem of our focal student as "not cut out" for engineering. Contributions to this construction included lecture seating positions, interactional norms in lecture and lab, and labels made meaningful through institutional and interactional processes. Conclusions: The forces at play in constructing educational problems for students are deeply embedded in institutions, disciplines, and society, making it difficult to generate a simple list of instructional interventions. We highlight cultural construction analysis as a potentially fruitful orientation for researchers and practitioners to find the particular sites and tools for local intervention.

Mathematical sense-making--looking for coherence between the structure of the mathematical formalism and causal or functional relations in the world--is a core component of physics expertise. Some physics education research studies have explored what mathematical sense-making looks like at the introductory physics level, while some historians and "science studies" have explored how expert physicists engage in it. What is largely missing, with a few exceptions, is theoretical and empirical work at the intermediate level--upper division physics students--especially when they are learning difficult new mathematical formalism. In this paper, we present analysis of a segment of video-recorded discussion between two students grappling with a quantum mechanics question to illustrate what mathematical sense-making can look like in quantum mechanics. We claim that mathematical sense-making is possible and productive for learning and problem solving in quantum mechanics. Mathematical sense-making in quantum mechanics is continuous in many ways with mathematical sense-making in introductory physics. However, in the context of quantum mechanics, the connections between formalism, intuitive conceptual schema, and the physical world become more compound (nested) and indirect. We illustrate these similarities and differences in part by proposing a new symbolic form, "eigenvector eigenvalue," which is composed of multiple primitive symbolic forms.

Background • Mineral buildups called kidney stones can be free-floating or affixed to the renal papillae and occur in the renal calyces and pelvis. A major morbidity is associated with the widespread problem of renal stone disease. Open surgical lithotomy and minimally invasive endourological procedures are now the standard for the management of kidney stone symptoms. However, individualized homeopathy (iHOM) has greatly improved treatment of Multiple Renal Calculi. Methods • In the OPD of Dr. D. Y. Patil Homoeopathic Medical College and Research Centre, a 26-year-old female patient with multiple renal calculus was treated homeopathically from August 2021 to January 2022. During the follow-up visits outcome was assessed. To assess whether the changes were due to homoeopathic medicine, an assessment using the modified Naranjo criteria was performed. Results • Over an observation period of 5 months beneficial result from iHOM medicine was seen and so can be used by the physicians in the treatment of Renal Calculi as a complementary health practice. Conclusion • Based on the totality of symptoms, individualized Homoeopathic Medicine (iHOM) Lycopodium Clavatum 30C was given and worked well to dissolve and expel all renal stones. Hence, homeopathy is effective in the fragmentation and ejection of renal calculi and remains one of the most popular treatments for urological problems. [ABSTRACT FROM AUTHOR]

Lavender is a highly valuable medicinal and aromatic perennial shrub lacking superior and stable varieties for varied environments in the western Himalayas. In the present experiment, estimates of genotypic effects and their interaction with the environment under various conditions of Himachal Pradesh were investigated to identify superior and stable genotypes. For that, seven selections with a check were evaluated at four different locations in randomized block design with three replications during 2020 and 2021. The pooled analysis of variance showed that genotypic and environmental main effects were highly significant for all the traits under study while, G×E interaction was significant (p=0.05) for plant height, spike length and spike yield. The highest mean performance for all the traits revealed that location-4 has favourable conditions for lavender cultivation, and LOH15141 followed by LOH15040 were the best performers over all the locations. These high-performing genotypes were clustered together with the check in a major cluster. The stability parameters of the Eberhart and Russell model showed that LOH15141 is stable and superior for both spike yield and essential oil content, further confirmed by GGE biplot analysis. GGE biplot analysis revealed that all the tested locations formed a single mega-environment. The strong positive yield contribution described through Pearson's correlation coefficients and genotypic path diagram states that plant height, number of spikes and spike length were significant contributors to the spike yield and could be used as selection criteria to improve spike yield due to their high heritability and genetic advance. [ABSTRACT FROM AUTHOR]

Energy is an abstract science concept, so the ways that we think and talk about energy rely heavily on ontological metaphors: metaphors for what kind of thing energy is. Two commonly used ontological metaphors for energy are "energy as a substance" and "energy as a vertical location." Our previous work has demonstrated that students and experts can productively use both the substance and location ontologies for energy. In this paper, we use Fauconnier and Turner's conceptual blending framework to demonstrate that experts and novices can successfully blend the substance and location ontologies into a coherent mental model in order to reason about energy. Our data come from classroom recordings of a physics professor teaching a physics course for the life sciences, and from an interview with an undergraduate student in that course. We analyze these data using predicate analysis and gesture analysis, looking at verbal utterances, gestures, and the interaction between them. This analysis yields evidence that the speakers are blending the substance and location ontologies into a single blended mental space.

Melioidosis is a potentially fatal infectious disease that requires an extended period of treatment for complete resolution of the infection. It can lead to chronic and severe infections, and it is more common in diabetic patients. Melioidosis is also a significant concern in India primarily because its chronic nature, potential for dissemination, extended treatment requirements, and the risk of relapse lead to its resemblance to tuberculosis. This case series included osteomyelitis patient presented in emergency with sepsis MODS, disseminated melioidosis patient with systemic involvement including spleen, kidney and lungs, skin abscess at more than one site, urosepsis, splenic abscess, Melioidotic arthritis. Many of these patients had altered blood sugar levels, and in 3 cases, individuals were even diagnosed with diabetes during their episode of melioidosis the treatment duration generally involved an 8-week course of intravenous antibiotics. However, oral medications may need to be continued for several months if necessary for complete recovery. [ABSTRACT FROM AUTHOR]

Background: Control of cerebral blood flow (CBF) is complex and is only beginning to be elucidated. There is paucity of information on how implementation of pneumoperitoneum and head-up tilt under general anaesthesia affects CBF. This study was designed to observe changes that occur in the internal carotid artery (ICA) blood flow with pneumoperitoneum and head-up position and corelate these changes with changes in cardiac output in patients undergoing laparoscopic cholecystectomy. Methods: ICA blood velocity and diameter was measured by Doppler ultrasound in 35 ASA grade I and II patients undergoing laparoscopic cholecystectomy, at four time points: awake, after anaesthesia induction, after induction of pneumoperitoneum, and after head-up tilt; and ICA blood flow was calculated. Simultaneously, heart rate, blood pressure, and end-tidal carbon dioxide (ETCO2) were recorded, and cardiac output was calculated. Results: ICA blood flow decreased upon anesthesia induction from 164 mL/minute to 151 ml/minute (p>0.05). ICA blood flow increased with pneumoperitoneum (from 164 mL/minute to 179ml/minute p= 0.04). Head-up tilt resulted in decrease in ICA blood flow (from 164 mL/minute to 151ml/minute, P = 0.09). Conclusion: ICA blood flow significantly increased after the creation of pneumoperitoneum in patients undergoing elective laparoscopic cholecystectomy under general anaesthesia. Induction of anaesthesia and head-up tilt, however, did not have any significant change in ICA blood flow. We suggest that ICA blood flow during anaesthesia is influenced by an interplay of actions of anaesthetic agents, positive pressure ventilation and patient position besides the changes in blood pressure, ETCO2 and cardiac output. [ABSTRACT FROM AUTHOR]

Many science education researchers have argued that learners' commitment to a substance (matter-based) ontology impedes the learning of scientific concepts that scientists typically conceptualize as processes or interactions, such as force, electric current, and heat. By this account, students' tendency to classify these entities as substances or properties of substances leads to robust misconceptions, and instruction should steer novices away from substance-based reasoning. We argue that substance-based reasoning can contribute to the learning and understanding of these very same physics concepts. Our case study focuses on a group of elementary school science teachers in our professional development program. Starting from substance-based metaphors for gravity, the teachers build a sophisticated explanation for why objects of different masses fall with the same acceleration. We argue that, for conceptual, epistemological, and affective reasons, instructional interventions should focus on tapping these productive substance-based resources when they arise rather than attempting to suppress them.

Background: Students' identities and sense of belonging in a program affect whether they stay in engineering. Research suggests that students' ways of knowing and beliefs about what counts as knowing and learning -- their personal epistemologies -- can be aspects of their identities, or sense of self as knowers and learners. Purpose/Hypothesis: Combining personal epistemology and identity theories suggests epistemological aspects of students' identities can influence whether they feel they belong in their engineering program. We have two research questions: Can a high-achieving engineering student be in danger of leaving a program because of a mismatch between epistemological aspects of his identity and his perceptions of the intellectual climate of their program? How does such a mismatch affect the student's day-to-day academic experiences? Design/Method: For three years, we followed Michael, an electrical engineering student, through interviews and in-class observations. From more than 12 hours of semistructured clinical interviews, more than 10 hours of videotaped discussion sections, and two in-class observations in lectures, we produced a case study to characterize epistemological aspects of Michael's identity and how they influenced his perception of his program. Results: Michael expressed and enacted a sense-making epistemology that is a fundamental aspect of his identity as a learner. Due to this sense-making aspect of Michael's identity, he often felt alienated from the intellectual climate of his program, and he considered leaving engineering. Conclusion: Researchers focused on student retention should attend to epistemological aspects of student identities. Instructors and administrators focused on retention should attend to the epistemological messages students hear from their programs.

Much research in engineering and physics education has focused on improving students' problem-solving skills. This research has led to the development of step-by-step problem-solving strategies and grading rubrics to assess a student's expertise in solving problems using these strategies. These rubrics value "communication" between the student's qualitative description of the physical situation and the student's formal mathematical descriptions (usually equations) at two points: when initially setting up the equations, and when evaluating the final mathematical answer for meaning and plausibility. We argue that (i) neither the rubrics nor the associated problem-solving strategies explicitly value this kind of communication "during" mathematical manipulations of the chosen equations, and (ii) such communication is an aspect of problem-solving expertise. To make this argument, we present a case study of two students, Alex and Pat, solving the same kinematics problem in clinical interviews. We argue that Pat's solution, which connects manipulation of equations to their physical interpretation, is more expert-like than Alex's solution, which uses equations more algorithmically. We then show that the types of problem-solving rubrics currently available do not discriminate between these two types of solutions. We conclude that problem-solving rubrics should be revised or repurposed to more accurately assess problem-solving expertise. (Contains 2 tables, 1 figure and 4 footnotes.)