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Research has shown that spatial ability plays a key role in understanding STEM (Science, Technology, Engineering, and Mathematics) content, including chemistry. Conservation of Matter (CoM) is an essential but challenging topic for chemistry students of all ages to grasp; it is often taught in a way where students memorize it but do not learn what it means conceptually. This research explored the relationship between understanding spatial ability and conceptual understanding of CoM in middle school students. CoM was examined in two ways using the Conservation of Matter Assessment (CoMA): through questions on conservation of atoms and the conservation of mass. Spatial ability was measured using the Purdue Spatial Visual Test: Rotations (PSVT). Significant, moderate correlations were found between spatial ability and understanding of CoM prior to and after a chemistry unit including instruction on CoM; the correlation was stronger after instruction. Scores on the PSVT and CoMA significantly increased pre to post instruction. The data show spatial ability may impact students' understanding of CoM, which contributes to the literature on factors that impact students' understanding of chemistry. Additionally, it provides evidence that teachers should consider including spatially rich experiences in their chemistry classroom, such as making explicit connections between the areas of Johnstone's Triad.

This research with middle school students from Kentucky (KY) and Nevada (NV) provides a snapshot of students' spatial-scientific understandings as we explored how well students understand lunar-related content, both spatially and scientifically, after receiving instruction with similar curricular Earth-Space content. Utilizing a lens of spatial reasoning ability, we further compared the ways middle level grade (sixth vs. eighth) factored into how well students comprehend the complexities of the Earth/Moon/Sun system and the cause of lunar phases. NV teaches Moon phases in eighth grade (age of 13-14) while KY teaches phases in sixth grade (age of 11-12). To be clear, we are not claiming that sixth graders and eighth graders are similar cognitively. Since phases are only taught formally once (at the middle level), we are exploring how well students understand these lunar-related, spatial-scientific concepts at the conclusion of their formal instruction. The majority of the states teach lunar phases either in sixth grade or in eighth grade; it is a state's choice. The rationale for this study is to begin the conversation regarding Does grade level matter on science content that requires spatial reasoning ability? This study will begin to shed light on this topic. The research questions specifically investigated for this study were: (1) How do sixth and eighth grade students compare in terms of their spatial ability and lunar knowledge as measured via content surveys? (2) How do sixth and eighth grade students compare in their spatial awareness and description of the Earth/Moon/Sun system as measured via clinical interviews? (3) How do quantitative and qualitative datasets compare/contrast with each other to create a complex snapshot of sixth graders versus eighth graders spatial-scientific understandings of the Moon and its phases?

Progressive supranuclear palsy (PSP) and corticobasal syndrome (CBS; the most common phenotype of corticobasal degeneration) are tauopathies with a relentless course, usually starting in the mid-60s and leading to death after an average of 7 years. There is as yet no specific or disease-modifying treatment. Clinical deficits in PSP are numerous, involve the entire neuraxis, and present as several discrete phenotypes. They center on rigidity, bradykinesia, postural instability, gait freezing, supranuclear ocular motor impairment, dysarthria, dysphagia, incontinence, sleep disorders, frontal cognitive dysfunction, and a variety of behavioral changes. CBS presents with prominent and usually asymmetric dystonia, apraxia, myoclonus, pyramidal signs, and cortical sensory loss. The symptoms and deficits of PSP and CBS are amenable to a variety of treatment strategies but most physicians, including many neurologists, are reluctant to care for patients with these conditions because of unfamiliarity with their multiplicity of interacting symptoms and deficits. CurePSP, the organization devoted to support, research, and education for PSP and CBS, created its CurePSP Centers of Care network in North America in 2017 to improve patient access to clinical expertise and develop collaborations. The directors of the 25 centers have created this consensus document outlining best practices in the management of PSP and CBS. They formed a writing committee for each of 12 sub-topics. A 4-member Steering Committee collated and edited the contributions. The result was returned to the entire cohort of authors for further comments, which were considered for incorporation by the Steering Committee. The authors hope that this publication will serve as a convenient guide for all clinicians caring for patients with PSP and CBS and that it will improve care for patients with these devastating but manageable disorders.

Differences were examined between groups of sixth grade students? spatial-scientific development pre/post implementation of an Earth/Space unit. Treatment teachers employed a spatially-integrated Earth/Space curriculum, while control teachers implemented their Business as Usual (BAU) Earth/Space units. A multi-level modeling approach was used in a hierarchical manner to evaluate student performance on the Purdue Spatial Visualization: Rotation test (PSVT-Rot) and on the Lunar Phases Concept Inventory (which included four spatial domains), while controlling for two variables (gender and race/ethnicity) at the student level and one variable (teaching experience) at the teacher level. Results showed Treatment girls achieved higher LPCI Periodic Patterns (PP) spatial domain post-scores than girls in the BAU group. A gender gap was also observed (in favor of boys) within the BAU group for PP domain post-scores, while no gap was shown within the Treatment group. In addition, results for PP suggest Students of Color tended to have lower PP scores than White students (Effect Size = 0.29), and that higher pretest PP scores tended to lead to higher posttest PP scores, after adjusting for other student and teacher characteristics. The only statistically significant predictor of the PSVT-Rot posttest scores were scores on the respective pretest.

[This paper is part of the Focused Collection on Astronomy Education Research.] Multiple studies show that spatial thinking skills contribute to students' performance in science, technology, engineering, and mathematics disciplines. The study of astronomy is no different with the understanding of many astronomical phenomena requiring spatial thinking skills. This paper describes traditional and contemporary approaches to characterizing and measuring spatial thinking skills and suggests how they inform research in astronomy education. It summarizes previous literature in astronomy education research and categorizes the research approaches of astronomy education peer-reviewed journal articles and conference proceedings that explicitly consider the role of spatial thinking. Additionally, it recommends directions and curricular approaches for astronomy education research informed by current research in spatial thinking.

[This paper is part of the Focused Collection on Astronomy Education Research.] We examined teachers' spatial-scientific reasoning and the alternative conceptions they held regarding Earth-space content. While participating in a professional development (PD) workshop, teachers engaged in an integrated mathematics and science project-based unit designed to foster spatial reasoning and improve lunar-related conceptual understanding. The Purdue Spatial Visualization Test-Rotation (PSVT-Rot) and the Lunar Phases Concept Inventory (LPCI) were used to assess understanding. We found the teachers held similar alternative conceptions as their students. Moreover, we discovered that teachers had limited understanding of the Earth-Moon-Sun scale, motions, and geometric configurations. To determine how teachers' spatial-scientific confidence and ability translated to their classroom practice, we videotaped and analyzed instruction conducted by 6 teachers on an Earth-space lesson. Two teachers with the highest spatial-scientific confidence and ability had students achieving significant learning outcomes on both the PSVT-Rot and the LPCI.

After a mild traumatic brain injury (mTBI), dizziness and balance problems are frequently reported, affecting individuals' daily lives and functioning. Vestibular rehabilitation is a standard treatment approach for addressing these issues, but its efficacy in this population remains inconclusive. A potential reason for suboptimal outcomes is the lack of objective monitoring of exercise performance, which is crucial for therapeutic success. This study utilized wearable inertial measurement units (IMUs) to quantify exercise performance in individuals with mTBI during home-based vestibular rehabilitation exercises. Seventy-three people with mTBI and fifty healthy controls were enrolled. Vestibular exercises were performed, and IMUs measured forehead and sternum velocities and range of motions. The mTBI group demonstrated a slower forehead peak angular velocity in all exercises, which may be a compensatory strategy to manage balance issues or symptom exacerbation. Additionally, the mTBI group exhibited a larger forehead range of motion during specific exercises, potentially linked to proprioceptive deficits. These findings emphasize the usefulness of utilizing IMUs to monitor the quality of home-based vestibular exercises for individuals with mTBI and the potential for IMUs improving rehabilitation outcomes. [ABSTRACT FROM AUTHOR]

The framework of professional noticing describes three components (attending, interpreting, and deciding) that allow teachers to better understand the thinking of their students. Via this method, teachers attend to their classroom by observing relevant cues from students, interpret these cues based on their knowledge of student development, and decide how best to proceed in their lesson. This study utilized an open‐response survey to collect data regarding the professional noticing skills, physics and mathematics content knowledge, and teaching experience of Science, Technology, Engineering, and Mathematics graduate students. Participants were given a physics and calculus problem to solve to assess their level of content knowledge and then watched a video‐based scenario of a teacher and student discussing the same problems. After, participants were prompted to answer questions corresponding with the attending, interpreting, and deciding components of professional noticing. We found significant results that suggest teaching experience alone is not enough to employ professional noticing skills when attending physics scenarios, and that possessing content knowledge has a positive impact on professional noticing ability, both overall and within the components. [ABSTRACT FROM AUTHOR]

This study investigated sixth-grade middle-level students' geometric spatial development by gender and race within and between control and experimental groups at two middle schools as they participated in an Earth/Space unit. The control group utilized a regular Earth/Space curriculum and the experimental group used a National Aeronautics and Space Administration-based curriculum. The quantitative data sources included the Lunar Phases Concept Inventory, Geometric Spatial Assessment, and the Purdue Spatial Visualization-Rotation Test. The results indicated the experimental males and females, and the students of color and white students in the experimental group showed significant gains in their understanding of geometric spatial visualization from pre- to post-implementation. However, for the control group, the significant gains were limited to the males and the white students. The findings reveal that support is needed for males, females, and all racial groups to have the opportunity to develop their spatial reasoning, which in turn, increases students' scientific understanding.

This research explored young children's early thoughts about natural phenomena and investigated sources of influence toward their knowledge construction. Two Piagetian interviews were conducted with four children. Each child was questioned about two phenomena in particular: (a) the moon and its changing appearance (moon phases) and (b) the formation of shadows. The first Piagetian interview involved a lunar protocol, and the second (given a week later) was a shadow protocol. The external interest of this research study concerns when and why do children develop the commonly held Earth's shadow misconception as the cause of the moon's phases. Findings showed that none of the young children believed that various lunar phases were due to an Earthly shadow cast upon the moon. The shadow interview results revealed that young children had primitive understandings of the shadow concept. In fact, two of the four children indicated that no light source was needed to produce a shadow.

This study documented the means by which STEM (science, technology, engineering, and mathematics) educators experienced the mathematics and science associated with understanding lunar phenomena. The article reports how well STEM education graduate students interacted with projectbased materials as they engaged in interdisciplinary teaching and learning. Research questions pursued were: (a) How will students' spatial mathematics and scientific understandings develop as they engage in a contextualized, technology-rich, project-based environment? and (b) How will the students' group projects affect their understanding of lunar related concepts? A mixedmethods approach was used with this semester-long design study to expose how focused project work facilitated spatial understanding. Significant gains were made on lunar-related concepts that had been previously resistant to conceptual change (lunar motion and effect of lunar phase with location change). An implication of this study suggests that technologies (i.e., Stellarium, online blogging with Australia, and Geometer's Sketchpad) facilitated students' project progress, aided students' understanding of how perspective matters in terms of Earthly sky viewing, and deepened students' understanding on domains that included spatial reasoning.

In this study, interdisciplinary environments were created in NSF institutes and classrooms with graduate fellows and teachers. Using a mixed methodology, we examined how experiential learning influenced participants' mathematical/scientific actions and compared differences in mathematics/science efficacy and content understanding between participant groups. Pre-assessment findings revealed no significant differences in content knowledge or self-efficacy issues between fellows and teachers. However, midyear and post test results showed a significant difference between fellows and teachers on the mathematics content domains. Significant differences were observed between gender groups (favoring males) on mathematical items of content and efficacy pre and midyear assessments and between science/mathematics discipline groups on mathematical items of content pre and post tests (favoring mathematicians). Interdisciplinary settings initiated learners to voice their beliefs and realizations regarding their mathematical and scientific understandings. Most discomfort displayed by participants revolved around mathematics. (Contains 3 figures and 4 tables.)

This paper documents the development of the Geometric Spatial Assessment. We detail the development of this instrument which was designed to identify middle school students' strategies and advancement in understanding of four geometric concept domains (geometric spatial visualization, spatial projection, cardinal directions, and periodic patterns) after experiencing a carefully designed integrated lunar unit. Previous research with students using this lunar unit showed students making significant gains on lunar-related concepts (both scientific and mathematical) on a Lunar Phases Concept Inventory (LPCI) (Lindell & Olsen, 2002). Following the administration of single domain assessments, clinical interviews were conducted to ascertain students' problem solving strategies. Results allowed us to select four suitable multiple-choice items per domain. (Contains 3 tables.)

A case study of three children was conducted to shed light on the process that children undergo in developing their understanding of physical phenomena. Using the notion of spontaneous construction and its relationship with school learning of scientific concepts, children's early thoughts of the moon's appearance were explored. Research questions were primarily concerned with how children view the moon's appearance, explain how and/or why its appearance changes, quantify the moon's size and its distance to Earth, and explain the moon's illumination. A Piagetian interview was conducted with each child and then each was asked to tell a story about the moon. The external interest of this research study involves when and why do children develop the commonly held Earth's shadow alternative conception as the cause of the moon's phases. The findings show that children have stories and experiences that give meaning to the existence of such things as the moon, stars, sun, and clouds. Similarities were found in the children's interpretations with regard to their natural tendencies to animate celestial objects. Clues were discovered of cultural influence such as family, personal observations and experiences, books, pictures, car travel, and even a strategically placed Palladian window.

In this design study, the authors documented means by which preservice teachers experienced mathematics and science associated with understanding the Moon and sky as they participated in project work within their mathematics and science methods course. The authors examined the way preservice teachers applied mathematics needed to accomplish project tasks in an astronomical context and compared project work of 6 groups. The groups experienced difficulties applying basic mathematics such as scaling, ratios, and sine curves, requiring just-in-time scaffolding lessons to facilitate project progress. In their analysis of participants' pre- and post-scientific and mathematical understandings needed to grasp lunar concepts, authors found that preservice teachers made significant gains in both areas. (Contains 7 figures and 4 tables.)

The integration of nature studies within language arts instruction offers multiple possibilities for guiding students toward close readings of literature, their changing selves, natural phenomena, and the world around them. The authors document their own rediscovery of nature study and what happened when environmental observations were incorporated into the lives of 67 seventh-grade students as an alternative mode of literacy instruction.

The concept of waves is fundamental due to its occurrence throughout the natural world. Because the concept occurs in so many places, students come to the classroom with prior knowledge, as well as misconceptions, about waves. Students have misconceptions about what is waving in a wave, what properties of the medium determine wave speed, and how waves interact with each other. In this article, the authors describe a project-enhanced unit on sound waves they they introduced to their students. The unit was implemented within an Industrial Electronics course of an inner-city, low-performing high school in Texas. The unit was aimed to have students gain conceptual understanding of sound waves and wave phenomena and the related trigonometric reasoning associated with sinusoidal curves and superposition of sinusoidal waves. (Contains 6 figures.)

This case study explored changes in seven in-service middle school science teachers' understandings of project-based learning (PBL) environments after participating in a summer institute on PBL. Of particular interest was their participation in the institute as learners in a PBL unit exploring the effect of land use on water quality in the watershed. We investigated how well teachers were able to apply their understanding of PBL as they designed their own units on water quality in their watershed. Research questions focused the study on how participation in a summer teacher institute on PBL prepared middle school teachers to describe key features of project-based learning environments, and how well they were able to incorporate these features in PBL units. Data collection included a qualitative pre/post PBL survey, teachers' watershed units, and field notes from the institute. Findings from the pre and post survey showed that teachers demonstrated a vague understanding of essential features of PBL environments pre institute and a detailed understanding of PBL post institute. Teachers' units varied in the degrees to which PBL features were exhibited. Strengths of the units included driving questions and benchmark lessons. Shortcomings included few opportunities for student-directed investigation of sub-driving questions. [ABSTRACT FROM AUTHOR]

Nontraditional laboratories can provide primary pathways by which students comprehend and apply modern astronomy. To teach a nontraditional astronomy lab, we must give students opportunities to critically contemplate unsolved questions and evaluate current data sources. In doing so, students can develop their own conjectures that will lead to their own data-driven conclusions. (Contains 4 figures.)

When activity levels are altered over days, a network of cells is capable of recognizing this perturbation and triggering several distinct compensatory changes that should help to recover and maintain the original activity levels homeostatically. One feature commonly observed after activity blockade has been a compensatory increase in excitatory quantal amplitude. The sensing machinery that detects altered activity levels is a central focus of the field currently, but thus far it has been elusive. The vast majority of studies that reduce network activity also reduce neurotransmission. We address the possibility that reduced neurotransmission can trigger increases in quantal amplitude. In this work, we blocked glutamatergic or GABAA transmission in ovo for 2 days while maintaining relatively normal network activity. We found that reducing GABAA transmission triggered compensatory increases in both GABA and AMPA quantal amplitude in embryonic spinal motoneurons. Glutamatergic blockade had no effect on quantal amplitude. Therefore, GABA binding to the GABAA receptor appears to be a critical step in the sensing machinery for homeostatic synaptic plasticity. The findings suggest that homeostatic increases in quantal amplitude may normally be triggered by reduced levels of activity, which are sensed in the developing spinal cord by GABA, via the GABAA receptor. Therefore, GABA appears to be serving as a proxy for activity levels. activity | neurotransmitter receptor | postsynaptic | synaptic scaling | synaptic plasticity