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Describes a study in Hong Kong elementary and secondary schools that investigated whether innovative teaching practices that used ICT (information and communication technology) would lead to learning outcomes needed for today's knowledge society. Suggests that affective and socio-cognitive learning outcomes are more important as preparation for lifelong learning than knowledge management competencies. (Author/LRW)

Reports on a study that takes its point of departure from four facets of human functioning to which scientific literacy may contribute from a personal, social, and scientific disciplinary perspective. These include everyday coping, social decision making, working in technological industrial enterprises, and extending the frontiers of science and technology. Explores the qualities required to function effectively in each of these facets. (Author/YDS)

Discusses difficulties encountered by students in learning physics concepts that arise because they attribute ontology of material substance to these concepts. Reports on a series of four studies that explored the usefulness of an ontological categorization framework in investigating students' alternative conceptions of electric circuits and developing a teaching strategy for promoting conceptual change in the learning of basic electric circuitry concepts. (Contains 31 references.) (Author/ASK)

To relate strategic-planning goals to assessment and accountability, the Sacramento City Schools measure reading and math goals against scores from the Stanford Achievement Test, ninth edition. District assessment practices recognize the need for balance in types of assessment, alignment with standards and instruction, and assessment-information usage. (MLH)

Introduction: A greater understanding of the reality of living with myasthenia gravis (MG) may improve management and outcomes for patients. However, there is little published data on the patient perspective of how MG impacts life. Our objective was to reveal the lived experience of MG from the patient perspective. Methods: This analysis was led by an international Patient Council comprising nine individuals living with MG who serve as local/national patient advocates in seven countries (Europe and the United States). Insights into the lived experience of MG were consolidated from three sources (a qualitative research study of 54 people with MG or their carers from seven countries; a previous Patient Council meeting [September 2019]; and a literature review). Insights were prioritised by the Patient Council, discussed during a virtual workshop (August 2020) and articulated in a series of statements organised into domains. Overarching themes that describe the lived experience of MG were identified by the patient authors. Results: From 114 patient insights and supporting quotes, the Patient Council defined 44 summary statements organised into nine domains. Five overarching themes were identified that describe the lived experience of MG. These themes include living with fluctuating and unpredictable symptoms; a constant state of adaptation, continual assessment and trade-offs in all aspects of life; treatment inertia, often resulting in under-treatment; a sense of disconnect with healthcare professionals; and feelings of anxiety, frustration, guilt, anger, loneliness and depression. Conclusion: This patient-driven analysis enriches our understanding of the reality of living with MG from the patient perspective. [ABSTRACT FROM AUTHOR]

In this study, we review 1830 research articles on artificial intelligence in education (AIED), with the aim of providing a holistic picture of the knowledge evolution in this interdisciplinary research field from 2010 to 2019. A novel three-step approach in the analysis of the keyword co-occurrence networks (KCN) is proposed to identify the knowledge structure, knowledge clusters and trending keywords within AIED over time. The results reveal considerable research diversity in the AIED field, centering around two sustained themes: intelligent tutoring systems (2010-19) and massive open online courses (since 2014). The focal educational concerns reflected in AIED research are: (1) online learning; (2) game-based learning; (3) collaborative learning; (4) assessment; (5) affect; (6) engagement; and (7) learning design. The highly connected keywords relevant to analytic techniques within this field include natural language processing, educational data mining, learning analytics and machine learning. Neural network, deep learning, eye tracking, and personalized learning are trending keywords in this field as they have emerged with key structural roles in the latest two-year period analyzed. This is the first article providing a systematic review of a large body of literature on artificial intelligence in education, and in it we uncover the underlying patterns of knowledge connectivity within the field, as well as provide insight into its future development. The three-step multi-scale (macro, meso, micro) framework proposed in this study can also be applied to map the knowledge development in other scientific research areas. [ABSTRACT FROM AUTHOR]