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This research uses board games as teaching material to develop students' decision-making ability and basic scientific literacy and to foster students' value for nature and social caring by working with socioscientific issues. The board game structure contains four perspective systems: ecological, economic, cultural, and political. In the game processing, students must handle, consider, and understand the different role players' positions and face different missions that involve socioeconomic and environmental conflicts. When making any decisions, students affect the follow-up game behaviors and develop tendencies. The board game instruction was field-tested with 38 high-school students from two different high schools. Students played the board game for a total of 200 minutes. Students' scientific conceptions concerning biodiversity (closed-ended) and perspectives on socioscientific issues (open-ended) were assessed before and after the board game lesson. The results showed that students in both high schools significantly increased their understanding of biodiversity concepts, with a high level of effect size (Cohen's d equal to 1.40 and 1.06, respectively, for the two schools). In the semistructured interviews, the interviewed students were able to reflect on the value of animals and provide various opinions about animal conservation and economic development.

BackgroundGenome-wide association studies (GWAS) provide a powerful means to identify associations between genetic variants and phenotypes. However, GWAS techniques for detecting epistasis, the interactions between genetic variants associated with phenotypes, are still limited. We believe that developing an efficient and effective GWAS method to detect epistasis will be a key for discovering sophisticated pathogenesis, which is especially important for complex diseases such as Alzheimer's disease (AD).ResultsIn this regard, this study presents GenEpi, a computational package to uncover epistasis associated with phenotypes by the proposed machine learning approach. GenEpi identifies both within-gene and cross-gene epistasis through a two-stage modeling workflow. In both stages, GenEpi adopts two-element combinatorial encoding when producing features and constructs the prediction models by L1-regularized regression with stability selection. The simulated data showed that GenEpi outperforms other widely-used methods on detecting the ground-truth epistasis. As real data is concerned, this study uses AD as an example to reveal the capability of GenEpi in finding disease-related variants and variant interactions that show both biological meanings and predictive power.ConclusionsThe results on simulation data and AD demonstrated that GenEpi has the ability to detect the epistasis associated with phenotypes effectively and efficiently. The released package can be generalized to largely facilitate the studies of many complex diseases in the near future.

This study examines the development and effectiveness of four board games designed to promote cognitive learning activities and STEM education, focusing on kinematics and energy. We used the Engagement - Purpose - Deign - Prototype - Evaluation process to develop four board games. The study involved 53 senior high school students in Vietnam. We used a mixed methods approach to evaluate the impact of these board games on students' cognitive understanding and motivation in STEM education. Data collection included multiple-choice tests before and post-tests from the previous literature study to measure cognitive gains. We also surveyed students using 5-point Likert scales and open-ended questions to explore their motivation and engagement. Quantitative and qualitative analyses assessed whether board games significantly improved students' motivation and learning outcomes. These results suggest that integrating board games into STEM education can improve student engagement and understanding of STEM learning. In light of the results, we discussed the implications of the Engagement - Purpose - Deign - Prototype - Evaluation process and the effectiveness of four board games. [ABSTRACT FROM AUTHOR]