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In this study, a group (N=15) of final year non-Aboriginal preservice teachers participated in an elective subject that aimed to raise their awareness about Aboriginal ways of knowing. A vital aspect of the course was developing the preservice teachers' awareness of "relatedness to country" which is a key belief for Aboriginal people. The non-Aboriginal preservice teachers selected their own special place and then experienced Aboriginal ways of knowing throughout the course and visited local Aboriginal sites to hear and listen to stories shared by an Aboriginal Elder. At the end of the subject, the preservice teachers created their own animated story about their special place using an approach called called Slowmation (abbreviated from "Slow animation"), which is a narrated stop-motion animation that is played slowly at 2 photos/second to tell a story. It is a simplified way for preservice teachers to make animations that integrates aspects of claymation, digital storytelling and object animation. To research this approach, the preservice teachers were interviewed at the beginning and end of the course as well as submitting their animation for assessment. Data collected revealed that all the preservice teachers were able to make an animated story explaining their relationship to their "special place" and most developed a deeper understanding of what a relational approach to country means. Getting the preservice teachers to make animated stories helped them to reflect upon their special place and was a creative way to develop their awareness of cultural diversity, especially about Aboriginal ways of knowing. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

'Slowmation' (abbreviated from 'Slow Animation') is a simplified way of making an animation that enables students to create their own as a new way of learning about a science concept. When students make a slowmation, they create a sequence of five multimodal representations (the 5 Rs) with each one contributing to the learning process in particular ways: Representation 1 - Background Representation 2 - Storyboard Representation 3 - Models Representation 4 - Digital Photographs Representation 5 - The Animation The 5 Rs help students to develop understanding of a science concept by encouraging them to create a stop-motion animation to explain it. [ABSTRACT FROM AUTHOR]

In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions of the disease, based on these media messages influence students’ development of conceptual understanding of the disease, its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools: girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned. These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews. Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what is happening now—insensitivity to misconceptions about the disease—is needed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a guide for educating teachers on dealing with a student with a peanut allergy when a school nurse is not available. School nurses are advised to increase teachers' awareness of the signs and symptoms of an allergic reaction to help prevent allergy-related deaths. Allergic reactions to peanuts among schoolchildren are usually caused by foods used in class projects or celebrations. The development by a multidisciplinary team in Massachusetts of guidelines for school personnel on recognizing allergic reactions is described.

An essay is presented which explores British theatrical representations of the first century British warrior queen Boadicea from 1600 to 1800. Plays including "The Tragedie of Bonduca," by John Fletcher, "Boadicea, Queen of Britain," by Charles Hopkins, and "A History of Britain," by John Milton are examined and particular focus is given to Boadicea's femininity. The cost of war, Boadicea's role as mother, and her characterization as a warrior are also discussed.

The article reviews the online journal "Complicity: An international journal of complexity and education."

A thorough understanding of human physiology and anatomy are pivotal in the preparation of competent nursing students for clinical practice. However, anatomy and physiology are among the most conceptually perplexing subjects that nursing students will encounter throughout the duration of their course. Research in other science-based contexts has demonstrated a positive relationship between student-generated digital media and learning scientific concepts. Therefore, the aim of this study was to explore nursing students' experience in learning science concepts through a formative assessment task which was based on making a 'digital explanation'. Our work was guided by semiotic theory and the study design was a mixed method study where 428 first-year nursing students across five campuses volunteered to complete self-reported surveys during the first and last week of the academic session. Students who consented for an interview were invited to attend one of five focus groups. More than half of the participating cohort had prior experience with science (66%), but only 24% had previous experience with making digital media. After completion of the assessment task, two-thirds of the students strongly agreed or agreed that they learned more about science and fewer students agreed that searching for scientific knowledge could be boring. The qualitative findings confirmed the presence of learning about science and four themes were identified: 'learning about science', 'linking knowledge to practice', 'using technology', and 'making it real'. A key point was that the students began to see connections between science knowledge and nursing practice. But many students were challenged by the technology and the fact that the task was ungraded. Although the digital explanation was an overall positive experience for the nursing students, there is a need for a flexible and graded assessment task to achieve its potential benefits as a teaching and learning task in nursing. We conclude that additional intervention studies are warranted. • Understanding the human body and its functions are pivotal for preparing competent nursing students for clinical practice. • Using student- generated digital explanations has been successful in learning science among students from different disciplines. • Student-generated digital explanations can assist the nursing students to better connect the science knowledge into nursing practice. [ABSTRACT FROM AUTHOR]

Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen’s notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children. When set against Gaventa’s typology of participation, the resultant grid highlights the importance of negotiated or invited spaces for cooperating teacher participation and provides a new way of thinking about, planning professional development for, and working with cooperating teachers. [ABSTRACT FROM PUBLISHER]

This paper arises from research undertaken by educational semioticians and science educators investigating the use of student generated digital artefacts as assessment tasks in pre-service science teacher education. Part of a broader shift toward student-generated media in tertiary science, the use of such tasks is driven by the need to deepen pre-service primary teachers' understandings of content and to foster enthusiasm for teaching science. However, the tasks are challenging as students must demonstrate both content and meta-semiotic knowledge in these brief digital standalone presentations. In the paper, we draw on artefacts, interviews and assessment practices to demonstrate these challenges. We identify what have emerged as key semiotic understandings necessary to complete a successful response to the task, arguing that these include multimodal understandings as well as knowledge of disciplinary specific representational practices. We describe an intervention informed by functional social semiotics and scaffolded literacy approaches with key features including use of an exemplar text for deconstruction and an explicit instructional sequence with a tailored assessment rubric. The paper reports both theoretical and practical insights and seeks to contribute to emerging analytical frameworks as well as multimodal literacy assessment. [ABSTRACT FROM AUTHOR]

Aim: To explore how undergraduate nursing students develop knowledge during a breastfeeding module., Design: A qualitative study using a single case-study approach., Methods: This study was conducted in Australia over 2 years during the period between July 2021 and December 2022. Semi-structured interviews and artefact collection were conducted with a purposive sample of undergraduate nurses (n = 10) who completed a paediatric elective subject that included a breastfeeding module. Thematic and content analysis were used. The specialisation dimension in Legitimation Code Theory (LCT) was used for the content analysis, and students' data was mapped on the specialisation plane., Results: This study reveals how participants developed knowledge by linking personal breastfeeding experiences to theoretical components within the nursing program. Using the LCT dimension of specialisation, this study provides new insights into how participants move through distinct quadrants of the specialisation plane. Learners tour between the knowledge, knower, and elite quadrants of the plane as they integrate their knowledge. The research maps the journey towards becoming the 'right kind of knower' and reveals how personal experience and theoretical knowledge intersect to create disciplinary expertise. This study advances the LCT dimension of specialisation by illustrating the fluid, non-linear nature of knowledge acquisition and knower development., Conclusions: This study highlights the value of integrating personal experiences into nursing education, demonstrating how students use these to build knowledge and professional identity. The findings emphasise the dynamic knowledge development process in preparing future healthcare professionals., Implications for the Profession and Patient Care: Integrating lived experiences and interprofessional education equips nurses to address complex health issues, leading to more effective, personalised care and better health outcomes for breastfeeding mothers and infants. This approach signals a transformative shift in nursing education., Impact: By personalising and contextualising learning, fostering reflective practice, deepening disciplinary knowledge, and promoting a collaborative practice environment, this approach enriches nursing education., Reporting Method: The consolidated criteria for reporting qualitative research (COREQ)., Patient or Public Contribution: No patient or public contribution., (© 2024 John Wiley & Sons Ltd.)

Background: In response to the increasing diversity in nursing education, the Legitimation Code Theory (LCT) offers a transformative approach to understanding and addressing the unique learning needs of students from various backgrounds., Objectives: To identify how Legitimation Code Theory has informed the design of professional education in biological and health sciences., Design: An integrative review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) and guided by the five-step process by Whittemore and Knafl., Data Sources: A comprehensive search of eight databases was conducted (IEEEXplore, Scopus, Web of Science, ProQuest central, EBSCOHost, MEDLINE with full text, CINAHL and INFORMIT) using key concepts: Legitimation Code Theory and professional education from inception until November 2023., Review Methods: All studies were reviewed by two researchers independently. The same authors appraised the studies using the Mixed Methods Appraisal Tool with a third author providing consensus. The findings were coded and analysed using narrative synthesis., Results: From the initial 518 records screened, 11 studies were identified where Legitimation Code Theory was used in biological and health science education. There were four themes identified in the review: a) Legitimation Code Theory as a framework for data analysis; b) Identifying and enhancing learning outcomes through Legitimation Code Theory; c) Pedagogy design informed by Legitimation Code Theory; and d) Legitimation Code Theory to contextualise disciplinary knowledge., Conclusion: This review highlights the significant influence of Legitimation Code Theory on professional education, particularly in the biological and health sciences. The versatility and effectiveness of Legitimation Code Theory are evident across various disciplines, including nursing education. As a comprehensive framework, Legitimation Code Theory not only aids in pedagogy design but also facilitates the transfer of learning, thereby promoting critical thinking. This demonstrates its robustness as a tool in the realm of professional education., Competing Interests: Declaration of competing interest No conflict of interest has been declared by the authors., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Aim: To use Legitimation Code Theory as a framework to inform the design of nursing education and gain insights into student perspectives of this design., Background: Internationally, the World Health Organization's breastfeeding recommendations are not being met. One contributing factor is that healthcare providers including registered nurses lack the knowledge to support breastfeeding women on an ongoing basis and rely on their personal experiences to inform the care they provide. Undergraduate nursing students should receive education to assist breastfeeding women in practice., Design: The study is underpinned by case-study methodology. The Legitimation Code Theory (LCT) dimension of Semantics and the concepts of semantic gravity and semantic density were used to theoretically frame and develop an intervention module to teach undergraduate nurses about breastfeeding., Methods: This module was part of an elective seven-week paediatric nursing course. University Human Research Ethics Committee (HREC201/203) reviewed the study. Participants (n = 9) completed semi-structured interviews and thematic analysis helped us to understand their experiences of the module. The Template for Intervention and Description and Replication (TIDeR) framework was used to report the intervention., Results: The breastfeeding module was positively received by participants who noted the module's structure differed from previous courses. Three main themes were identified in the student experience. These are: a) threads and links; b) engaging structure; and c) seedlings., Conclusion: Legitimation Code Theory is an effective course development framework to harness the learners' prior informal knowledge and weave learning activities between theory and contextual practice to develop cumulative knowledge., Impact: With an increased understanding of how undergraduate nursing students develop knowledge, the LCT dimension of Semantics can be ussed to structure content knowledge in instructional design. This approach builds explicit bridges between knowledge development in the nursing curriculum and learners' informal knowledge and contextual practice in clinical settings., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Aim: The aim of this review was to explore the preregistration nursing students' breastfeeding knowledge and the sources they used to develop that knowledge as a health care professional., Background: New registered nurses do not feel prepared to support breastfeeding women in neonatal and paediatric settings., Results: Preregistration nursing students have sufficient knowledge of the physiology of lactation but insufficient knowledge on supporting women to decide on the practical aspects of breastfeeding and its challenges for healthy or sick babies. The sources of knowledge included the students' personal experiences and the education and training that they received during their nursing course. The two themes extracted from the data that related to the sources of knowledge were: a) informal knowledge through experience and b) formal education., Conclusions: There is a need for new ways to align the students' informal sources of breastfeeding knowledge to their formal education, focusing on supporting women to make decisions on the practical aspects of breastfeeding, including the most common challenges., Tweetable Abstract: Nursing students' knowledge of breastfeeding practice: an integrative review., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2022 Elsevier Ltd. All rights reserved.)