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Atypical teratoid/rhabdoid tumor (AT/RT) is a rare malignancy located primarily in infratentorial or subcortical areas with a poor prognosis, and rarely in the lateral ventricle with a very poor prognosis. So far, only 6 cases of AT/RT in lateral ventricle have been reported in China. This article reports the diagnosis and treatment of four children with AT/RT in the lateral ventricle, and discusses the clinical manifestations, differentiation and diagnosis, treatment and prognosis of the disease through literature review, in order to improve clinicians' understanding of the disease and reduce missed diagnosis and misdiagnosis.

Development in science, technology, engineering, and mathematics (STEM) is widely emphasized worldwide. In the past decades, China has become the largest rising economy with a strong forward momentum in STEM advancement and education, which has profoundly impacted the global economy. This study investigates the current trends in STEM career aspirations among Chinese adolescents, who will soon become the future workforce. The results indicate a significant increase of students' STEM aspirations in comparison to the 2015 PISA outcomes. Further investigation suggests that the rapid change can be attributed to the recent transitions in world politics which have shifted from collaboration to exclusive competition. Insights gained from this study call for a change of mindset to recognize that in the STEM economy, collaboration is the most powerful form of competition.

The Lawson's Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students' scientific reasoning skills. The instrument has a two-tier question design, which has led to multiple ways of scoring and interpretation. In this research, a method of pattern analysis was proposed and applied to analyze two-tier item pairs on the subskill of Control-of-Variable (COV) of LCTSR. The data were collected from students in grade 4 through college in both the United States and China. Students' response patterns to two combined item pairs were analyzed and compared against students at different grade levels and reasoning development levels. Six performance levels were established based on students' response patterns, serving as indicators of COV reasoning development levels. With the new method, a relation was obtained between students' level of COV skills and grade level, as well as their level of overall reasoning development. It can provide useful information on the possible developmental levels of students' reasoning skills.

Work and mechanical energy is a fundamental topic in introductory physics. Studies in existing literature have shown that students have difficulties in understanding work and mechanical energy, particularly the topic of work-energy theorem. To study students' knowledge integration in learning work and mechanical energy, a conceptual framework model of work and mechanical energy was developed and applied to guide the design of an assessment for measuring students' level of knowledge integration. Using the assessment, qualitative and quantitative data were collected in two high schools in an eastern Chinese city. The results reveal that the conceptual framework model can effectively represent the students' knowledge structures at different levels of knowledge integration. In addition, the assessment is shown effective in identifying unique features of knowledge integration, including context dependence and fragmentation of knowledge components, memorization-based problem-solving strategies, and lack of meaningful connections between work and change in kinetic energy. The conceptual framework of work and mechanical energy and assessment results can provide useful information to facilitate instructional designs to promote knowledge integration.

Students hold a variety of initial (mis)conceptions that are inconsistent with scientific knowledge and hinder their physics learning. The initial (mis)conceptions could coexist with the scientific ones, even after a conceptual change. Inhibitory control may help overcome initial (mis)conceptions. This study investigated if and how inhibitory control can overcome position-velocity indiscrimination (PVI), a common kinematics misconception. We designed a negative priming paradigm with various prime-probe item pairs. College physics majors had to judge if the items describing the instant that two locomotives have the same velocity were correct. When congruent probes (same position-same velocity) were followed by incongruent primes (same position-different velocity), participants performed worse than when neutral primes (i.e., not passing points) were presented beforehand. The result verified a typical negative priming effect, indicating that inhibitory control is involved in overcoming the PVI misconception. Congruent probes preceded by incongruent primes implicitly triggering the PVI misperception had a lower negative priming effect than explicitly activating it. The results indicated that inhibitory control was needed to overcome the PVI misconception, and the explicit activation of the misconception required more inhibitory control.

Achieving knowledge integration for deep learning requires students to develop well-connected knowledge structures through the central idea of a concept. However, a number of studies on student learning in momentum have revealed persistent difficulties in understanding its fundamental concept, particularly in relating net force, time, and change in momentum with each other. This study evaluates the effectiveness of a teaching intervention based on the conceptual framework of momentum that targets knowledge integration. The evaluation outcomes of the intervention provide encouraging evidence suggesting that the conceptual framework model can be a valuable guide to the development of instruction for promoting knowledge integration and deep learning.