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Children's natural curiosity by everything around them is a premise for discovery. Natural phenomena such as the alternation between day and night, elements of nature such as the tree's leaves and their shapes and colors, daily routines as sorting waste, raise many questions in children, stimulating them towards scientific literacy trough what is familiar to them and their personal life experiences. In the science children's books, the concepts' approach sometimes difficult its understanding by children, due to the used vocabulary, the lack of an appealing narrative, among other aspects. In turn, children's literature books without any intention of promoting or developing ideas of science can, through their narrative and illustrations, in a more meaningful context for children, motivate the inquiring and the concepts' exploration. This work results from a presentation session of the children's book "From the outside to inside and from the inside to outside" to children of a Portuguese school of the 1st Cycle of Basic Education, by the authors which are also the researchers, having as aim create an environment based on questioning activity, supported in the story narrative, and develop children's divergent thinking in a context involving scientific ideas.

The incorporation of Computer Science teaching in educational systems has increased in recent years. Given international interest, Chile has promoted projects to promote the development of students' digital skills. Focusing on this new educational context, this research reports the results regarding the identification of computational concepts and practices that can be articulated with the contents and skills of the curriculum. of Chilean mathematics. for first grade of primary school based on the use of the Bee-Bot robot. For this, the study followed a qualitative approach, developing a case study of the Chilean study program with the content analysis technique and using, as analysis categories, computational concepts and practices from the field of educational computing. In total, 30 learning objectives of the study program were analyzed. The results indicate that, although there is little articulation between computational concepts and first grade content proposed in the curriculum, there is greater articulation between computational practices and mathematical skills suggested in the Chilean curriculum. It is concluded that Computational Thinking can be developed from the earliest school levels using the Bee-Bot robot (or similar), and this is demonstrated by the structure of the Chilean primary mathematics curricular program.

While there is a substantial body of leaving care research, the theorization of care leaving has been more limited. Only a few studies have incorporated a life course perspective, mainly in Global North contexts where life course perspectives may differ significantly from those in the Global South, including Africa. Drawing on findings from a feasibility research study, this paper contributes to the emerging international literature on theorizing care leaving by applying a life course perspective to the experiences of youth leaving care in four African countries. The paper highlights how life course can be a useful conceptual framework for understanding the experiences of care leavers with an emphasis on four core concepts: biography, linked lives, waithood, and agency. Implications for policy and practice are outlined with a focus on interdependence, participatory practice, biography, and cultural transition planning alongside efforts to redress systemic, oppressive barriers facing care leavers in society.

Incorporating argument writing as a learning activity has been found to increase students' mathematics performance. However, teachers report receiving little to no preservice or inservice preparation to use writing to support students' learning. This is especially concerning for special education teachers who provide highly specialized mathematics instruction (i.e., Tier 3) to students with mathematics disabilities (MLD). The purpose of this study was to examine the effectiveness of teachers providing content-focused open-ended questioning strategies, which included both argument writing and foundational fraction content, using Practice-Based Professional Development (PBPD) and Self-Regulated Strategy Development (SRSD) for implementing a writing-to-learn strategy called FACT-R[superscript 2]C[superscript 2]. We report the relative number of higher-order mathematical content questions that teachers asked during instruction, from among three different-level question types: Level 1: yes/no questions focused on the mathematics content; Level 2: one-word responses focused on the mathematics content; and Level 3: higher-order open-ended responses centered around four mathematical practices from the Common Core State Standards for Mathematics. Within a well-controlled single-case multiple-baseline design, seven special education teachers were randomly assigned to each PBPD + FACT-R[superscript 2]C[superscript 2] intervention tier. Results indicated that: (1) teachers' relative use of Level 3 questions increased following the introduction of the FACT intervention; (2) this increase was apart from the professional development training that the teachers had initially received; and (3) students' writing quality improved to some extent with the increase in teachers' relative use of Level 3 questions. Implications and future directions are discussed.

Research in mathematics education highlights the importance of including modelling for the teaching of this subject. In 2020, this trend coexisted with a grave contingency situation caused by the COVID-19 pandemic but which, despite its negative aspects, provided a realistic and authentic context for modelling. Given this situation, it is relevant to study which aspects of the teaching and learning process prospective teachers related to mathematical modelling in their reflections on its inclusion during the transition period between the face-to-face and virtual teaching contexts. To this end, we used the didactic suitability criteria construct, proposed by the onto-semiotic approach, as a theoretical reference. This is qualitative research of a naturalistic type, since we did not interfere in the Master's Programme in Mathematics Teacher Education studied. We conducted a content analysis on 122 master's degree final projects written during the 2019--2020 course and implemented during the COVID-19 pandemic. We highlight the following results: (a) about 40% of the prospective teachers stated that they implemented modelling in their didactic units and reflected on its inclusion; (b) in their reflections, the prospective teachers positively assessed the inclusion of modelling mainly based on the epistemic, affective and ecological suitability criteria; and (c) 60% of the prospective teachers did not implement modelling, and we rule out that it was due to a lack of knowledge about this process or of a favourable context for modelling, but because they prioritised other aspects of the mathematical teaching and learning process, given the grave contingency situation.

This study, titled "The Effect of Computer Simulation on Grade 11 Learners' Conceptualisation of Stoichiometric Chemistry," was carried out at a school in the Frances Baard District of the Northern Cape province of South Africa. Poor conceptualisation of stoichiometric chemistry by learners in Grades 10-12 in South Africa and, hence, their failure to apply the concepts to problem-solving in the same and other topics in chemistry, is a cause for concern. The study was conducted with the theoretical framework of activity theory. A mixed method design that consisted of a pre-test post-test experimental design, a questionnaire and interviews were used for the study. Two Grade 11 physical sciences classes which consisted of a control and experimental group were taught stoichiometric chemistry after the SCAT pre-test. The experimental group obtained an intervention comprising computer simulations during teaching, while the control group was taught using the lecture method. The ANOVA results showed that learners of the control and experimental groups were comparable in terms of prior knowledge of the topic of stoichiometric chemistry. The paired t-test showed that both groups improved their performance in stoichiometric chemistry. However, the ANCOVA results showed that the experimental group had a greater improvement in performance than the control group. The results of the SCAT post-test, observation of lessons, questionnaire and interviews showed that the experimental group conceptualised stoichiometric chemistry better than the control group. The quantitative and qualitative data was triangulated, and it also indicated that the experimental group conceptualised stoichiometric chemistry better than the control group. It is therefore suggested that using computer simulations for the teaching and learning of stoichiometric chemistry is a better method to improve its conceptualisation in the FET phase of schools in South Africa.

The support of academics, professionals, and researchers from the most diverse scientific areas to STEAM education is due to the strong impact it has on preparing citizens for a world of continuous scientific and technological development. Among its benefits, we highlight the improvement of critical, innovative, and creative thinking; the development of problem-solving, collaborative, cooperative, and communication skills; the gain of self-confidence, self-motivation, empathy, and resilience. However, the pace of implementation is not the same in all world regions. Developing and less developed countries have limitations of assorted nature in almost all areas of scientific-technological knowledge. With a consensus on the impact of STEAM Education on the progress of any society, its implementation in developing countries becomes fundamental and urgent. The study described here focuses on Cape Verdean teachers' perception of STEAM education and its integration into their pedagogical practices. It includes the analysis of data collected via a questionnaire adapted from one developed by the community for science education in Europe, SCIENTIX, and reported information on official documents. The findings reflect not only teachers' ideas and beliefs about STEAM education, but also their pedagogical approaches, the resources they (do not) use, and the obstacles they face.

OBJECTIVE: Advances in amyotrophic lateral sclerosis (ALS) gene discovery, ongoing gene therapy trials, and patient demand have driven increased use of ALS genetic testing. Despite this progress, the offer of genetic testing to persons with ALS is not yet standard of care. Our primary goal is to develop clinical ALS genetic counseling and testing guidelines to improve and standardize genetic counseling and testing practice among neurologists, genetic counselors or any provider caring for persons with ALS. METHODS: Core clinical questions were identified and a rapid review performed according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-P) 2015 method. Guideline recommendations were drafted and the strength of evidence for each recommendation was assessed by combining two systems: the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) System and the Evaluation of Genomic Applications in Practice and Prevention (EGAPP). A modified Delphi approach was used to reach consensus among a group of content experts for each guideline statement. RESULTS: A total of 35 guideline statements were developed. In summary, all persons with ALS should be offered single-step genetic testing, consisting of a C9orf72 assay, along with sequencing of SOD1, FUS, and TARDBP, at a minimum. The key education and genetic risk assessments that should be provided before and after testing are delineated. Specific guidance regarding testing methods and reporting for C9orf72 and other genes is provided for commercial laboratories. INTERPRETATION: These evidence-based, consensus guidelines will support all stakeholders in the ALS community in navigating benefits and challenges of genetic testing.

This article presents the development, implementation and results of the project “An interdisciplinary approach to the treatment of overweight children” under the name “My Challenge” camp. It is a 2-week multidisciplinary programme involving a physician, a dietitian, a psychologist, an occupational therapist or physiotherapist and a kinesiologist. The children stay in camp for 2 weeks and are actively involved in the daily preparation of healthy meals, participate in cooking workshops and interactive nutrition lessons, and are active outdoors throughout the programme.

Abstract Passive sensing data from smartphones and wearables may help improve the prediction of suicidal thoughts and behaviors (STB). In this systematic review, we explored the feasibility and predictive validity of passive sensing for STB. On June 24, 2024, we systematically searched Medline, Embase, Web of Science, PubMed, and PsycINFO. Studies were eligible if they investigated the association between STB and passive sensing, or the feasibility of passive sensing in this context. From 2107 unique records, we identified eleven prediction studies, ten feasibility studies, and seven protocols. Studies indicated generally lower model performance for passive compared to active data, with three out of four studies finding no incremental value. PROBAST ratings revealed major shortcomings in methodology and reporting. Studies suggested that passive sensing is feasible in high-risk populations. In conclusion, there is limited evidence on the predictive value of passive sensing for STB. We highlight important quality characteristics for future research.

Abstract Background Artificial intelligence (AI) has become a popular tool for clinical and research use in the medical field. The aim of this study was to evaluate the accuracy and reliability of a generative AI tool on pediatric familial Mediterranean fever (FMF). Methods Fifteen questions repeated thrice on pediatric FMF were prompted to the popular generative AI tool Microsoft Copilot with Chat-GPT 4.0. Nine pediatric rheumatology experts rated response accuracy with a blinded mechanism using a Likert-like scale with values from 1 to 5. Results Median values for overall responses at the initial assessment ranged from 2.00 to 5.00. During the second assessment, median values spanned from 2.00 to 4.00, while for the third assessment, they ranged from 3.00 to 4.00. Intra-rater variability showed poor to moderate agreement (intraclass correlation coefficient range: -0.151 to 0.534). A diminishing level of agreement among experts over time was documented, as highlighted by Krippendorff’s alpha coefficient values, ranging from 0.136 (at the first response) to 0.132 (at the second response) to 0.089 (at the third response). Lastly, experts displayed varying levels of trust in AI pre- and post-survey. Conclusions AI has promising implications in pediatric rheumatology, including early diagnosis and management optimization, but challenges persist due to uncertain information reliability and the lack of expert validation. Our survey revealed considerable inaccuracies and incompleteness in AI-generated responses regarding FMF, with poor intra- and extra-rater reliability. Human validation remains crucial in managing AI-generated medical information.

Margarida Ribeiro,1,2,&ast; João Nogueira Freitas,3,&ast; Mário Lima-Fontes,1 Mariana Leuzinger-Dias,1 Marta Inês Silva,1 Joana Araújo,1,4 Sérgio Estrela-Silva,1,4 António Benevides Melo,1,4 João Tavares-Ferreira,1 Flávio Alves,1 João Barbosa-Breda1,4– 6 1Department of Ophthalmology, Unidade Local de Saúde de São João, Porto, Portugal; 2Department of Biomedicine – Unit of Pharmacology and Therapeutics, Faculty of Medicine of the University of Porto, Porto, Portugal; 3Faculty of Medicine of the University of Porto, Porto, Portugal; 4Department of Surgery and Physiology, Faculty of Medicine of the University of Porto, Porto, Portugal; 5UnIC@RISE, Department of Surgery and Physiology, Faculty of Medicine of the University of Porto, Porto, Portugal; 6KULeuven, Research Group Ophthalmology, Department of Neurosciences, Leuven, Belgium&ast;These authors contributed equally to this workCorrespondence: Margarida Ribeiro, Department of Ophthalmology – Unidade Local de Saúde de São João, Alameda Prof. Hernâni Monteiro, Porto, 4200-319, Portugal, Email margarida.ribeiro.guimaraes@gmail.comPurpose: To evaluate the efficacy and safety of transscleral diode cyclophotocoagulation (TSCPC) at 2 years of follow up.Methods: This is a retrospective review of the records of all adult patients who underwent their first TSCPC treatment between 2014 and 2019 at Unidade Local de Saúde de São João, Porto, Portugal. Data regarding intraocular pressure (IOP), best corrected visual acuity, number of IOP-lowering medications, use of oral acetazolamide, retreatments and complications during a 2-year period following TSCPC were registered. The primary outcome was overall success at 2 years, defined as IOP≥ 6 and ≤ 21 mmHg, with at least 20% IOP reduction from baseline, with or without IOP-lowering medications (qualified and complete success, respectively), without the development of phthisis bulbi or loss of light perception due to glaucoma and no further glaucoma procedures except TSCPC retreatment.Results: Ninety-six eyes from 96 patients were included, mean age was 63 (± 14) years. Mean IOP at baseline was 39.1 (± 13.3) mmHg. Mean IOP reduction at 2 years was 18.5 (42.9%) mmHg (± 16.0, min − 16.0, max 56.0) (p < 0.001) and a significant reduction in the number of IOP-lowering medications and use of oral acetazolamide was observed. IOP reduction at 2 years was positively correlated with baseline IOP (r=0.682; p < 0.001). Overall success (including complete and qualified) was achieved in 42 patients (43.8%), with 34 (35.4%) presenting qualified success. Neovascular glaucoma (NVG) was the predominant diagnosis (n = 30, 31.3%), with a higher mean baseline IOP of 46.3 mmHg (± 11.8, min 21.0, max 70.0) and a larger mean IOP reduction at 2 years of 24.7 (51.0%) mmHg (± 16.4, min − 2.0, max 55.0). Thirteen patients (13.5%) developed persistent hypotony, eight of which converted to phthisis bulbi, of which half had NVG.Conclusion: TSCPC can be an effective IOP-lowering procedure, demonstrating a stronger effect when the preoperative IOP is highest. However, there is a wide variability in the effect (specially in eyes with NVG) and some relevant complications, including 8.3% of patients developing phthisis bulbi after 2 years of follow up.Keywords: intraocular pressure, glaucoma, ocular hypotension, transscleral cyclophotocoagulation, neovascular glaucoma, phthisis bulbi

For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classroom intervention or practice to promote academic outcomes for racially and ethnically minoritized youth. Within these studies, authors described several approaches to promote academic success: (a) developing authentic partnerships with families, (b) using effective pedagogy with students' culture infused, and (c) accessing rigorous professional development. In addition, studies were assessed for methodological quality, and qualitative works met design standards more often than the quantitative studies reviewed. Implications include the need for additional research to inform comprehensive support for educators to design effective instructional environments for all students, especially those who have historically encountered systemic barriers in school.

While supportive relationships are important for probably everyone and while research indicates that supportive relationships contribute towards improved care-leaving outcomes for young people who grew up in care, there is no research that shows their contribution year by year over the first several years out of care. The aim of this study is to fill this gap, drawing on a sample of 100 residential care-leavers in South Africa, who were followed-up annually for as long as seven years. This paper presents quantitative findings from this study, viz. measures of 13 relational resilience resources just before aging out of care and 19 care-leaving outcomes (such as self-supporting accommodation, criminal activity and well-being) collected annually for up to seven years. Findings show that supportive relationships are particularly influential on care-leaving outcomes over the first three years out of care, and that their impact continues to be evident up to seven years. The study also shows the importance of the relational capacity of young people, such as empathy and teamwork. In light of these findings and other longitudinal studies on the contribution of supportive relationships to adult outcomes, a triangle of support is proposed, involving the relational capacity of young people, the availability of supportive others and the role of formal social services. When these three sides of the triangle operate optimally, sustained resilient outcomes are evident.