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Precision medicine can significantly improve outcomes for patients with cancer, but implementation requires comprehensive characterization of tumor cells to identify therapeutically exploitable vulnerabilities. Here, we describe somatic biallelic TET2 mutations in an elderly patient with acute myeloid leukemia (AML) that was chemoresistant to anthracycline and cytarabine but acutely sensitive to 5'-azacitidine (5'-Aza) hypomethylating monotherapy, resulting in long-term morphological remission. Given the role of TET2 as a regulator of genomic methylation, we hypothesized that mutant TET2 allele dosage affects response to 5'-Aza. Using an isogenic cell model system and an orthotopic mouse xenograft, we demonstrate that biallelic TET2 mutations confer sensitivity to 5'-Aza compared with cells with monoallelic mutations. Our data argue in favor of using hypomethylating agents for chemoresistant disease or as first-line therapy in patients with biallelic TET2-mutated AML and demonstrate the importance of considering mutant allele dosage in the implementation of precision medicine for patients with cancer.

Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students' experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students' utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning.

New tools for teaching with distance education afford students with a variety of modes of communication. This study examined students' interactions during an online science education course. All interactions that took place with Elluminate Chat, Elluminate Voice, and Moodle learning platforms were recorded, transcribed, and analyzed. Interactions were coded according to the target of the interaction, the content, and the type of interaction (comment or question). Results showed that the different modes of interaction provided distinctly different opportunities for communication and served different purposes with the instruction. Furthermore, there were individual differences in students' behaviors across the communication modes. The implications of the study for synchronous and asynchronous distance education of teachers are discussed.

This study examined students' perceptions of the risks associated with microbial transmission before and after taking a microbiology class. Participants included undergraduate students (n = 132) enrolled in a microbiology course at two universities and one community college. Students completed a survey at the beginning and end of the course and a sub-sample of students also participated in pre- and post-course interviews. The survey results showed that there were changes in students' knowledge of microbes and microbial transmission as well as changes in reported behaviors related to microbial transmission. The behavior changes primarily involved perceptions of microbial transmission via touch such as using a public telephone, touching a faucet in a public bathroom, handling money, borrowing soap from a friend while camping, working in the dirt without gloves, and taking out the trash. There were no differences in behaviors related to oral transmission (eating, drinking, and kissing) or for preventative behavior (use of sanitizing items or frequency of hand washing). Exploratory factor analysis showed a subtle shift in the conceptualization of transmission risks from pre- to post-course. Pre- and post-interviews revealed that although students gained a more sophisticated concept of the positive role of microbes in the ecosystem, they were not more likely to report changing their behaviors related to vaccines to avoid getting sick from pathogenic microbes.

Citizen science programs are becoming increasingly popular among teachers, students, and families. The term "citizen scientist" has various definitions. It can refer to those who gather information for a particular science research study or to people who lobby for environmental protection for their communities. "Citizen science" has been called "community-centered science," "community science participatory community-action research," "street science," "traditional ecological knowledge, social justice, scientific literacy, and humanistic science education." This article provides numerous examples of citizen science projects that provide meaningful, authentic contexts for students to engage in the processes of science. These examples all include the task of collecting and sharing data with scientists and others. They cover a myriad of topics. Teachers can use these or others as part of a laboratory, field, or supplemental learning experience, or as an independent investigation. (Contains 1 figure and 7 online resources.)

The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of science kit use. A total of 503 elementary teachers from an urban school district received professional development, implemented kits in their classrooms for a year, and then completed a survey about science kit use and teaching practices. Despite similarities in demographic characteristics (gender, ethnicity, certification/educational level), there were significant differences in teachers' use of inquiry-based teaching and assessment practices by kit use. Teachers who reported using kits the most often were significantly more likely to report that their students designed and implemented laboratory investigations as well recorded, represented, and analyzed data. In addition, the high kit users indicated that they were more likely to use student groups, require students to use evidence to support claims, and use alternative assessments of student work including portfolios, notebooks, and long-term projects than those teachers who used kits less frequently. Those teachers who reported using kits the least often were significantly more likely to report having students practice for standardized tests. The role of kits in promoting reform-based teaching practices is discussed. (Contains 5 tables, 1 figure and 2 notes.)

Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching assistants taught a lesson about the potential social, health, and environmental impacts of genetically modified crops. Through classroom observations and in-depth interviews, the researchers examined how instructors chose to frame their lessons and what GTAs perceived as important for students to know about this particular socioscientific issue (SSI). Results showed a disconnect between the relatively mature conceptualizations of effective SSI instruction that emerged during interviews and classroom practice. (Contains 3 tables.)

Scientific literacy as a goal of a science education reform remains an important discourse in the research literature and is a key component of students' understanding and acceptance of emergent technologies like nanotechnology. This manuscript focuses on undergraduate engineering students' perceptions of the risks and benefits posed by nanotechnology as an important component of scientific literacy. Specifically, this study examined the perceived risk of nanotechnology of a group of American students (N = 102) in three material science engineering courses focusing on nanotechnology. Students completed a survey of risk perception and a sub-sample were interviewed (n = 21). It was found that perceptions of risks and benefits of nanotechnology tended to be closely tied to specific groups of applications including common consumer products, health-related products, and advanced technological applications. The intersection of scientific application and perception is discussed in the context of science education curriculum considerations. (Contains 4 tables.)

The National Science Education Standards emphasise the use of concepts and skills that cut across the science domains. One of these cross-cutting areas is measurement. Students should know measurement systems, units of measurement, tools and error in measurement as well as the importance of measurement to scientific endeavours. Even though measurement is an essential skill, little is known about how students estimate and use measurement in different contexts. This study examines the impact of teaching students to use their bodies as rough measurement tools (body rulers) on their ability to estimate linear measurements. Nineteen middle school students participated in metric intervention tasks and completed a pre-instruction and a post-instruction Linear Measurement Assessment. Results showed that teaching students to use rough body measures as tools (a body ruler) for estimation had a significant influence on their estimation accuracy. After instruction, students were better able to estimate the sizes of objects, use their body in making estimations of size, and estimate while touching an object or pacing a distance. Furthermore, proportional reasoning was significantly correlated with students' post-instruction scores on the Linear Measurement Assessment. (Contains 2 figures and 3 tables.)

The application of Biggs' and Collis' Structure of Observed Learning Outcomes taxonomy in the evaluation of student learning about cell membrane transport via a computer-based learning environment is described in this study. Pre-test-post-test comparisons of student outcome data (n = 80) were made across two groups of randomly assigned students: one that received visual and haptic feedback, and one that relied on visual feedback only as they completed their virtual investigations. The results of the Mann-Whitney U-test indicated that the group mean difference scores were significantly different statistically (p = 0.043). Practically speaking, this study provides some early evidence suggesting that the haptic augmentation of computer-based science instruction may lead to a deeper level of processing. The strengths and weaknesses of this current diagnostic approach and a novel approach based on a non-verbal model of cognition are discussed in light of their potential contributions to the teaching and learning of science. (Contains 5 figures and 5 tables.)

The "National Science Education Standards" emphasise teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale. Scale influences science processes and phenomena across the domains. One of the big ideas of scale is that of surface area to volume. This study explored whether or not there is a correlation between proportional reasoning ability and a student's ability to understand surface area to volume relationships. Students' knowledge of surface area to volume relationships was assessed pre and post to a one-week instructional intervention involving investigations about surface area to volume as a limiting factor in biological and physical systems. Results showed that proportional reasoning scores of middle school students were correlated to pre-test and post-test assessment scores, and a paired-sample t-test found significant differences from pre-test to post-test for the surface area to volume assessment. Relationships between proportional reasoning, visualisation abilities and success in solving surface to volume problems are discussed. The implications of the results of this study for learning concepts such as magnitudes of things, limits to size, and properties of systems that change depending on volume and surface are explored. (Contains 2 tables.)

Nanoscience, or the study of the world at the size of a billionth of a meter, has the potential to help students see how all of the sciences are related. Behavior of materials at the nanoscale differs from materials at the macroscale. This article introduces three nanoscale properties and how they relate to various science domains. Three activities following an adapted learning cycle model are suggested for student exploration of three properties of the nanoscale: bumpy, sticky, and shaky. (Contains 6 figures.)

After the first observation of life under the microscope, it took two centuries of research before the "cell theory" was established. Luckily, today's teachers can take advantage of computer technology and speed up the discovery process in their classrooms. This article describes how computer-based instructional programs can be used to engage middle school students in learning about cells. One of these, the Cell Exploration Program, incorporates haptic (simulated tactile and kinesthetic feedback) technology and allows students to manipulate a virtual cell model in a three-dimensional workspace and to "feel" its organelles. Thus, taking advantage of these tools can create an engaging and enriching learning environment in which students can actively build their understanding of the complex "world of cells." (Contains 3 figures and 10 online resources.)

Science laboratory experiences are critical for students to develop an understanding of scientific inquiry and secondary school laboratories must have proper equipment and supplies available for students to conduct these experiences. Little is known about how decisions are made related to funding equipment and supplies and whether teachers have a voice in funding decisions for science materials and equipment. This study examined the resources available for secondary science teachers to utilize in their classrooms, how decisions are made regarding funding for science instruction, and steps teachers take if they feel they do not have adequate funding for their classrooms. The study used a mixed methods design including quantitative data collected through an online survey and qualitative data collected through open-ended interview questions. The online survey revealed the amount of funding teachers received varied widely and was related to the location of the school. Suburban teachers reported receiving 2.5 times more funds than urban teachers. A sub-sample of the online survey participants (n = 24) volunteered to be interviewed about their experiences with funding for their science instruction. Teachers expressed concerns about insufficient funding as well as a lack of understanding of the funding process for their classrooms. All interview participants reported spending funds out of pocket for classroom materials. [ABSTRACT FROM AUTHOR]