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Participatory science and "amateur" participation in scientific data collection and work has been common for hundreds of years, but has become a more formalised field of practice in recent decades. The inclusion and reliance on informally trained members of the public in scientific endeavours has especially helped connect natural history collections to the general public. In recent decades, the term used to describe these participants — citizen scientists — was intended to unite formal and informal scientists as global citizens working towards a common goal. However, the term 'citizen' today has negative connotations for many members of the public and can have a polarising effect on certain individuals. Given that the nature of participatory science is to be inclusive and inviting, it is time to change this terminology. The term 'community' science has been suggested as an alternative by some practitioners and programmes. This self-awareness within the scientific community is important, but lacks impact without input from the community members potentially participating in these programmes. We addressed this knowledge gap by posing the question of term preference to groups of volunteers who have attended participatory science activities from the Field Museum of Natural History (Chicago, Illinois, USA) and the Natural History Museum of Los Angeles County (Los Angeles, California, USA) from 2019 to 2023. A majority of respondents showed a clear preference for the term 'community' over 'citizen' science. This was especially true for younger individuals and those who belong to ethnic groups other than White. This information can impact which terms are used for specific programme populations and supports community involvement in selecting terminology and in project design. We advise stopping use of the term 'citizen' in all participatory science programmes and adopting terminology that is most appropriate depending on region, research, audience and activity. Moreover, participant populations should be solicited to hear their voices.

What if the environment could be transformed in culturally-responsive and inclusive ways to foster high-quality interactions and spark conversations that drive learning? In this article, we describe a new initiative accomplishing this, called Playful Learning Landscapes (PLL). PLL is an evidence-based initiative that blends findings from the science of learning with community-based participatory research to transform physical public spaces and educational settings into playful learning hubs. Here, we describe our model for conducting this research, which is mindful of three key components: community input, how children learn best, and what children need to learn to be successful in the 21st century economy. We describe how this model was implemented in two PLL case studies: one in a predominantly Latine community and the second in early childhood education classrooms. Furthermore, we describe how research employing our model can be rigorously and reliably evaluated using observational and methodological tools that respond to diverse cultural settings and learning outcomes. For example, our work evaluates how PLL impacts adult–child interaction quality and language use, attitudes about play and learning, and community civic engagement. Taken together, this article highlights new ways to involve community voices in developmental and educational research and provides a model of how science can be translated into practice and evaluated in culturally responsive ways. This synthesis of our process and evaluation can be used by researchers, policymakers, and educators to reimagine early educational experiences with an eye toward the built environment that children inhabit in everyday life, creating opportunities that foster lifelong learning.

In this article, we offer theory-grounded narratives of a 4-year participatory design process of a Learning Analytics tool with K-12 educators. We describe how we "design-in-partnership" by leveraging educators' routines, values and cultural representations into the designs of digital dashboards. We make our long-term reasoning visible by reflecting upon how design decisions were made, discussing key tensions and analysing to what extent the developed tools were taken up in practice. Through thick design narratives, we reflect upon how cultural forms--recognizable cultural constructs that might cue and facilitate specific activities--were identified among educators and informed the design of a dashboard. We then examined the extent to which the designed tool supported coaches and teachers to engage in Generative Uncertainty, an interpretive stance in which educators manifest productive inquiries towards data. Our analysis highlights that attuning to cultural forms is a valuable first step but not enough towards designing LA tools for systems in ways that fit institutionalized practices, challenge instrumental uses and spur productive inquiry. We conclude by offering two key criteria for making culturally-grounded design decisions in the context of long-term partnerships.

Badges have garnered great interest among scholars of digital media and learning. In addition, widespread initiatives such as Mozilla’s Open Badge Framework expand the potential of badging into the realm of open education. In this paper, we explicate the concept of open badges. We highlight some of the ways that researchers have examined badges as part of educational practice and also highlight the different definitions of open-ness that are employed in popular and scholarly thought. By considering badges from three different perspectives (motivation, pedagogy, and credential) and the concept of openness from three different perspectives (production, access and appropriation) we develop a framework to consider the tensions where these competing conceptions meet. This explication illuminates how the ideas of open and badges intersect, and clarifies situations where these concepts come into direct conflict or mutually enhance each other. Our analysis pinpoints and elucidates particular areas where research is needed to better understand the complex phenomenon of open badges, and also offers design considerations for developers, educators, and organizations that are actively involved in open badges.

There is a great need to understand how we might leverage research-practice partnerships (RPPs) to change K-12 school practices, organizations, and policies that continue to reflect structural racism in schooling. In this paper, we present case vignettes of RPPs that aim to create educational improvement efforts but focus on building from the racialized understandings of student and educator experiences. The case vignettes explore the tensions and obstacles that RPPs might face in this context and how partnerships might operationalize processes to create conditions for positive change when putting racial experiences at the center of their work. We illustrate how the creation of RPPs and the moves we made helped us understand the connection between race and the personal, interpersonal, and systemic dynamics of partnership work. These cases contribute a deeper conceptual understanding that may be transferable to other RPP contexts and inform the work of other RPPs.

In this article, we present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where we are exploring the impact of educational software on students’ academic achievement. We analyze a unique data set that combines student-level information from the district with data of student usage of a mathematics game platform: First in Math (FIM). These data offer a window into long-standing issues in the educational technology literature around implementation, equity, and student achievement. We show that time spent in FIM was correlated with improved future performance on standardized math assessments for students in Grades 4–8. However, student time spent using FIM was highly related to factors such as race, gender, and prior achievement. Such observations from data are helpful for school districts and researchers to inform equitable implementation of new technologies and maximize benefits to learners.

This study introduces the time-gated analysis of room-temperature phosphorescence (RTP) for the in-situ analysis of the visible and spectral information of photons. Time-gated analysis is performed using a microscopic system consisting of a spectrometer, which is advantageous for in-situ analysis since it facilitates the real-time measurement of luminescence signal changes. An RTP material hybridized with a DNA aptamer that targets a specific protein enhances the intensity and lifetime of phosphorescence after selective recognition with the target protein. In addition, time-gated analysis allows for the millisecond-scale imaging of phosphorescence signals, excluding autofluorescence, and improves the signal-to-background ratio (SBR) through the accumulation of signals. While collecting the time-gated images and spectra of RTP and autofluorescent materials simultaneously, we develop a method for obtaining phosphorescence signals by means of selective exclusion of autofluorescence signals in simulated or real cell conditions. It is confirmed that the accumulated time-gated analysis can provide ample information about luminescence signals for bioimaging and biosensing applications.

Abstract Ice crystals at low temperatures exhibit structural polymorphs including hexagonal ice, cubic ice, or a hetero-crystalline mixture of the two phases. Despite the significant implications of structure-dependent roles of ice, mechanisms behind the growths of each polymorph have been difficult to access quantitatively. Using in-situ cryo-electron microscopy and computational ice-dynamics simulations, we directly observe crystalline ice growth in an amorphous ice film of nanoscale thickness, which exhibits three-dimensional ice nucleation and subsequent two-dimensional ice growth. We reveal that nanoscale ice crystals exhibit polymorph-dependent growth kinetics, while hetero-crystalline ice exhibits anisotropic growth, with accelerated growth occurring at the prismatic planes. Fast-growing facets are associated with low-density interfaces that possess higher surface energy, driving tetrahedral ordering of interfacial H2O molecules and accelerating ice growth. These findings, based on nanoscale observations, improve our understanding on early stages of ice formation and mechanistic roles of the ice interface.

Gold nanoparticles (AuNPs) are good candidates for donor material in energy transfer systems and can easily be functionalized with various ligands on the surface with Au–S bonding. Cyclodextrin (CD) forms inclusion complexes with fluorophores due to its unique structure for host–guest interaction. In this study, we fabricated βCD-functionalized AuNPs using different lengths of thiol ligands and recognized cholesterol to confirm the energy-transfer-based turn-on fluorescence mechanism. AuNP–βCD conjugated with various thiol ligands and quenched the fluorescein (Fl) dye, forming βCD-Fl inclusion complexes. As the distance between AuNPs and βCD decreased, the quenching efficiency became higher. The quenched fluorescence was recovered when the cholesterol replaced the Fl because of the stronger binding affinity of the cholesterol with βCD. The efficiency of cholesterol recognition was also affected by the energy transfer effect because the shorter βCD ligand had a higher fluorescence recovery. Furthermore, we fabricated a liposome with cholesterol embedded in the lipid bilayer membrane to mimic the cholesterol coexisting with lipids in human serum. These cellular cholesterols accelerated the replacement of the Fl molecules, resulting in a fluorescence recovery higher than that of pure lipid. These discoveries are expected to give guidance towards cholesterol sensors or energy-transfer-based biosensors using AuNPs.

Non-specific binding (NSB) is one of the important issues in biosensing performance. Herein, we designed a strategy for removing non-specific binding including anti-mouse IgG antibody and bovine serum albumin (BSA) by utilizing anisotropic cadmium selenide tetrapods (CdSe TPs) in a vortex flow. The shear force on the tetrapod nanoparticles was increased by controlling the rotation rate of the vortex flow from 0 rpm to 1000 rpm. As a result, photoluminescence (PL) signals of fluorescein (FITC)-conjugated protein, anti-mouse IgG antibody-FITC and bovine serum albumin (BSA)-FITC, were reduced by 35% and 45%, respectively, indicating that NSB can be removed under vortex flow. In particular, simultaneous NSB removal and protein capture can be achieved even with mixture solutions of target antibodies and anti-mouse IgG antibodies by applying cyclic mode vortex flow on anisotropic CdSe TPs. These results demonstrate successfully that NSB can be diminished by rotating CdSe TPs to generate shear force under vortex flow. This study opens up new research protocols for utilization of anisotropic nanoparticles under vortex flow, which increases the feasibility of protein capture and non-specific proteins removal for biosensors.