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The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.

Abstract Background Evolution is a unifying theme in biology and its understanding is essential to address sustainability problems. However, many people across the world do not understand evolution. Textbooks are among the most widely used educational resources and the way they depict evolution may greatly impact students’ scientific literacy in evolution. In this paper we investigate which evolution concepts are addressed in European science textbooks, from the 1st to the 9th grade. A content analysis using the ‘Framework for the Assessment of school Curricula on the presence of Evolutionary concepts”, was performed on textbooks from eight European countries: Belgium, Cyprus, Czech Republic, Greece, Italy, Netherlands, Portugal and Slovenia. At least two experienced coders per country independently analysed the texts, images and activities, discussed the results and reached a final consensus. Results Our results show that textbooks lack or rarely address concepts considered important for evolution understanding, notably the processes driving evolution and their daily life implications, limiting opportunities for education for sustainability. Conclusions We recommend that science textbooks emphasize evolution and its processes since the first school years. This recommendation is particularly relevant for the analysed textbooks from Cyprus and Belgium, that cover less than 45% of the concepts important to evolution literacy.

Classroom dialogues have special educational value because they allow students to engage critically but constructively with each other's ideas, solve scientific problems jointly and develop their scientific understanding. The present study focuses on how groups of twelfth-grade high school and university students communicate and co-operate through dialogue to solve a biological problem they have not encountered before. The specific research questions are as follows: (a) What are the dialogic structures that help students construct scientific explanations? (b) How does prior scientific knowledge support student dialogue in constructing explanations? A coding scheme was developed inductively for the analysis of participants' utterances. We use illustrative exemplars from participants' dialogues to discuss those aspects which might support explanatory reasoning. We focus on reasoned attention for contending opinions and striving for consensus that characterise cases of constructive dialogue. We also discuss observed objections and disagreements as triggering factors for constructive alternative explanations. Finally, we discuss the evidence showing that while prior knowledge supports student reasoning it can also hinder the ability of students to think in a creative way.

Environmental conceptions justify the way we understand the 'environment', as well as the way we connect with it. Therefore, it is important to study the way environmental conceptions are shaped, especially during the various experiences of childhood, which is the time that a person's identity is shaped. In the present study we focus on 8-9 years old children environmental conceptions and how they were affected by their participation in a school kitchen-garden project. Following a socio-constructivist approach, we asked from 24 children to construct three-dimensional (3 D) representations of the 'environment', using miniatures of biotic and abiotic elements (e.g. plants, animals, rocks), humans and human constructions and equipment (e.g. buildings, roads, bins). The analysis showed that aesthetic and "light" utilitarian perspectives were dominant in participants' conceptualizations, as well as a stewardship connection with nature. It also turned out to be that, for most of the participants, the participation in a school kitchen-garden project enhanced a more realistic and at the same time, more relational representation of the 'environment'.

IntroductionMethods that automatically flag poor performing predictions are drastically needed to safely implement machine learning workflows into clinical practice as well as to identify difficult cases during model training.MethodsDisagreement between the fivefold cross-validation sub-models was quantified using dice scores between folds and summarized as a surrogate for model confidence. The summarized Interfold Dices were compared with thresholds informed by human interobserver values to determine whether final ensemble model performance should be manually reviewed.ResultsThe method on all tasks efficiently flagged poor segmented images without consulting a reference standard. Using the median Interfold Dice for comparison, substantial dice score improvements after excluding flagged images was noted for the in-domain CT (0.85 ± 0.20 to 0.91 ± 0.08, 8/50 images flagged) and MR (0.76 ± 0.27 to 0.85 ± 0.09, 8/50 images flagged). Most impressively, there were dramatic dice score improvements in the simulated out-of-distribution task where the model was trained on a radical nephrectomy dataset with different contrast phases predicting a partial nephrectomy all cortico-medullary phase dataset (0.67 ± 0.36 to 0.89 ± 0.10, 122/300 images flagged).DiscussionComparing interfold sub-model disagreement against human interobserver values is an effective and efficient way to assess automated predictions when a reference standard is not available. This functionality provides a necessary safeguard to patient care important to safely implement automated medical image segmentation workflows.

There is a strong belief among environmental and sustainability educators and researchers that meaningful education can benefit from participatory approaches. Participation in decision-making, community cooperation, and interaction, development of team communication, solidarity and real action resulting in real outcomes, are the qualities that should characterize the participation children experience from a project. However, there is a strong criticism that many projects are characterized by a kind of 'pseudo-participation' that limits children's opportunities for personal growth and learning. In this paper we explore how participation is constituted from the perspective of children, as well as if children's participation creates opportunities for the expression of ownership, locus of control ans self-efficacy, motivation for action and collective efficacy. Ninety-five, nine to eleven-year-old students from six elementary schools that were involved in schools' kitchen garden projects were interviewed for the purpose of this study. We concluded that successful projects are characterized by a structured design that forecasts and arranges how children participate in the decision-making process, how they participate in all the necessary tasks required for cultivating a garden, and how the teachers facilitate the process.

This paper is motivated by the idea that the study of the interplay of research and policy related to Education for Sustainable Development (ESD) in specific national contexts can contribute to global conversations about the relationships between education research and policy-making. It is written by two individuals who have been involved in various roles within the development of ESD research and policy in Cyprus. The study involved thematic analysis of all ESD policy and research documents in Cyprus from 1998 and 2017, in order to examine interactions between research and policy. Findings suggest that ESD research and policy in Cyprus empower each other, with researchers participating to on-going policy development and policy processes highlighting new directions for research. Based on these findings, we discuss the effectiveness of a participatory model for ESD research and policy processes, and the importance of situations where education policy interrupts established research traditions. Further, we highlight the danger of research being suppressed under the power of politics. We conclude that the study of the development of ESD research and policy in specific national contexts, especially beyond Western Europe and North America, can reveal the varied possibilities in the interplay of policy and research, and therefore can inform understandings of the relationships between them.

Scholarly journals are not passive receptors of scientific information. On the contrary, they, within the process of filtrating the kind of research that will finally been published, contextualize a scientific field. In the present review I examine the Environmental Education related articles published in science education journals between the years 2000 and 2014. It turned to be that EE-related research published in science education journals is characterized by an emphasis on the development and study of inquiry-oriented educational settings in both indoor and outdoor learning environments, as well as a preference for studies on biodiversity and increasingly on climate change, while research questions cover a wide range of topics (although not in equal terms) extended from the study of conceptual understanding and psychological characteristics to the development of cognitive skills and the elaboration of community oriented actions. Methodological approaches are characterized by flexibility, while an important amount of EE-related research is produced in science departments. A lack of research on early childhood as well as on adult education and a need on greater emphasis on learning for empowerment and active participation are the most important weakness of the literature under review.

The employment rate of people who face severe mental health issues is extremely low, while the vast majority expresses their willingness to work. There are various obstacles that impede their work re-integration process. Apart from the illnesses’ symptoms and the employers’ stigma, these barriers are strongly associated with the effects of long-term unemployment and the lack of positive psychosocial resources, such as career adaptability and resilience. The present study aims to investigate career adaptability and the resilience of mental health service users who receive career counseling services. The career counseling approach that was used combines elements from the IPS model and the career construction approach that has been developed to address the contemporary world of work challenges. We investigated how mental health service users view themselves in terms of career adaptability and resilience, and which factors contributed to their development or impeded them. We used a qualitative approach, which allows for an in-depth exploration of the participants’ views. Fifteen mental health users who receive career counseling services were interviewed. The results showed that mental health service users believe that they can overcome any difficulties and setbacks when they have adequate support from their social network and when they receive career counseling services. They highlighted the importance of counseling services to maintain their work and cope with stressful events. Further implications of the results regarding vocational rehabilitation of mental health users as means for social inclusion are discussed.

This study investigates changes in children's environmental conceptions through their experience with the eco-animation "WALL-E." The study uses an analytical framework informed by Social Representations Theory, accompanied with a word association approach to collect data. A total of 84 children (35 nine-year olds and 49 twelve-year olds) participated in the study. The animation reinforced both the idea of a polluted planet and the idea of the planet as an agent of life. The 9-year old participants expressed a more relational view of humans and nature than the 12-year olds. The process of anchoring new information to preexisting conceptual frameworks and the environmental views promoted through education are discussed as possible explanations of the ways participants interpret and assimilate environmental messages communicated by eco-animations.

Abstract Recent studies have highlighted the importance of using molecular biomarkers (IDH, 1p19q, TERT) to group gliomas that have similar clinical behavior, response to therapy, and outcome. An emerging hypothesis is that glioma specific genetic and/or molecular alterations manifest as specific observable changes in MR anatomical imaging. Morphologic and texture features, originating from anatomical MRI, have been investigated as imaging biomarkers to predict MGMT and glioma group status. These texture or morphologic based approaches pose several challenges including requirements for several preprocessing steps such as intensity standardization, skull stripping, and tumor segmentation. Deep learning is an important evolving technology in many different fields, including anatomic imaging, and can be used to empirically identify important features in a variety of modalities, including MRI. Importantly deep learning precludes the need for extensive pre-processing. We describe a convolutional neural network, evaluating resnet50, vgg16, inception and xception neural network architectures, that can predict IDH, 1p19q and TERT status utilizing conventional T2 weighted MRI imaging with intensity normalization and nonuniform intensity normalization (N4) bias corrections. The dataset consisted of 432 images (340 for training and 92 for validation) from patients published by Eckel-Passow et al New England Journal of Medicine (2015). The system achieved a weighted f1 score of 0.901, 0.937 and 0.924 for IDH, 1p19q and TERT prediction on the test dataset, respectively. IDH status was misclassified in 9 out of 92 patients, while 1p19q and TERT status was misclassified in 6 and 7 patients respectively. Our results demonstrate the potential of deep learning architectures applied to conventional MRI to predict molecular glioma groups.

The present study incorporated a scaffolding decision making procedure on an authentic environmental socio-scientific issue and investigated how students' decisions are intertwined with their values. Computer-based activities provided necessary information and allowed for the consideration of multiple aspects of the issue, the study of the effects of every possible solution and the formulation and balancing of criteria. The optimization strategy for decision making was adopted. Data collection relied on 51 sixth grade students (11-12 years old). Open-ended written tests were given to students before and after the learning intervention with two tasks: application of the optimization strategy and a meta-reflection question explaining their decision. Children incorporated several criteria in the decision making process, however, what guided their decisions were the criteria which were given the greater weight. These criteria were connected with substantive arguments and were based on decisive values. Three value-driven patterns of decision makers were revealed: strong anthropocentric, weak anthropocentric and ecocentric. The ability of assigning weight in conflicting criteria is a cornerstone for the emersion of how values are interrelated with decisions. Values arise when preferences are in conflict and decisions are made by weighting alternatives in comparison to our preferences. In conclusion, students have to learn to develop solutions that represent a compromise between economic, ecological, and socioeconomic dimensions, which include establishing a value hierarchy. The ability to weight decision criteria and to disclose underlying value considerations may be an elaborate way to work with multifaceted socio-scientific issues.

We have studied elementary school children's interest in the various activities and tasks of a school garden project, the reasons for that interest, and its possible correlation with environmental motivation and intention for environmental action. The theories of motivation, and especially the Self-Determination Theory, were used as the theoretical framework of the study. Seventeen students from an urban primary school, aged 11-12 years old, participated in the project. Our findings suggest that there is a correlation between participants' interest in the activities, their motivation, and their intention to act. The satisfaction of psychological needs is an important prerequisite of environmental motivation.

Abstract Evolution is a key concept of biology, fundamental to understand the world and address important societal problems, but research studies show that it is still not widely understood and accepted. Several factors are known to influence evolution acceptance and understanding, but little information is available regarding the impacts of the curriculum on these aspects. Very few curricula have been examined to assess the coverage of biological evolution. The available studies do not allow comparative analyses, due to the different methodologies employed by the authors. However, such an analysis would be useful for research purposes and for the development of appropriate educational policies to address the problem of a lack of evolution acceptance in some countries. In this paper we describe the steps through which we developed a valid and reliable instrument for curricula analysis known as FACE: “Framework to Assess the Coverage of biological Evolution by school curricula.” This framework was developed based on the “Understanding Evolution Conceptual Framework” (UECF). After an initial pilot study, our framework was reformulated based on identified issues and experts’ opinions. To generate validity and reliability evidence in support of the framework, it was applied to four European countries’ curricula. For each country, a team of a minimum of two national and two foreign coders worked independently to assess the curriculum using this framework for content analysis. Reliability evidence was estimated using Krippendorf's alpha and resulted in appropriate values for coding the examined curricula. Some issues that coders faced during the analysis were discussed and, to ensure better reliability for future researchers, additional guidelines and one extra category were included in the framework. The final version of the framework includes six categories and 34 subcategories. FACE is a useful tool for the analysis and the comparison of curricula and school textbooks regarding the coverage of evolution, and such results can guide curricula development.

Background and purposeRelative cerebral blood volume, as measured by T2*-weighted dynamic susceptibility-weighted contrast-enhanced MRI, represents the most robust and widely used perfusion MR imaging metric in neuro-oncology. Our aim was to determine whether differences in modeling implementation will impact the correction of leakage effects (from blood-brain barrier disruption) and the accuracy of relative CBV calculations as measured on T2*-weighted dynamic susceptibility-weighted contrast-enhanced MR imaging at 3T field strength.Materials and methodsThis study included 52 patients with glioma undergoing DSC MR imaging. Thirty-six patients underwent both non-preload dose- and preload dose-corrected DSC acquisitions, with 16 patients undergoing preload dose-corrected acquisitions only. For each acquisition, we generated 2 sets of relative CBV metrics by using 2 separate, widely published, FDA-approved commercial software packages: IB Neuro and nordicICE. We calculated 4 relative CBV metrics within tumor volumes: mean relative CBV, mode relative CBV, percentage of voxels with relative CBV > 1.75, and percentage of voxels with relative CBV > 1.0 (fractional tumor burden). We determined Pearson (r) and Spearman (ρ) correlations between non-preload dose- and preload dose-corrected metrics. In a subset of patients with recurrent glioblastoma (n = 25), we determined receiver operating characteristic area under the curve for fractional tumor burden accuracy to predict the tissue diagnosis of tumor recurrence versus posttreatment effect. We also determined correlations between rCBV and microvessel area from stereotactic biopsies (n = 29) in 12 patients.ResultsWith IB Neuro, relative CBV metrics correlated highly between non-preload dose- and preload dose-corrected conditions for fractional tumor burden (r = 0.96, ρ = 0.94), percentage > 1.75 (r = 0.93, ρ = 0.91), mean (r = 0.87, ρ = 0.86), and mode (r = 0.78, ρ = 0.76). These correlations dropped substantially with nordicICE. With fractional tumor burden, IB Neuro was more accurate than nordicICE in diagnosing tumor versus posttreatment effect (area under the curve = 0.85 versus 0.67) (P < .01). The highest relative CBV-microvessel area correlations required preload dose and IB Neuro (r = 0.64, ρ = 0.58, P = .001).ConclusionsDifferent implementations of perfusion MR imaging software modeling can impact the accuracy of leakage correction, relative CBV calculation, and correlations with histologic benchmarks.