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Pre-service teachers frequently express negative prejudices towards science and the methodologies traditionally used during their training. Gamification is a booming technology based on combining the psychological aspects, mechanics and dynamics of a game in non-ludic environments. The use of gamification has shown good outcomes in terms of increasing students' motivation towards the sciences. In this study, new laboratory practices were developed under the umbrella of gamification methodology for pre-service teachers. The general objectives were to eliminate negative prejudices, fear and rejection attitudes towards science, to foster the conceptual and procedural learning of science among students and to provide students with real-life examples and an experience of applying gamification themselves. First, the theoretical basis of the main components and dynamics of gamification in the Education context are summarized. Secondly, their application in a specific subject from the curriculum for the Teaching Training in Primary Education degree (Didactics of Natural Science (DNS), 3rd year) are presented. The methodology was applied twice in laboratory practice in two consecutive academic years: 2017/2018 (5 groups, 150 students) and 2018/2019 (6 groups, 183 students). The steps, dynamics, components and the tools used for the gamification experience are described (i.e. Kahoot, Class Dojo). Several pre and post-tests were carried out to explore: (i) the students' relationship with games; (ii) their preferred role as players; (iii) their assessment of the different elements involved in the gamification methodology; (iv) their motivation towards science laboratories attitude; and (v) their self-perception with regards to their newly acquired skills to put gamification into practice in their professional future.

Pre-service teachers frequently express negative prejudices towards science and the methodologies traditionally used during their training. Gamification is a booming technology based on combining the psychological aspects, mechanics and dynamics of a game in non-ludic environments. The use of gamification has shown good outcomes in terms of increasing students' motivation towards the sciences. In this study, new laboratory practices were developed under the umbrella of gamification methodology for pre-service teachers. The general objectives were to eliminate negative prejudices, fear and rejection attitudes towards science, to foster the conceptual and procedural learning of science among students and to provide students with real-life examples and an experience of applying gamification themselves. First, the theoretical basis of the main components and dynamics of gamification in the Education context are summarized. Secondly, their application in a specific subject from the curriculum for the Teaching Training in Primary Education degree (Didactics of Natural Science (DNS), 3rd year) are presented. The methodology was applied twice in laboratory practice in two consecutive academic years: 2017/2018 (5 groups, 150 students ) and 2018/2019 (6 groups, 183 students) . The steps, dynamics, components and the tools used for the gamification experience are described (i.e. Kahoot, Class Dojo). Several pre and post-tests were carried out to explore: (i) the students' relationship with games; (ii) their preferred role as players; (iii) their assessment of the different elements involved in the gamification methodology; (iv) their motivation towards science laboratories attitude and (v) their self-perception with regards to their newly acquired skills to put gamification into practice in their professional future. [ABSTRACT FROM AUTHOR]

Experiments with cultured mammalian cells represent an in vitro alternative to animal experiments. Fetal calf serum (FCS) is the most commonly used medium supplement worldwide. FCS contains a variable mixture of growth factors and cytokines that support cell proliferation. This undefined nature of FCS is a source of experimental variation, undesired immune responses, possible contaminations and, because of the way it is obtained, an ethical concern. Thus, alternative, defined, valid, and reliable medium supplements should be characterized in a large number of experiments. Human platelet lysate (hPL) is increasingly appreciated as an alternative to FCS. Since it is unclear whether cells respond differentially to clinically relevant chemotherapeutics inducing replicative stress and DNA damage (hydroxyurea, irinotecan), induction of reactive oxygen species (ROS), the tyrosine kinase inhibitor (TKi) imatinib, and novel epigenetic modifiers belonging to the group of histone deacetylase inhibitors (HDACi), we investigated these issues. Here we show that cancer cells derived from leukemia and colon cancer grow very similarly in culture media supplemented with FCS or outdated hPL. Notably, cells have practically identical proteomes under both culture conditions. Moreover, cells grown with FCS or hPL responded equally to all types of drugs and stress conditions that we tested. In addition, the transfection of blood cells by electroporation can be achieved under both conditions. Furthermore, we reveal that class I HDACs, but not HDAC6, are required for the expression of the pan-leukemic marker WT1 under various culture conditions. Hence, hPL is a moderately priced substitute for FCS in various experimental settings. [ABSTRACT FROM AUTHOR]

A vision screening program for preschool children of 4-5 years old was designed and analyzed. Information of the prevalence of ocular conditions among preschool children was obtained. The vision health of a group of 127 children was evaluated by a comprehensive examination in their own school. If a child failed one or more screening tests, he was referred to the ophthalmologist. Of the children screened in this study, 61% passed distance visual acuity and retinoscopy tests, 17% were referred to the ophthalmologist and 22% will be annually monitoring. Values of monocular/binocular acuity worse than 0.5/0.6 are too poor for 4 years old children, whereas these limits increase up to 0.6/0.8 for 5 years old children. In conclusion, the prevalence of undetected vision problems in preschool children has been clearly demonstrated. Vision screening programs in schools are highly recommended. Nevertheless, coordination among professionals conducting screening, school personnel and parents are needed to reach high levels of success. The results of this study validate an easy and fast battery of tests. The vision screening has been highly reliable because reference normal values have been defined by analyzing statistically the results of these tests. [ABSTRACT FROM AUTHOR]