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This volume in the Routledge ‘Teaching and Learning in Science’ series is intended ‘to help teachers of biology, whether they are long experienced or just beginning their teaching careers’ (p. xiv)...

There is an urgent need to accelerate the development and validation of both diagnostics and vaccines for COVID-19. These priorities are challenging both public and private sector research groups around the world and have shone a spotlight on both existing bottlenecks in the research workflows involved as well as on the implications of having to do much of this work remotely because of enforced social distancing and lockdown measures. The ability to respond quickly to rapidly evolving events, coupled with an emerging understanding of the disease and its pathology, as well as different mutations of the virus, necessitates a highly flexible liquid-handling automation solution that is amenable to rapid switching between different assay workflows and processes to be exploited tactically as needed. In addition, the use of cloud-based software imparts a unique benefit in enabling multiple research groups and remote technical staff around the world to have ready access to the same protocols in real-time without delays, down to the required level of detail, sharing methods and data (for example, in faster clinical trials). Informed by a recent use case, this article explores these issues alongside the recent development and deployment of an automation solution, whose unique approach in terms of both its cloud-native software and its highly modular hardware aligns especially well with achieving the challenge set by this new frontier in the bioanalytical laboratory.

A major issue in English language teaching in Turkey and other monolingual countries is the teaching of spoken English. This article reports the initial and final stages of an action research study which used student negotiation to enhance student engagement in speaking classes. The research was conducted in the English Language Teaching Department of a university in Turkey and involved the provision of student-negotiated speaking classes for one term during which qualitative and quantitative data collected from students through questionnaires on a weekly basis informed the design of the speaking activities. The results of content analysis and Wilcoxon signed-rank tests showed that student negotiation promoted student engagement through providing speaking classes appropriate to students’ needs and interests, which resulted in more positive perceived speaking ability and greater willingness to communicate. This study demonstrates the significance of student negotiation in speaking classes and has i...

The purpose of this study is to explore how an online-structured dialogue environment supported (OSDE) collaborative learning about the nature of science among a group of trainee science teachers in the UK. The software used (InterLoc) is a linear text-based tool, designed to support structured argumentation with openers and ‘dialogue moves’. A design-based research approach was used to investigate multiple sessions using InterLoc with 65 trainee science teachers. Five participants who showed differential conceptual change in terms of their Nature of Science (NOS) views were purposively selected and closely followed throughout the study by using key event recall interviews. Initially, the majority of participants held naive views of NOS. Substantial and favourable changes in these views were evident as a result of the OSDE. An examination of the development of the five participants’ NOS views indicated that the effectiveness of the InterLoc discussions was mediated by cultural, cognitive, and experiential factors. The findings suggest that InterLoc can be effective in promoting reflection and conceptual change.

International studies have shown that interest in science and technology among primary and secondary school students in Western European countries is low and seems to be decreasing. In many countries outside Europe, and especially in developing countries, interest in science and technology remains strong. As part of the large-scale European Union funded ‘Science Education for Diversity’ project, a questionnaire probing potential reasons for this difference was completed by students in the UK, Netherlands, Turkey, Lebanon, India and Malaysia. This questionnaire sought information about favourite courses, extracurricular activities and views on the nature of science. Over 9,000 students aged mainly between 10 and 14 years completed the questionnaire. Results revealed that students in countries outside Western Europe showed a greater interest in school science, in careers related to science and in extracurricular activities related to science than didWestern European students. Non-European studentswere also more likely to hold an empiricist viewof the nature of science and to believe that science can solve many problems faced by the world. Multilevel analysis revealed a strong correlation between interest in science and having such a view of the Nature of Science. © Springer Science+Business Media Dordrecht 2014.

In terms of structure, initial teacher education (ITE) in England is complex. Most new teachers who intend to work in the secondary sector (teaching 11–18 year old students) have obtained a first degree in their specialist subject or a closely aligned subject. They then follow a one year Postgraduate Certificate of Education (PGCE) course which provides insight into educational theory, into the range of effective ways of teaching key concepts in their subject, into non-subject-specific aspects of the role of the teacher, and into educational systems and current government initiatives in education.

This paper reports the second stage of an action research study designed to improve the effectiveness of speaking classes through negotiating the lesson contents with students. The data were collected through interviews, questionnaires and observations as a way of eliciting students’ views. The research, conducted in an English language teaching department at a university in Turkey, comprised eight weekly-based interventions that involved planning, action, observation, and reflection, in which students were given a voice and classroom activities were designed accordingly. Student negotiation allowed for the identification of both structural and affective factors influencing the quality of speaking classes. The teacher’s roles in activities, the number of students in group work activities, the level of control in speaking activities, and the role of input were found to be issues worth considering in designing speaking classes. Issues such as finding the activity ‘interesting’ and ‘useful’, ‘feeling comfort...

The need for a more mechanistic understanding of the ways in which chemicals modulate biological pathways is urgent if we are to identify and better assess safety issues relating to a wide range of substances developed by the pharmaceutical, chemical, agri-bio, and cosmetic industries. Omics technologies provide a valuable opportunity to refine existing methods and provide information for so-called integrated testing strategies via the creation of signatures of toxicity. By mapping these signatures to underlying pathways of toxicity, some of which have been identified by toxicologists over the last few decades, and bringing them together with pathway information determined from biochemistry and molecular biology, a "systems toxicology" approach will enable virtual experiments to be conducted that can improve the prediction of hazard and the assessment of compound toxicity.

This paper argues that the implications of the concept of situated learning are important when developing a curriculum for initial teacher education (ITE). It describes and analyses the use of a model of ITE designed to stimulate discussions promoting the development of professional craft knowledge situated mainly in schools and to connect these with a wider research‐based understanding of educational issues situated mainly in the context of university departments. Findings from a study of trainee teachers following a one‐year postgraduate ITE programme based on this model indicate that it did help trainees to develop professional craft knowledge. However, socio‐cultural differences between the school and university contexts made it difficult for trainees to translate ideas introduced in the university into their school‐based practice. The implications of these findings for developing the model and for ITE in general are discussed.

This paper considers factors that influenced long-term engagement in an online community. It draws on a case study of a 6 year online collaboration amongst a group of European teachers. The email interchange between these teachers was, with their agreement, saved and used as research data; intensive group interviews were also conducted, involving all the participants in the online group. Dynamic motivation models and Csikszentmihalyi's concept of motivational flow were used to create a theoretical framework to analyse the email interchanges and group interview data so as to build an understanding of the teachers' commitment to the online community. As a result of the analysis, the existing theoretical models were modified to produce a new combined model. This incorporates ideas grounded in the participants' reasons for their sustained engagement in the collaboration. This combined model could provide a basis for planning future virtual interactions and for assessing their sustainability.

Genotoxins cause DNA damage, which can result in genomic instability. The genetic changes induced have far-reaching consequences, often leading to diseases such as cancer. A wide range of genotoxins exists, including radiations and chemicals found naturally in the environment, and in man-made forms created by human activity across a variety of industries. Genomic technologies offer the possibility of unravelling the mechanisms of genotoxicity, including the repair of genetic damage, enhancing our ability to develop, test and safely use existing and novel materials. We have developed 3D-DIP-Chip, a microarray-based method to measure the prevalence of genomic genotoxin-induced DNA damage. We demonstrate the measurement of both physical and chemical induced DNA damage spectra, integrating the analysis of these with the associated changes in histone acetylation induced in the epigenome. We discuss the application of the method in the context of basic and translational sciences.

In 2008 the Ministry of Education (MoE) in Kuwait began the reform of the science curriculum in schools at all academic stages: primary (grades 1–5), intermediate (6–9) and secondary (10–12). The new science curriculum was adapted from an original curriculum which was designed and published by the US company Pearson-Scott Foreman.

In an investigation of the learning of science content knowledge in a postgraduate preservice education course, it was found that the ‘failure of further learning’ effect can be overcome, at least in part, in well‐designed courses. Nevertheless the persistence of certain misconceptions among some students did indicate the partial salience of the effect in Postgraduate Certificate in Education science courses. Although the students' confidence in their knowledge of various topics, as indicated in self‐audits, was positively related to their actual knowledge as displayed in their test answers, the relationship between confidence and knowledge was not strong, particularly for the biology topics.

The AstraZeneca-Exeter Science through Telematics (AZEST) project provided evidence that the Internet has much potential as a communication channel for the provision and discussion of INSET materials for primary science in the UK. Participating teachers were able to access and use the project website effectively, were more likely to provide feedback when they had personal access to the Internet either at home or at school, and provided valuable feedback concerning the AZEST tasks, but they tended not to respond directly to messages from other participants. Discussion, via e-mail or a web-based discussion forum, was enhanced if participants knew each other personally. There was evidence that the AZEST science INSET materials enhanced teachers' understanding of science concepts and raised their confidence, increased teachers' effectiveness in the role of Science Subject Leader, and improved teachers' pedagogic practice through encouraging innovative investigative approaches to the teaching and learning of s...

by Mansoor Niaz, 2011, New York and Oxford, Routledge, 228 pp., £26.99 (pbk), ISBN 978-0-415-88238-5 Innovating science teacher education brings together 10 papers written by Mansoor Niaz over the ...

Data from a large sample of year 9(13-14years) students taking the national Key Stage 3 science tests in England and Wales were used to explore gender differences in science achievement. The most pronounced gender differences, which were in favour of males, were found in the higher level papers taken by more able students, with the largest gender gaps occurring in physics questions. Using separate male and female discrimination indices, it was found that the more discriminating questions tended to exhibit larger gender gaps in favour of males.

The development of a framework for the content and assessment of National Curriculum science in England and Wales, following the 1988 Education Reform Act, is described, with a particular emphasis on assessment at the end of Key Stage 3 (14-year-old pupils). The University of Exeter evaluations of Key Stage 3 science assessments in 1995 and 1996 are outlined and the findings concerning the reliability and validity of the testing are presented. The views of science teachers on the impact of this assessment on teaching and learning are summarised, with particular reference to the structure, delivery and interpretation of the National Curriculum, the setting of pupils, continuity and progression, the preparation of pupils for the tests and teacher assessment.

A technique has emerged over the past decade combining chromatin immunoprecipitation with DNA microarray analysis. This is a powerful and sensitive strategy that has been used extensively to characterise protein interactions with chromatin and epigenetic changes such as acetylation and methylation throughout the genome of different organisms. This technique has revolutionised our understanding of molecular genomics, continues to be widely used and is currently being applied in novel areas of cancer research. In this publication we review the historical context of this technology and offer current and future perspectives on how this technique is currently being developed and modified to allow its use in novel areas of research. We discuss the potential for this technique and its ongoing important role in biological research particularly in relation to cancer research. We also offer insight into the potential clinical application of this technology in stratified medicine, particularly in the field of cancer therapy.

This chapter argues that a dialogic understanding of the nature of science should lead to a dialogic approach to science education. This argument is combined with a description of a dialogic approach to science education developed in the context of a large European Commission funded international project called ‘science education for diversity’. The project surveyed school students aged 10–14 and their teachers in Malaysia, India, Lebanon, Turkey, the Netherlands and the UK and developed a framework for the design of education in the context of diversity in science education. This approach to education is called ‘dialogic’ both because it is about responding to the diverse voices of students without prejudging the nature of that diversity and because it is about teaching for dialogue, where the quality of dialogue is understood as being central to science.

Recent advances in genetic engineering techniques have provided researchers with new tools for investigating circadian rhythms. Much is now known about the molecular genetics of rhythms. As a consequence, researchers are beginning to understand the biochemical ‘clockwork’ which underlies these rhythms. Some of the most exciting recent discoveries are outlined in this paper.

Systemic toxicity testing forms the cornerstone for the safety evaluation of substances. Pressures to move from traditional animal models to novel technologies arise from various concerns, including: the need to evaluate large numbers of previously untested chemicals and new products (such as nanoparticles or cell therapies), the limited predictivity of traditional tests for human health effects, duration and costs of current approaches, and animal welfare considerations. The latter holds especially true in the context of the scheduled 2013 marketing ban on cosmetic ingredients tested for systemic toxicity. Based on a major analysis of the status of alternative methods (Adler et al., 2011) and its independent review (Hartung et al., 2011), the present report proposes a roadmap for how to overcome the acknowledged scientific gaps for the full replacement of systemic toxicity testing using animals. Five whitepapers were commissioned addressing toxicokinetics, skin sensitization, repeated-dose toxicity, carcinogenicity, and reproductive toxicity testing. An expert workshop of 35 participants from Europe and the US discussed and refined these whitepapers, which were subsequently compiled to form the present report. By prioritizing the many options to move the field forward, the expert group hopes to advance regulatory science.

This study illustrates a multi-omics approach combining transcriptomics and metabolomics datasets to study molecular events leading to progression of retinoblastoma. Retinoblastoma is a pediatric ocular cancer affecting children usually less than five years of age. It is a complex disease predisposed primarily by biallelic inactivating mutations in the RB1 gene. This gene has essential roles in cell cycle, differentiation, chromosome stability and is implicated in other functions. From a cohort of 9 patients undergoing enucleation of the affected eyes, we obtained tumor, aqueous humor, vitreous humor and tear samples. We obtained retina, aqueous humor and vitreous humor from enucleated eyes of 2 deceased pediatric controls, whose cause of death is not due to any eye related disease. The patients comprise of both high and low clinical and pathological risks. In the first stage of the study, we performed mRNA and miRNA gene expression using microarrays followed by pathway analysis to identify gene enrichment that would enable functional characterization of tumors. Differential expression analysis was carried out using moderated t-test with Benjamini Hochberg multiple testing correction. 108 (p≤0.05, fold change≥10) genes were found to be unique to patients possessing high risk of metastasis. Pathway analysis revealed key pathways that are known to be involved in the progression of retinoblastoma including cell cycle and Rap1 signaling pathway. Many of these responders were verified by RT-PCR and corroborated by immuno histochemistry studies. The study also revealed 18 novel miRNAs which had not been previously implicated in the disease, with a significant overlap of the miRNA target list with our mRNA expression data set. Metabolomics studies were performed using monophasic solvent extraction of aqueous, vitreous and tear samples. The extracted metabolites were analyzed on Accurate Mass QTOF mass spectrometer in positive and negative mode on a reverse phase C18 and HILIC columns. Data dependent MS/MS analysis was performed to confirm the compounds. Pathway analysis of the differentially expressed metabolites revealed enrichment of several pathways, including nucleotide metabolism and amino acids among others. Combined pathway analysis of metabolomics and transcriptomics data was performed in order to gain an understanding of the interrelationship between changes in gene expression and metabolomic profile. The results show overlap of key cellular pathways which can be mechanistically linked to disease progression. The study provide new biological insights that are made accessible by combining data from different biological and biochemical domains with a comprehensive integrated method. The information is useful not only to correlate expression markers with disease mechanism but also to better predict appropriate chemotherapy regimens and identify new mechanisms to treat even advanced stages of retinoblastoma. Citation Format: Nilanjan Guha, Deepak SA, Syed Lateef, Seetaraman Gundimeda, Arunkumar Padmanabhan, Carolina B Livi, Nigel Skinner, Arkasubhra Ghosh, Ashwin Mallipatna, Vishnu Suresh Babu, Arun Sreekumar. An integrated approach to identify functional signaling modules in retinoblastoma cancer progression. [abstract]. In: Proceedings of the 106th Annual Meeting of the American Association for Cancer Research; 2015 Apr 18-22; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Res 2015;75(15 Suppl):Abstract nr 3753. doi:10.1158/1538-7445.AM2015-3753

Metabolomics, the comprehensive analysis of metabolites in a biological system, provides detailed information about the biochemical/physiological status of a biological system, and about the changes caused by chemicals. Metabolomics analysis is used in many fields, ranging from the analysis of the physiological status of genetically modified organisms in safety science to the evaluation of human health conditions. In toxicology, metabolomics is the -omics discipline that is most closely related to classical knowledge of disturbed biochemical pathways. It allows rapid identification of the potential targets of a hazardous compound. It can give information on target organs and often can help to improve our understanding regarding the mode-of-action of a given compound. Such insights aid the discovery of biomarkers that either indicate pathophysiological conditions or help the monitoring of the efficacy of drug therapies. The first toxicological applications of metabolomics were for mechanistic research, but different ways to use the technology in a regulatory context are being explored. Ideally, further progress in that direction will position the metabolomics approach to address the challenges of toxicology of the 21st century. To address these issues, scientists from academia, industry, and regulatory bodies came together in a workshop to discuss the current status of applied metabolomics and its potential in the safety assessment of compounds. We report here on the conclusions of three working groups addressing questions regarding 1) metabolomics for in vitro studies 2) the appropriate use of metabolomics in systems toxicology, and 3) use of metabolomics in a regulatory context.