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In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. (Contains 4 figures and 4 tables.)

Scientific research has a culture that can be challenging to enter. Different aspects of this culture may act as barriers or entry points for different people. Recognition of these barriers and entry points requires identifying aspects of the culture of scientific research and synthesizing them into a single, descriptive framework. A systematic literature review encompassing a two-pronged search strategy, descriptive mapping of ideas, and consensus building, was performed to identify aspects of scientific research culture. This resulted in the Culture of Scientific Research (CSR) Framework, composed of 31 cultural aspects categorized as either Practices, Norms/Expectations, or Values/Beliefs. Additional evidence of validity was collected through a survey that asked biological researchers to indicate which aspects in the framework were relevant to their experiences of research. The majority of survey respondents ( n = 161) perceived the 31 aspects in the CSR Framework as relevant to biological research. This framework provides a consistent structure for describing the experiences of people engaging with the culture of scientific research. The literature review included literature from multiple disciplines, so the CSR Framework should be broadly applicable. Future applications of the CSR Framework include identifying possible barriers and entry points experienced by groups currently underrepresented in scientific research.

While neuroscience has elucidated the mechanisms underpinning learning and memory, accurate dissemination of this knowledge to teachers and educators has been limited. This review focuses on teacher professional development in neuroscience that harnessed the power of active-learning strategies and best educational practices resulting in increased teacher and student understanding of cognition and brain function. For teachers, the experience of learning a novel subject in an active manner enabled them to subsequently teach using similar strategies. Most important, participants viewed neuroscience as a frame for understanding why active-learning pedagogies work to engage and motivate students. Teachers themselves made connections applying neuroscience concepts to understand why learner-centered pedagogies are effective in promoting higher order thinking and deep learning in their students. Teachers planned and embraced pedagogies involving modeling, experimentation, discussion, analysis, and synthesis, increasing classroom cognitive engagement. Comprehending that everyone is in charge of changing their own brains is a tremendously powerful idea that may motivate science and non-science teachers to provide students opportunities to actively engage with content. Neuroscience courses for preservice and in-service teachers, provided as collaborations between scientists and teacher educators, can result in improved science education, pedagogy, and understanding of neuroscience.

Background: Cooperative and inquiry-based pedagogies provide a context for classroom discourse in which students develop joint understanding of subject matter knowledge. Using the symbolic interactionist perspective that meaning is constructed as individuals interact with one another, we examined how student groups enrolled in an undergraduate general chemistry course developed sociochemical norms that influenced individual student understanding of chemical concepts. Sociochemical norms refer to the normative aspects of classroom microculture that regulate discourse on what counts as a table chemical justification and explanation. We describe how these sociochemical normative ideas were developed based on observational research and recordings of the student groups as they engaged in classroom discourse., Results: Our analysis showed that students routinely developed chemistry-driven criteria within and across groups to explain the nature of dissolving ionic solids in water. Moreover, resultant sociochemical norms led to shifts in student understanding and the ways in which students reasoned about the causes of chemical phenomena under study., Conclusions: Our results indicate that group dialog influenced individual student conceptions of ionic compounds in solution and highlight the need to engage students in instructional activities that not only engage them in the multiple ways of representing chemical knowledge but also making public their views and participating in classroom discourse., Competing Interests: The authors declare that they have no competing interest.Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Background: With the expansion of science, technology, engineering, and mathematics (STEM) schools all over the United States and the world, new roles for teachers are being created, and with these roles, identities are evolving. However, these roles and identities remain an ill-defined area in STEM. The purpose of this paper was to explore the developing STEM teachers' identities in emerging STEM schools, answering two research questions: (1) How do teachers define their roles as STEM teachers within a STEM school? (2) What do teachers identify as being important characteristics of STEM teachers? A multiple case study design was used to explore the research questions within a bounded context of two emerging STEM schools. Data for this study were drawn from semi-structured interviews conducted with eight teachers from two developing STEM schools within a large urban district in the Midwestern United States. Teams of teachers at each of the schools worked throughout the year to develop and implement their vision for STEM., Results: Using an inductive data analysis process, three major themes that characterized a STEM teacher identity emerged. These were the unique nature of STEM teachers' identity; professional characteristics of STEM; and personal characteristics of STEM teachers. Collaboration, flexibility, awareness of students' needs, and advocates of equity and inclusion were identified as pivotal characteristics of STEM teachers., Conclusion: This study concluded that STEM teachers' identity can be viewed as a dynamic, evolving process that results from the interaction of personal and professional traits within new educational experiences exemplified by the STEM endeavor in their schools. An alignment between teachers' personal philosophy and STEM understanding is essential for the success in teaching in STEM schools., Competing Interests: Not applicable.Not applicable.The authors declare that they have no competing interests.Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Background: This observational study was carried out to investigate the effect of intravenous (i.v.) iron administration on the clinical symptoms of restless legs syndrome (RLS) in geriatric outpatients over 65 years old., Methods: In this study geriatric outpatients (mean 4.5 ± 3.4 comorbidities and 5.7 ± 4.4 drugs taken) were recruited according to the following inclusion criteria: ≥ 65 years, diagnosis of RLS due to iron deficiency, i.e. ferritin < 50 µg/l or transferrin saturation (TFS) < 16 %) as well as no other iron therapy within 2 weeks prior to the study. Of the patients 7 (41 %) received 500 mg ferric carboxymaltose (FCM) and 10 patients (59 %) received iron gluconate (62.5 mg) based on the degree of iron deficiency. As assessed by the international RLS severity scale (IRLS) symptoms were recorded 3 times: at the beginning of iron therapy (t 0 ), after 2 weeks (t 1 ) and after 12 weeks (t 2 )., Results: A total of 17 patients (13 female, 4 male, mean age 73.2 ± 5.9 years) were included. The IRLS score significantly improved in all patients as shown by an average decrease from 30.2 (± 4.3) to 20.2 (± 4.7) (p < 0.001) after 2 weeks of i.v. iron treatment and to 23.2 ± 6.6 (p < 0.001) after 12 weeks. There was a high correlation between ferritin values and the IRLS score (C 0.729, p < 0.001). The part of the IRLS referring to activities of daily living (ADL) improved from a median of 3 (scores 3-4) to 2 (scores 2-3, p = 0.001) after 2 weeks (effect size - 0.6)., Conclusion: In this study group of geriatric outpatients i.v. administration of iron was associated with a significant improvement of symptoms in RLS as assessed by the IRLS score 2 weeks after treatment. In geriatric patients with RLS associated with iron deficiency, i.v. iron administration should be considered regarding improvement of RLS symptoms and ADL.

The purpose of this cross-sectional prospective study was to determine the prevalence of anemia among elderly hospitalized patients in Germany and to investigate its association with multidimensional loss of function (MLF). One hundred participants aged 70 years or older from two distinct wards (50 each from an emergency department and a medical ward, respectively) underwent a comprehensive geriatric assessment (CGA) consisting of the following six tools: Barthel Index, mini-mental state examination, clock-drawing test, timed up and go test, Esslinger transfer scale, and Daniels test. MLF as an aggregated outcome was diagnosed when three or more tests of the CGA showed an abnormal result. Anemia was defined according to WHO criteria as a hemoglobin (Hb) concentration of <13 g/dL for men and <12 g/dL for women. The prevalence of anemia was 60 %. Overall, 61 % of patients presented with three or more abnormal results in the six tests of the CGA and, thus, with MLF. Using logistic regression, we found a significant association of both anemia and low Hb concentrations with abnormal outcomes in five tests of the CGA and, therefore, with domain-specific deficits like mobility limitations, impaired cognition, and dysphagia. Furthermore, being anemic increased the odds of featuring MLF more than fourfold. This significant relationship persisted after adjustment for various major comorbidities. Both anemia and geriatric conditions are common in the hospitalized elderly. Given the association of anemia with MLF, Hb level might serve as a useful geriatric screening marker to identify frail older people at risk for adverse outcomes.

Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity , have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers - the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers.

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

This retrospective analysis evaluates the effect of intravenously administered immunoglobulin against infections occurring during bone marrow depression after cancer chemotherapy in 85 children with leukemia and lymphoma. There was no statistical difference between patients with and without immunoglobulin administration neither when immunoglobulins were used prophylactically nor therapeutically in addition to antibodies during episodes of infection. Duration of fever, duration of antibiotic therapy, maximum of temperature, white blood cell counts, and kind of infections were comparable in 84 fever episodes in patients who had received immunoglobulin therapeutically and 69 fever episodes in patients who had not. This study supports the aspect that immunoglobulin administration does not have preventive or therapeutic efficacy on infections during cancer chemotherapy in children.

Ten 4-[p-[bis(2-chloroethyl)amino]phenyl]butyrates were synthesized and evaluated for antitumor activity. The 2-phenoxyethyl ester exhibited activity against P-388 lymphocytic leukemia, and the n-butyl and n-pentyl esters exhibited activity against L-1210 lymphoid leukemia in initial screening tests.