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Researchers in science education lacks valid and reliable instruments to assess students' "disciplinary" and "epistemic" reading of scientific texts. The main purpose of this study was to develop and validate a Reading in Science Holistic Assessment (RISHA) to assess students' holistic reading of scientific texts. RISHA measures students' content, procedural, and epistemic domains of reading two texts, one history-of-science text and another socio-scientific text. The initial 24-item RISHA was administered to 161 Grade 9 students from 3 schools. The multidimensional Rasch partial credit model was used to analyze the reliability and validity of RISHA. All items demonstrated good fit and reliability. According to logit scores generated for each domain in Rasch analysis, students in our study performed better in content domain and less well in the epistemic domain. Students also performed significantly better in the epistemic domain of the socio-scientific text than in the history-of-science text. RISHA provides accurate measures in various domains of reading scientific texts and various contexts of scientific texts. We propose that RISHA could potentially be applied to studying the effect of reading-science intervention or predictors of students' performance in each domain of reading scientific texts.

ChatGPT becomes a prominent tool for students' learning of science when students "read" its scientific texts. Students read to learn about climate change misinformation using ChatGPT, while they develop critical awareness of the content, linguistic features as well as nature of AI and science to comprehend these texts. In this exploratory study, we investigated students' reading performance in comprehending two ChatGPT-generated socio-scientific texts, with one focusing on cognitive-epistemic aspects of climate science and another one focusing on social-institutional aspects of climate science. We theorized such reading of ChatGPT-generated outputs as encompassing the content-interpretation, genre-reasoning and epistemic-evaluation domains. Combining Rasch partial-credit model and qualitative analysis, we explored and investigated how a total of 117 junior secondary students (grades 8 to 9) read such texts. Moreover, we also examined how 55 students' holistic reading of socio-scientific texts on climate change in a ChatGPT scenario changes after a reading-science intervention. Our findings indicate that the content-interpretation was the easiest while the epistemic-evaluation domains were the most difficult. Interestingly, after the reading-science intervention, many students developed their tentative view on nature of science when they evaluated ChatGPT's claims; while a small increase in number of students discussed reliability and non-epistemic nature of AI when they evaluated ChatGPT's claims in relation to climate change. The findings also drive a pedagogical model that improves students' holistic reading of socio-scientific texts generated by ChatGPT.

The purpose of this study is to examine the predictive effects of epistemological beliefs about science and informal reading of scientific texts on students' future-oriented optimism on the issue of climate change. Future-oriented climate change optimism is defined as encompassing "hope" and "anticipation" about the climate future. To identify the relationships among variables, structural equation modelling was conducted on the PISA dataset on 15-year-old students from Denmark, the UK and Finland which have the top three Environmental Protection Index. Students of all three countries demonstrated a consistently low optimism about the future of climate change. Also, the findings indicated that students' epistemological beliefs about science had a significantly negative predicting effect on their future-oriented climate change optimism across all three countries, while their informal reading of scientific texts had a significantly positive predictive effect on their future-oriented climate change optimism in Denmark and the UK. Across all three countries, 15-year-old students' awareness of the issue of climate change plays a significantly negative mediating role between their epistemological beliefs about science and their optimism in the future climate, as well as their informal reading of scientific texts and their optimism in the future climate. This calls for a new curricular environmental-science education model that addresses how students' informal science reading and epistemological beliefs about science can address future-oriented climate change optimism which might in turn impact young people's action competence to address the issues of climate change.

In classrooms worldwide, the use of English to teach science subjects is becoming increasingly common. There is an increasing number of English-as-a-second/foreign-language learners studying science in English. This review examines 66 empirical studies on this topic published from 2000 to 2021. We critically review and synthesise evidence of the language challenges faced by teachers and students in secondary and tertiary English medium instruction (EMI) science courses, as well as proposed coping strategies. By adopting a multidisciplinary approach, we examine our findings from three fields of research: science education, language policy and applied linguistics. Our study extends EMI research by combining language learning and canonical content learning. Our synthesis of previous findings enhances understanding of content teaching in a second/foreign language in language immersion classrooms (e.g. content and language integrated learning, content-based instruction) and provides evidence-based pedagogical suggestions for enhancing EMI science teachers' instructional practices worldwide.

Abstract Background Family caregivers (FCs) encounter a variety of health problems in older people with chronic illness, necessitating a certain level of health literacy to access, understand, appraise and apply health information and services. This study aimed to develop and validate a scale for measuring health literacy among FCs of older people with chronic illness. Methods Concept mapping was first employed to develop a conceptual model of health literacy of FCs. Scale domains were derived from the conceptual model, and item generation was performed using deductive and inductive methods. Quantitative methods, including merging scale dimensions and items, expert reviews, cognitive interviews, and item reduction analysis, were used to refine the scale. Confirmatory factor analysis was employed to validate the scale’s structure. Concurrent validity, internal consistency, and test-retest reliability were also examined. Results A 20-dimension conceptual model was developed, and 60 items were generated for the scale. Expert review (content validity index > 0.85) and cognitive interview with FCs confirmed the relevance and clarity of the majority of the generated scale items. Confirmatory factor analysis with 451 FCs of older people with chronic illness supported a 5-factor structure (symptom management, daily personal care and household tasks, care coordination, communication and relationship with the care recipient, and self-care of caregivers) with 42 finalized scale items, including four levels of health literacy skills (accessing, understanding, appraising and applying health information). Concurrent validity with the European Health Literacy Questionnaire (HLS-EU-Q47) was satisfactory (r = 0.67, p

The paper reports about the outcome of a systematic review of research on family resemblance approach (FRA) to nature of science in (NOS) science education. FRA is a relatively recent perspective on NOS being a system of cognitive-epistemic and social-institutional aspects of science. FRA thus consists of a set of categories such as aims and values, practices, knowledge and social organizations in relation to NOS. Since the introduction of the FRA, there has been increasing interest in investigations about how FRA can be of use in science education both empirically and practically. A journal content analysis was conducted in order to investigate which FRA categories are covered in journal articles and to identify the characteristics of the studies that have used FRA. These characteristics included the target level of education and focus on pre- or in-service teachers. Furthermore, epistemic network analysis of theoretical and empirical papers was conducted to determine the extent to which the studies incorporated various key themes about FRA, such as its transferability to other domains and differentiation of the social-institutional system categories. The findings illustrate an increasing number of empirical studies using FRA in recent years and broad coverage in science education. Although the social-institutional system categories included intraconnections, these were not as strong as those intraconnections among categories within the cognitive-epistemic system. Future research directions for the use of FRA in K-12 science education are discussed.

Cryptocurrency's unique features – decentralisation, anonymity, and diversification – have propelled it into the spotlight, attracting both investors and researchers despite its relative youth compared to traditional markets. This study utilizes a systematic mapping approach to examine the current state of cryptocurrency trading research. We are particularly interested in influential variables and technologies involved in cryptocurrency trading systems. By summarizing key findings on data, technology compatibility, and future research directions, this study serves as a starting point for new research activities in the field of cryptocurrency trading.

Abstract This systematic mapping study provides a comprehensive review of current Fintech publications, analyzing the current state, maturity level, and future directions of Fintech research. Reviewing 518 Fintech articles across four academic databases from 2008 to 2021, we find a significant increase in Fintech studies, especially in Quartile 1 and Quartile 2 journals. Fintech and banking, Fintech development, and Fintech adoption are the most popular research areas, and articles in these areas are increasing. We propose a classification scheme for Fintech studies across five dimensions. Our study provides a unique perspective on the subject, enabling researchers and practitioners to re-evaluate the direction and scope of future Fintech research.

Abstract Background Little is known about the differences in medium to long-term recovery on spirometry, 6-minute walking distance (6MWD) and health-related quality of life (HRQoL) between COVID-19 and SARS. Methods We performed a 12-month prospective study on COVID-19 survivors. The changes in dynamic lung volumes at spirometry (%predicted FEV1, %predicted FVC), 6MWD and HRQoL at 1–3, 6 to 12 months were compared against a historical cohort of SARS survivors using the same study protocol. The residual radiological changes in HRCT in COVID-19 survivors were correlated with their functional capacity. Results 108 COVID-19 survivors of various disease severity (asymptomatic 2.9%, mild 33.3%, moderate 47.2%, severe 8.3%, critical 8.3%) were recruited. When compared with 97 SARS survivors, 108 COVID-19 survivors were older (48.1 ± 16.4 vs. 36.1 ± 9.5 years, p

Background: Intercoder reliability is a statistic commonly reported by researchers to demonstrate the rigour of coding procedures during data analysis. Its importance is debatable in the analysis of qualitative interview data. It raises a question on whether researchers should identify the same codes and themes in a transcript or they should produce different accounts in analyzing the transcript. Purpose: This study reports how articles in four science education journals, "International Journal of Science Education," "Research in Science Education," "Journal of Research in Science Teaching" and "Science Education" report intercoder reliability in their analysis of interview data. Methods: This article explores whether 103 papers published in these science education journals in a single year (2019) have reported intercoder reliability test when the authors analyse their interview data. It was found that 19 papers have reported the test results. Findings: The authors of these studies have different interpretation towards a similar value of intercoder reliability. Moreover, the percentage of data used in the intercoder reliability test and the identity of intercoder vary across the studies. As a result, this paper aims to raise an issue on whether a replicability of coding can show the reliability of the results when researchers analyze interview data. Conclusion: We propose two major principles when authors report the reliability of the analysis of interview data--"transparency" and "explanatory." We also argue that only when the authors report intercoder reliability test results that are based on these two principles, the reliability statistics of studies are convincing to readers. Some suggestions are offered to authors regarding how to carry out, analyze and report the intercoder reliability test.

Background: Photomicrographs are major biological representations which help students understand more about the structures of cells and tissues. Owing to their abstract nature, students often rely on representations in textbooks to develop their understanding of photomicrographs. Purpose: This study investigated how students with low, medium and high competence for visualizing photomicrographs integrated textbook representations into their understanding of visual aid. Sample: Twelve 14-15 year-old students who were studying biology in a UK secondary school participated in this study. Design and methods: We carried out semi-structured interviews with these students. A modified model of integration of text and picture was used to interpret students' verbal response and their drawing. An innovative discourse analysis approach, Epistemic Network Analysis, was used to analyse the connections between codes which were informed by the model. Results: Compared to students with high competence, students with low and medium levels of competence did not necessarily understand the structure-behaviour-function relationship of the textual representation, or notice the visual elements in the diagrams. Hence, they could not transfer their understanding of textbook representations into that of the photomicrograph. Conclusion: This study suggests that the modified model of integration of text and picture can potentially reveal how students with different levels of visualization competence access information from textual and pictorial information. Equally importantly, the study argues for using epistemic network analysis as a tool to examine how students integrate textbook representations.

Background: Constructing knowledge through collaborative practical work is a complex process and involves the use of multiple modalities by group members. In practical work sessions, students often manipulate visual objects or textual materials but do not develop their scientific ideas. Purpose: This study illustrates (a) the challenges that science students face when they create thematic patterns in a laboratory class and (b) characterises the processes of how students make meaning of practical work activities. Sample: Drawing from a video database, we chose to investigate an 80-min chemistry lesson with eight Year 10 students who were unpacking the complex ideas behind practical work. This lesson episode was transcribed multimodally, with snapshots of the pictures of students' actions and gestures. Methods: This study adopts a case-study approach. A multimodal discourse analysis approach was taken to examine the classroom discourse of the students when they were determining the strength of acids and alkalis through electroconductivity. Results: We identified various challenges when students integrated gestures, pictures and verbal discourse during the practical work section. These challenges include those when students realise textual and visual modes and those when students associate components of apparatus into a system of functional set-up. Moreover, students cannot construct thematic patterns because they reorient their focus from the domain of ideas to the domain of objects and observables. The study recorded a number of strategies that students use to overcome these challenges that impede their meaning-making. Conclusion: The findings of this study contribute to the literature by identifying the challenges and strategies faced by students when they were connecting the scientific ideas with the practical work. When science education researchers advocate an inquiry oriented approach, they should provide ample scaffolds for these multimodal challenges.

Abstract News media plays a vital role in communicating scientific evidence to the public during the COVID-19 pandemic. Such communication is important for convincing the public to follow social distancing guidelines and to respond to health campaigns such as vaccination programmes. However, newspapers were criticised that they focus on the socio-political perspective of science, without explaining the nature of scientific works behind the government’s decisions. This paper examines the connections of the nature of science categories in the COVID-19 era by four local newspapers in the United Kingdom between November 2021 to February 2022. Nature of science refers to different aspects of how science works such as aims, values, methods and social institutions of science. Considering the news media may mediate public information and perception of scientific stories, it is relevant to ask how the various British newspapers covered aspects of science during the pandemic. In the period explored, Omicron variant was initially a variant of concern, and an increasing number of scientific evidence showed that the less severity of this variant might move the country from pandemic to endemic. We explored how news articles communicate public health information by addressing how science works during the period when Omicron variants surge. A novel discourse analysis approach, epistemic network analysis is used to characterise the frequency of connections of categories of the nature of science. The connection between political factors and the professional activities of scientists, as well as that with scientific practices are more apparent in left-populated and centralist outlets than in right-populated news outlets. Among four news outlets across the political spectrum, a left-populated newspaper, the Guardian, is not consistent in representing relations of different aspects of the nature of scientific works across different stages of the public health crisis. Inconsistency of addressing aspects of scientific works and a downplay of the cognitive-epistemic nature of scientific works likely lead to failure in trust and consumption of scientific knowledge by the public in the healthcare crisis.

Abstract Background Disordered eating behaviours (DEBs) in patients with type 1 diabetes mellitus (T1DM) are associated with an increased risk of complications and mortality. The Diabetes Eating Problem Survey-Revised (DEPS-R) was developed to screen for DEBs in T1DM patients. The objectives of this study were to develop a traditional Chinese version DEPS-R (electronic version) and to measure the prevalence of DEBs in a local population sample. Methods The DEPS-R was translated into traditional Chinese, modified and developed into an electronic version. The psychometric properties of the C-DEPS-R were tested on T1DM patients from 15 to 64 years old. The factor structure of the traditional C-DEPS-R was examined by confirmatory factor analysis (CFA). The C-EDE-Q and the C-DES-20 were used for convergent and divergent validity testing, respectively. Module H of the CB-SCID-I/P was used as a diagnostic tool for eating disorders. A correlation study was conducted with the C-DEPS-R scores obtained and the clinical characteristics. Type 2 diabetic (T2DM) patients on insulin treatment were recruited as controls. Results In total, 228 T1DM patients and 58 T2DM patients were recruited. There was good internal consistency of the traditional C-DEPS-R (electronic version), with the McDonald’s omega of 0.825 and test-retest reliability of 0.991. A three-factor model of the traditional C-DEPS-R was confirmed by CFA. The cut-off score for the traditional C-DEPS-R was determined to be 24; 13.2% (95% CI 8.8%-17.5%) of T1DM patients were found to score above the cut-off score, while 7.5% (95% CI 4-10.9%) scored above the cut-off by the C-EDE-Q, and 4.4% (95% CI 2.1%-7.9%) were diagnosed with eating disorders by the CB-SCID-I/P Module H. Females with T1DM scored higher on the traditional C-DEPS-R. There was a significant correlation of the C-DEPS-R with BMI, occurrence of DKA, use of a continuous glucose monitoring system and positive diagnosis by the CB-SCID-I/P module H (p

Purpose Carotid vessel wall volume (VWV) measurement on three-dimensional ultrasonography (3DUS) outperforms conventional two-dimensional ultrasonography for carotid atherosclerosis evaluation. Although time-saving semi-automated algorithms have been introduced, their clinical availability remains limited due to a lack of validation, particularly an extensive reliability analysis. This study compared inter-observer and intra-observer reliability between manual segmentation and semi-automated segmentation for carotid VWV measurements on 3DUS. Methods Thirty-one 3DUS volume datasets were prospectively acquired from 20 healthy subjects, aged >18 years, without previous stroke, transient ischemic attack, or cardiovascular disease. Five observers segmented all volume datasets both manually and semi-automatically. The process was repeated five times. Reliability was expressed by the intraclass correlation coefficient, supplemented by the coefficient of variation. Results Carotid VWV measurements using the common carotid artery (CCA) were more reliable than those using the internal carotid artery (ICA) or external carotid artery (ECA) for both manual and semiautomated segmentation (manual segmentation, CCA: inter-observer, 0.935; intra-observer, 0.934 to 0.966; ICA: inter-observer, 0.784; intra-observer, 0.756 to 0.878; ECA: inter-observer, 0.732; intraobserver, 0.919 to 0.962; semi-automated segmentation, CCA: inter-observer, 0.986; intra-observer, 0.954 to 0.993; ICA: inter-observer, 0.977; intra-observer, 0.958 to 0.978; ECA: inter-observer, 0.966; intra-observer, 0.884 to 0.937). Total carotid VWV measurements by manual (inter-observer, 0.922; intra-observer, 0.927 to 0.961) and semi-automated segmentation (inter-observer, 0.987; intra-observer, 0.968 to 0.989) were highly reliable. Semi-automated segmentation showed higher reliability than manual segmentation for both individual and total carotid VWV measurements. Conclusion 3DUS carotid VWV measurements of the CCA are more reliable than measurements of the ICA and ECA. Total carotid VWV measurements are highly reliable. Semi-automated segmentation has higher reliability than manual segmentation.

Current scholarship on language awareness focuses on learners' noticing of forms and functions of language. In writing scientific reports, learners need to be aware of the Introduction, Method, Results, and Discussion (IMRD) genres. While scholarship explores students' language awareness in writing genres for scientific reports, there is a limited quantitative instrument for researchers to measure students' language awareness in these four genres of writing scientific articles. This study investigates the structure of factors of Language Awareness of Genres in a Scientific Writing Questionnaire that measures students' awareness of IMRD genres for L2 bilingual secondary school students in Hong Kong (N = 234). Content validity and construct validity were used. The results show that this instrument is reliable for researchers and teachers to understand the effectiveness of specific genre-based interventions on genre awareness.

BackgroundChildren with autism have impairments in initiation of joint attention (IJA) and response to joint attention (RJA).AimsThe present study compared the learning effectiveness of robot-based intervention (RBI) with that of content-matched human-based intervention (HBI) in improving joint attention (JA). We examined whether RBI would enhance RJA, in comparison to HBI. We also examined whether RBI would increase IJA, in comparison to HBI.Methods and proceduresThirty-eight Chinese-speaking children with autism aged 6 to 9 years were randomly assigned to RBI and HBI groups. Before intervention, their autism severity, cognitive abilities, and language skills were assessed. Each child received six 30-min training sessions over 3 weeks. During training, he/she watched one or two robot/human dramas twice where two robot/human actors demonstrated eye contact and RJA.Outcomes and resultsChildren in the RBI (but not HBI) group produced more RJA and IJA behaviors in the delayed post-test than in the pre-test. Parents of the RBI children rated the program more positively than those of the HBI children.Conclusions and implicationsRBI may be more effective than HBI in promoting JA in autistic children with high support needs. Our findings shed light on the application of robot dramas in enhancing social communication skills.

Background The clinical impact of phenotyping empyema is poorly described. This study was designed to evaluate clinical characteristics and outcomes based on the two readily available parameters, pleural fluid culture status and macroscopic fluid appearance. Methods A retrospective study was conducted on patients with empyema hospitalised between 2013 and 2020. Empyema was classified into culture-positive empyema (CPE) or culture-negative empyema (CNE) and pus-appearing empyema (PAE) or non-pus-appearing empyema (non-PAE) based on the pleural fluid culture status and macroscopic fluid appearance, respectively. Results Altogether, 212 patients had confirmed empyema (CPE: n=188, CNE: n=24; PAE: n=118, non-PAE: n=94). The cohort was predominantly male (n=163, 76.9%) with a mean age of 65.0±13.6 years. Most patients (n=180, 84.9%) had at least one comorbidity. Patients with CPE had higher rates of in-hospital mortality (19.1% versus 0.0%, p=0.017) and 90-day mortality (18.6% versus 0.0%, p=0.017) and more extrapulmonary sources of infection (29.8% versus 8.3%, p=0.026) when compared with patients with CNE. No significant difference in mortality rate was found between PAE and non-PAE during the in-hospital stay and at 30 days and 90 days. Patients with PAE had less extrapulmonary sources of infection (20.3% versus 36.2%, p=0.010) and more anaerobic infection (40.9% versus 24.5%, p=0.017) than those with non-PAE. The median RAPID (renal, age, purulence, infection source, and dietary factors) scores were higher in the CPE and non-PAE groups. After adjusting for covariates, culture positivity was not independently associated with mortality on multivariable analysis. Conclusion Empyema is a heterogeneous disease with different clinical characteristics. Phenotyping empyema into different subclasses based on pleural fluid microbiological results and macroscopic fluid appearance provides insight into the underlying bacteriology, source of infection and subsequent clinical outcomes.

The increasing spread of cyberattacks and crimes makes cyber security a top priority in the banking industry. Credit card cyber fraud is a major security risk worldwide. Conventional anomaly detection and rule-based techniques are two of the most common utilized approaches for detecting cyber fraud, however, they are the most time-consuming, resource-intensive, and inaccurate. Machine learning is one of the techniques gaining popularity and playing a significant role in this field. This study examines and synthesizes previous studies on the credit card cyber fraud detection. This review focuses specifically on exploring machine learning/deep learning approaches. In our review, we identified 181 research articles, published from 2019 to 2021. For the benefit of researchers, review of machine learning/deep learning techniques and their relevance in credit card cyber fraud detection is presented. Our review provides direction for choosing the most suitable techniques. This review also discusses the major problems, gaps, and limits in detecting cyber fraud in credit card and recommend research directions for the future. This comprehensive review enables researchers and banking industry to conduct innovation projects for cyber fraud detection.

Photomicrographs are representations of small-scale entities. It has been long argued that students can be weak in perceiving microscopic entities compared to macroscopic entities. However, only a small body of research has investigated how students utilise photomicrographs to make sense of biological phenomena. This study uses a theoretical construct, 'visualisation competence', to explore students' skills and practices in utilising photomicrographs. Fifty UK students' visualisation competence with photomicrographs of villi were measured by open-ended questionnaires. Content analysis showed a wide range of students' performance in all components of visualisation competence with photomicrographs, namely constructing, interpreting, transforming and critiquing. Students' performance on sub-components within each skill component of visualisation competence for the photomicrograph of villi were also analysed. The mean scores of constructing a biological diagram resembling the photomicrograph and critiquing whether a representation resembles the photomicrograph were higher than that of interpreting the photomicrograph. Transforming the longitudinal section of photomicrographs into the transverse section had the lowest score among all four skill components. Moreover, the sub-components which rely heavily on textual processing were found to be significantly correlated with each other. Implications for teaching and learning of photomicrographs were discussed.

ABSTRACT Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning‐making of NOS. However, research has sidelined the interaction among these three modes in understanding students' collaborative discourse of NOS. Informed by theories of multimodality and social semiotics, this paper investigates the interactions between the visual, verbal, and written modes as groups of students engaged in explicit‐reflective multimodal representation during NOS instruction. Utilizing a collective case study approach, we planned NOS instruction with teachers, and videotaped how each focal group of students in two grade seven classes in Hong Kong constructed multimodal representations of NOS. Multimodal discourse analysis revealed that the three modes fulfill various purposes during students' co‐construction of multimodal representations of NOS. The interaction between the three modes facilitates meaning‐making of NOS in four ways: (a) students' re‐semiotization of discursive scientific practices into their multimodal ensembles; (b) bridging students' writing of scientific reports to scientists' social certification and dissemination; (c) connecting students' decontextualized meaning‐making to contextualized meaning‐making of methods and methodological rules; and (d) facilitating students' embodied semiosis in social organizations and interactions of science. Focusing on four episodes of co‐constructing multimodal representations of NOS, we illustrate how students' meaning‐making of NOS is multimodal in nature and how various modes have their own affordances. We discuss future research directions on how multimodality can facilitate students' meaning‐making of NOS. [ABSTRACT FROM AUTHOR]

AbstractLearning content subjects like science requires culturally and linguistically diverse students to learn abstract representations. Previous studies focused on how content teachers can use translanguaging to promote emotional engagement of students with homogenous cultural and linguistic composition. As students in culturally and linguistically diverse classrooms brought different emotive experiences to classrooms, it was important for teachers to leverage semiotic resources to evoke shared memory that reconcile backgrounds of different students. This bridged the gap between students’ lived experiences and learning of abstract content representations. In the current case study involving a seventh-­grade mixed medium of instruction (MMI) science classroom, we examined how a science teacher capitalised on culturally and linguistically diverse students’ shared emotive experiences to translate across different representational levels in science. Drawing on the socio-­cultural concept of perezhivanie, our findings showed that the science teacher leveraged the class’s collective experience of watching the Disney parade and linked it to water molecules moving around dissociated salts in blackboard drawings. We argue for the importance of reconciling lived experiences among students with diverse cultural and linguistic background, in order to facilitate their equitable access to content subjects. [ABSTRACT FROM AUTHOR]

Nature of science (NOS) has become one of the major emphases in curriculum and assessment. This study explores "what" NOS is included and how this is achieved in the Hong Kong biology curriculum and 7-year high-stakes assessments. While conceptualizations of the official definition of NOS differ, this study employs the family resemblance approach (FRA) to analyze the inclusion of NOS in the curriculum and the high-stakes assessments. In one characterisation of FRA (i.e. Erduran and Dagher 2014), NOS comprises a cognitive-epistemic system and a social-institutional system. There is a total of 11 categories in these two systems and these categories are interconnected with one another. By adopting the epistemic network analysis (ENA), the frequency of connections among these NOS categories in the curriculum and the high-stakes assessments can be visualized and compared. Two main similarities are observed when comparing the epistemic networks of the curriculum and the high-stakes assessments: (1) a greater emphasis on the cognitive-epistemic rather than the social-institutional system and (2) the rarity of connections between categories in the social-institutional system. However, the high-stakes assessments differ from the curriculum in that they have more connections between the cognitive-epistemic system and the social-institutional system. Moreover, assessment items in the Hong Kong biology examinations involve a limited range of contexts and skills. Implications for the design of curricula and high-stakes assessments will be discussed.

Children with autism spectrum disorder (ASD) have deficits in joint attention and play behaviors. We examined whether a robot-based play-drama intervention would promote these skills. Chinese-speaking preschool children were randomly assigned to an intervention group (N = 12) and a waitlist control group (N = 11). Children in the intervention group watched three robot dramas and engaged in role-plays with both robots and human experimenters over the course of 9 weeks. There were significant improvements in joint attention initiations and functional play behaviors in the intervention group. Parents of this group of children also reported less severe social impairments. It was therefore concluded that a robot-based play-drama intervention can enhance the joint attention and play behaviors of children with ASD.

Abstract. To better understand and gauge the severity of anhedonia, the Dimensional Anhedonia Rating Scale (DARS) was developed which focuses on assessing the four pleasure domains of anhedonia. Lacking any Asian data in the original study, a Chinese version of the DARS (C-DARS) was evaluated in this study. The scale was developed by backward and forward translations and reviewed by an expert panel and a focus group. One hundred fifty-one depressed patients were recruited. The internal consistency and test–retest reliability were confirmed (McDonald’s ω = .82); a confirmatory factor analysis showed a second-order model with adequate fit (RMSEA = .078, CFI = .945). Concurrent validity was examined by the correlations with the Chinese version of the Snaith–Hamilton Pleasure Scale (r = −.72, p < .001), while discriminant validity was examined with the Hamilton Depression Rating Scale (r = −.34, p < .001). The C-DARS was shown to be a psychometrically sound and valid measure of anhedonia severity ready for clinical use.