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Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students for the high school sample) was to collect data on what exiting high school students have learned about NOSI. Additionally, the study investigated changes in 12th grade students' NOSI understandings compared to seventh grade (i.e. 20 countries and regions) students' understandings from a prior investigation [Lederman et al. (2019). An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline. "Journal of Research in Science Teaching," 56(4), 486-515. https://doi.org/10.1002/tea.21512]. This study documents and discusses graduating high school students' understandings and compares their understandings to seventh grade students' understandings of the same aspects of scientific inquiry for each country. It is important to note that collecting data from each of the 130+ countries globally was not feasible. Similarly, it was not possible to collect data from every region of each country. A concerted effort was made, however, to provide a relatively representative picture of each country and the world.

This paper reports an interdisciplinary research (IDR) initiative conducted by two lecturers from different university faculties who found they shared an interest in using animations to support teaching and learning. The research comprised an exploratory pilot to test the feasibility, and to explore the impact on learning, of having undergraduates create stop-motion animations of the anatomy of the developing embryo. Whilst this challenge meets definitions of IDR, in that there was a problem of mutual concern and a systematic investigation into that problem, it may be argued that such a small team could evidence only narrow interdisciplinarity. However, the two researchers' views, informed by their different disciplinary experience of research, were very different. This impacted on decisions about how to conduct educational research and their feelings about the authenticity of the different methods proposed. The two researchers' reflections on this initiative show how their perspectives changed over time. It is questionable though whether true interdisciplinary integration was achieved and we conclude that a more helpful approach is to focus on the notion of "researcher as bricoleur", with each research team member selecting, contributing and repurposing relevant knowledge and experience.

This paper presents the findings of an investigation carried out in Sri Lanka to explore how mobile phones can support science teachers' pedagogical practices throughout the teaching cycle of planning, teaching and evaluation. Data were collected using observation supported by audio and video recordings from both continuing professional development workshops where a group of teachers planned four science lessons that integrated mobile phones and the subsequent implementation of those lessons. Thematic network analysis, carried out on the data with the help of NVivo8 qualitative analysis software, showed how mobile phones were used and the issues involved. It concluded that mobile phones can support science teaching in a variety of ways, in particular with communication during planning lessons, with relating subject knowledge to authentic locations and activities during teaching and with image and data capture to support assessment and post-lesson reflection. The additional pedagogical practices and knowledge base required when integrating mobile phones into science lessons are discussed in the light of Shulman's original model.

Background: Little is known about the menopause in women with intellectual disabilities (ID) save that its onset is earlier than in the general population, and earlier still in women with Down's syndrome (DS). This study directly explored menopausal experiences in women with ID, both with and without DS, with the aim of identifying levels of knowledge of the menopause and of its health and reproductive implications. Methods Information was collected from 45 women with ID (17 DS, 28 non-DS; age 35-65 years) using a semi-structured interview. Results: Menopausal experiences of the women with and without DS were very similar. Most of the women were unaware of menopause-associated changes in their body and few understood why they menstruated. Difficulties in disentangling behavioural consequences of menopausal symptoms from behaviours arising from other causes were evident. A need for better health education training and more accessible health resources was identified. Conclusions: Promoting better awareness of menopause-related health issues in women with ID seems warranted. Appropriately-tailored health education materials need to be made more readily available. (Contains 2 tables.)

Characterising how socio-cognitive abilities develop has been crucial to understanding the wider development of typically developing children. It is equally central to understanding developmental pathways in children with intellectual disabilities such as Down's syndrome. While the process of acquisition of socio-cognitive abilities in typical development and in autism has received considerable attention, socio-cognitive development in Down's syndrome has received far less scrutiny. Initial work in the 1970s and 1980s provided important insights into the emergence of socio-cognitive abilities in the children's early years, and recently there has been a marked revival of interest in this area, with research focusing both on a broader range of abilities and on a wider age range. This annotation reviews some of these more recent findings, identifies outstanding gaps in current understanding, and stresses the importance of the development of theory in advancing research and knowledge in this field. Barriers to theory building are discussed and the potential utility of adopting a transactional approach to theory building illustrated with reference to a model of early socio-cognitive development in Down's syndrome. The need for a more extensive model of social cognition is emphasised, as is the need for larger-scale, finer-grained, longitudinal work which recognises the within-individual and within-group variability which characterises this population. The value of drawing on new technologies and of adapting innovative research paradigms from other areas of typical and atypical child psychology is also highlighted.

Background: Social understanding is often thought to be relatively "protected" in children with Down's syndrome (DS) and to underlie the outgoing personality characteristically attributed to them. This paper draws together findings from our studies of behaviours during object concept testing, generally considered a theoretically "pure" measure of early cognitive ability, and from more recent work focusing on two key socio-cognitive skills: recognising facial expressions of emotion and collaborative learning. Age range of children studied was 4 months to 18 years. Methods: Using standardised hiding tasks, object concept ability was assessed cross-sectionally and longitudinally in children with DS and in age- or stage-matched typically developing (TD) children. Stability of cognitive advances was assessed and similarities/differences in developmental pathways explored. In the emotion recognition studies, the ability to distinguish six primary emotions was measured, with performance compared with that of developmentally-matched TD children and age-matched children with intellectual disabilities of similar severity but differing aetiology (non-specific intellectual disability (NSID) or fragile X syndrome (FXS)). In the collaborative learning study, the impact on sorting skills of working with a peer on a conceptually related task was measured, with outcomes compared in DS, NSID and TD child pairings. Results: Evidence of counterproductive, socially-based strategies being inappropriately applied by children with DS in learning contexts was found in both the object concept and collaborative learning studies, along with inefficient use of current cognitive and linguistic abilities. Emotion recognition weaknesses were also identified, although deficits were relative rather than absolute and individual variability was marked. Conclusions: In line with emerging evidence from other research teams, findings suggest possible difficulties in some core aspects of interpersonal functioning in DS, with both qualitative and quantitative differences in how social cognition develops and is applied in learning contexts. Implications for development and for behavioural phenotype theory are briefly discussed.

Collaborative learning is widely used in mainstream education but rarely utilized with children who have intellectual disabilities, possibly on the assumption that the metacognitive skills on which it capitalizes are less likely to be available. Effects of collaborative learning experience on a core cognitive skill, sorting by category, were investigated in three child groups: typically developing (TD) children, children with nonspecific intellectual disabilities (NSID) and children with Down syndrome (DS). Following collaboration, sorting performance improved significantly in lower ability partners in TD-TD pairings, with this pattern reversed in NSID-NSID pairings. Neither partner improved significantly in DS-NSID pairings, suggesting that the sociability attributed to children with DS did not necessarily support either their or their partner's learning in this social context.

Background: Interpreting emotional expressions is a socio-cognitive skill central to interpersonal interaction. Poor emotion recognition has been reported in autism but is less well understood in other kinds of intellectual disabilities (ID), with procedural differences making comparisons across studies and syndromes difficult. This study aimed to compare directly facial emotion recognition skills in children with fragile X syndrome (FXS), Down's syndrome (DS) and non-specific intellectual disability (NSID), contrasting ability and error profiles with those of typically developing (TD) children of equivalent cognitive and linguistic status. Methods: Sixty children participated in the study: 15 FXS, 15 DS, 15 NSID and 15 TD children. Standardised measures of cognitive, language and socialisation skills were collected for all children, along with measures of performance on two photo-matching tasks: an "identity-matching" task (to control for basic face-processing ability) and an "emotion-matching" task (happiness, sadness, anger, surprise, fear or disgust). Results: Identity-matching ability did not differ across the four child groups. Only the DS group performed significantly more poorly on the emotion-matching task and only in comparison to the TD group, with fear recognition an area of particular difficulty. Conclusion: Findings support previous evidence of emotion recognition abilities commensurate with overall developmental level in children with FXS or NSID, but not DS. They also suggest, however, that syndrome-specific difficulties may be subtle and detectable, at least in smaller-scale studies, only in comparison with TD matches, and not always across syndromes. Implications for behavioural phenotype theory, educational interventions and future research are discussed.

This paper reports on an evaluation of Net-Detectives, a creative online role play activity aimed at 9-12 year olds. Net-Detectives forms part of Kidsmart, an Internet awareness programme aimed at school children. It was evaluated through a multiple method data collection using questionnaire surveys, follow up telephone interviews with teachers and observation in use in three UK schools during the summer term of 2003. All sources of data collected agreed that a number of benefits arise from participation in the Net-Detectives online role play. The pupils learned about Internet safety in a motivating and challenging environment. They empathised with others gaining an understanding of their motivations and practiced the ICT skills being taught. They particularly enjoyed being "detectives" and interacting with others outside their school. However, the role of the "hosts" in preparing participants and in moderating their communication is key to the success of the online role play. This preparation needs to be thoroughly planned for both the teachers whose classes are participating and for their pupils as uncertainty leads to extra communication that interferes with the smooth running of the role play exercise. It was very clear that first the technical issues have to be resolved and then, issues to do with the learner's comprehension and expectations of the task, before social interaction online can result in learning. The paper concludes by presenting the recommendations suggested by this study for hosting an online role play in the school environment.

There is evidence that gastrointestinal function adapts in response to a high-fat (HF) diet. This study investigated the hypothesis that an HF diet modifies the acute effects of duodenal lipid on appetite, antropyloroduodenal pressures, plasma CCK and plasma glucagon-like peptide-1 (GLP-1) levels in humans. Twelve healthy men were studied twice in randomized, crossover fashion. The effects of a 90-min duodenal lipid infusion (6.3 kJ/min) on the above parameters were assessed immediately following 14-day periods on either an HF or a low-fat (LF) diet. After the HF diet, pyloric tonic and phasic pressures were attenuated, and the number of antropyloroduodenal pressure-wave sequences was increased when compared with the LF diet. Plasma CCK and GLP-1 levels did not differ between the two diets. Hunger was greater during the lipid infusion following the HF diet, but there was no difference in food intake. Therefore, exposure to an HF diet for 14 days attenuates the effects of duodenal lipid on antropyloroduodenal pressures and hunger without affecting food intake or plasma hormone levels. antropyloroduodenal pressures; cholecystokinin; glucose-like peptide-1; energy intake

Research was conducted to examine how raspberry beetles, or Byturus tomentosus, choose between flowers of different cultivars. They generally use raspberry as their host plant for feeding, mating and oviposition while the fruits serve as targets for larval infestation. Results demonstrate that B. tomentosus feed on Glen Clova canes in the morning and feed on Glen Prosen later in the day until the evening. Once it is dark, the beetles leave to return again towards dawn.