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Journal of Health and Allied Sciences NU 2021年第2期12卷 150-154页

作者： Pamela Pologruto Jennifer Jewell Laura Cruz Physical Therapist Assistant Program The Pennsylvania State University Pennsylvania United States Schreyer Institute-Teaching Excellence The Pennsylvania State University Pennsylvania United States

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Defining Understanding: Perspectives from Biology Instructors & Biology Education Researchers

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AMERICAN BIOLOGY TEACHER 2021年第6期83卷 372-376页

作者： Hsu, Jeremy L. Lo, Stanley M. Sato, Brian K. Chapman Univ Schmid Coll Sci & Technol Orange CA 92866 USA Univ Calif San Diego Div Biol Sci Sect Cell & Dev Biol La Jolla CA 92093 USA Univ Calif San Diego Program Math & Sci Educ La Jolla CA 92093 USA Univ Calif Irvine Dept Mol Biol & Biochem Div Teaching Excellence & Innovat Irvine CA 92697 USA Univ Calif Irvine Dept Mol Biol & Biochem Teaching Irvine CA 92697 USA

Promoting student understanding of biological concepts is a key part of biology education, and the ability to "understand" a concept forms one of the six categories of the oft-used Bloom's Taxonomy. Despite this, there remains no consensus as to what it means to understand a concept. While several formal definitions have been offered, we investigated how biology instructors and biology education researchers define the term and how they perceived the skill sets needed for a student to understand a concept in the context of assessments. We found that there was no agreement on the definition of understanding, and that responses differed in the cognitive level required to reach "understanding" of a concept. We discuss these findings in the context of Bloom's Taxonomy and variation theory and provide directions for future inquiries. We conclude by discussing implications for biology instructors and the importance of explicitly conveying expectations to better align student and instructor expectations.

关键词： assessment Bloom's Taxonomy higher education understanding

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Myeloid-derived suppressor cells and regulatory T cells share common immunoregulatory pathways-related microRNAs that are dysregulated by acute lymphoblastic leukemia and chemotherapy

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HUMAN IMMUNOLOGY 2021年第1期82卷 36-45页

作者： Salem, Mohamed Labib Zidan, Abdel-Aziz A. El-Naggar, Randa Ezz El-Din Saad, Mohamed Attia El-Shanshory, Mohamed Bakry, Usama Zidan, Mona Tanta Univ Fac Sci Dept Zool Immunol & Biotechnol Unit Tanta Egypt Tanta Univ Teaching Hosp Ctr Excellence Canc Res Tanta Egypt Damanhur Univ Fac Sci Dept Zool Damanhur Egypt Tanta Univ Fac Med Dept Clin Pathol Tanta Egypt Tanta Univ Fac Med Dept Pediat Tanta Egypt 57357 Children Canc Hosp Genom Res Program Cairo Egypt 57357 Children Canc Hosp Immunol Res Program Cairo Egypt

Background: Relapse remains a critical challenge in children with acute lymphoblastic leukemia (ALL). The emergence of immunoregulatory cells, including myeloid-derived suppressor cells (MDSCs), and T regulatory (T-reg) cells, has been considered one potential mechanism of relapse in children with ALL. Aim: This study aimed to address the microRNAs (miRNAs) related to MDSCs and T-reg cells and to explore their targeted immunoregulatory pathways. Methods: Affymetrix microarray was used for global miRNA profiling in B-ALL pediatric patients before, during, and after induction of chemotherapy. Bioinformatics analysis was performed on MDSCs and T-reg cells-related dysregulated miRNAs, and miR-Pathway analysis was performed to explore their targeted immunoregulatory pathways. Results: 516 miRNAs were dysregulated in ALL patients as compared to the healthy donor. Among them, 13 miRNAs and 8 miRNAs related to MDSCs and T-reg cells, respectively, were common in all patients. Besides, 12 miRNAs were shared between MDSCs and T-reg cells;4 of them were common in all patients. Four immune-related pathways;TNF, TGF-beta, FoxO, and Hippo were found implicated. Conclusion: Our pilot study concluded certain miRNAs related to MDSCs and T-reg cells, these miRNAs were linked to immunoregulatory pathways. Our results open avenues for testing those miRNA as molecular biomarkers for the immunosuppressive tumor microenvironment. (c) 2020 American Society for Histocompatibility and Immunogenetics. Published by Elsevier Inc. All rights reserved.

关键词： Acute lymphoblastic leukemia MicroRNAs Immunoregulatory signaling pathways Myeloid-derived suppressor cells T regulatory cells

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Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis

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INTERNATIONAL JOURNAL OF STEM EDUCATION 2022年第1期9卷 49页

作者： Denaro, Kameryn Kranzfelder, Petra Owens, Melinda T. Sato, Brian Zuckerman, Austin L. Hardesty, Rebecca A. Signorini, Adriana Aebersold, Andrea Verma, Mayank Lo, Stanley M. Univ Calif Irvine Div Teaching Excellence & Innovat 653 E Peltason Dr Irvine CA 92697 USA Univ Calif Merced Mol & Cellular Biol 5200 North Lake Rd Merced CA 95343 USA Univ Calif San Diego Div Biol Sci Sect Neurobiol 9500 Gilman Dr La Jolla CA 92093 USA Univ Calif San Diego Program Math & Sci Educ 9500 Gilman Dr La Jolla CA 92093 USA Univ Calif Irvine Mol Biol & Biochem 2238 McGaugh Hall Irvine CA 92697 USA Univ Calif San Diego Div Biol Sci Sect Cell & Dev Biol 9500 Gilman Dr La Jolla CA 92093 USA Univ Calif San Diego Div Biol Sci 9500 Gilman Dr La Jolla CA 92093 USA Univ Calif Merced Ctr Engaged Teaching & Learning Students Assessing Teaching & Learning SATAL Prog 5200 North Lake Rd Merced CA 95343 USA

Background The University of California system has a novel tenure-track education-focused faculty position called Lecturer with Security of Employment (working titles: teaching Professor or Professor of teaching). We focus on the potential difference in implementation of active-learning strategies by faculty type, including tenure-track education-focused faculty, tenure-track research-focused faculty, and non-tenure-track lecturers. In addition, we consider other instructor characteristics (faculty rank, years of teaching, and gender) and classroom characteristics (campus, discipline, and class size). We use a robust clustering algorithm to determine the number of clusters, identify instructors using active learning, and to understand the instructor and classroom characteristics in relation to the adoption of active-learning strategies. Results We observed 125 science, technology, engineering, and mathematics (STEM) undergraduate courses at three University of California campuses using the Classroom Observation Protocol for Undergraduate STEM to examine active-learning strategies implemented in the classroom. Tenure-track education-focused faculty are more likely to teach with active-learning strategies compared to tenure-track research-focused faculty. Instructor and classroom characteristics that are also related to active learning include campus, discipline, and class size. The campus with initiatives and programs to support undergraduate STEM education is more likely to have instructors who adopt active-learning strategies. There is no difference in instructors in the Biological Sciences, Engineering, or Information and Computer Sciences disciplines who teach actively. However, instructors in the Physical Sciences are less likely to teach actively. Smaller class sizes also tend to have instructors who teach more actively. Conclusions The novel tenure-track education-focused faculty position within the University of California system represents a formal structure

关键词： Active learning COPUS Higher education STEM Lecturer with security of employment Professor of teaching teaching Professor teaching focused faculty Ensemble methods Robust clustering

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Exploring college students' conceptions of learning computer science: a draw-a-picture technique study

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COMPUTER SCIENCE EDUCATION 2021年第1期31卷 60-82页

作者： Xu, Zhen Ritzhaupt, Albert D. Umapathy, Karthikeyan Ning, Yang Tsai, Chin-Chung Univ Florida Sch Teaching & Learning Gainesville FL USA Univ North Florida Sch Comp Jacksonville FL USA NanjingXiaoZhuang Univ Coll Informat Engn Nanjing Peoples R China Natl Taiwan Normal Univ Program Learning Sci Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei Taiwan

Background and context: Researchers have been looking into the complexity of computer science (CS) education and tried to apply rigorous and relevant educational research methods to understand and facilitate the learning experience of students. Objective: The purpose of this study was to explore college students' conceptions of learning CS to shed light on student learning activities, feelings, contexts, and beliefs about their learning. Method: Draw-a-picture technique was used as an emerging research technique in CS education. Using a modified coding checklist, we analyzed the drawings into 9 categories with 50 sub-categories. Findings: College students most frequently expressed computer programming as the learning activity by illustrating syntax and semantics of programming languages in the drawings. Problem-solving constructs like decomposition and abstraction were also recorded along with other tools like diagramming techniques. Gender and prior computer science experience were analyzed as moderators.

关键词： Computer science education conceptions of learning draw-a-picture technique computer programming

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A practitioner framework for blended learning classroom inquiry-based virtual reality lessons

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E-LEARNING AND DIGITAL MEDIA 2020年第6期17卷 521-540页

作者： Fegely, Alex G. Hagan, Heather N. Warriner, George H., III Coastal Carolina Univ Instruct Technol Program Conway SC 29526 USA Coastal Carolina Univ Elementary Educ Program Conway SC 29526 USA Coastal Carolina Univ Ctr Teaching Excellence Adv Learning CeTEAL Conway SC 29526 USA

This article presents the Blended Learning Virtual Reality Inquiry Framework, an original framework for creating virtual reality inquiry-based lessons for the modern technology-driven classroom. The framework shared in this article invokes research on blended learning , experiential learning, and inquiry-based learning to structure a virtual reality-specific lesson model. The authors present the theory and research behind each aspect of the framework before explaining how the framework is used. The article concludes by providing practitioners with a standard-aligned Blended Learning Virtual Reality Inquiry Framework lesson example.

关键词： Virtual reality experiential learning blended learning inquiry

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Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2021年第3期52卷 1197-1214页

作者： Lee, Silvia Wen-Yu Shih, Meilun Liang, Jyh-Chong Tseng, Yi-Chen Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ 162Sec 1Heping E Rd Taipei 106 Taiwan Natl Taiwan Univ Ctr Teaching & Learning Dev Taipei Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Program Learning Sci Taipei Taiwan Natl Changhua Univ Educ Grad Inst Sci Educ Changhua Taiwan

The purpose of this study was to investigate the affordances of participatory simulations by comparing students' models of engagement and science learning outcomes in a multi-team participatory simulated game (MPSG) and a single-team participatory simulated game (SPSG). Two versions of a mobile-based game about marine fishery management were created. Participants were 105 seventh-grade students in Taiwan. Research instruments included a Science Game Engagement questionnaire and a Marine Ecosystem and Sustainability Test. Students' interviews and classroom videos were also collected. Students' models of engagement were analyzed by using Partial Least Squares Structural Equation Modeling, and comparisons of subscales of engagement and learning outcomes were made by Analysis of Covariance statistics. The results showed that the students in the MPSG group had a higher level of behavioral engagement and better learning achievement than the students in the SPSG group did. Also, in exploring the interrelationships among the subscales of students' engagement, we found that, in the SPSG group, students' behavioral engagement was positively predicted by their emotional engagement, while in the MPSG group, it was positively predicted by their social engagement. In both groups, behavioral engagement predicted cognitive engagement. This finding was supported by the video data in that more interactions among the group members were observed in the MPSG group. This indicated that the multi-agent, dynamic modeling in the MPSG may have shifted the quality of the learners' social interactions. The affordances of participatory simulated games are discussed, and future research directions are provided. Practitioner notes What is already known about this topic Participatory simulations allow users to participate in simulations by controlling one of the roles in the system which models real-life settings. Dynamic modeling is an essential feature of participatory simulations that allows th

关键词： engagement partial least squares structural equation modeling (PLS‐ SEM) participatory simulation secondary education

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Levodopa Equivalent Daily Dosage: Geographical Variations and Real-Life Modules in Parkinson's Disease

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MOVEMENT DISORDERS CLINICAL PRACTICE 2024年第11期11卷 1388-1395页

作者： Kukkle, Prashanth Lingappa Kalia, Lorraine V. Habib, Ahsan Jagota, Priya Ojha, Rajeev Kandadai, Rukmini Mridula Desai, Soaham Caldera, Manjula Sirisena, Darshana Garg, Divyani Mestre, Tiago A. Neupane, Rosy Maytharakcheep, Suppata Sanyawut, Kanyawat Borgohain, Rupam Parkinsons Dis & Movement Disorders Clin Dr Rajkumar Rd Bangalore India Univ Toronto Dept Med Div Neurol Tanz Ctr Res Neurodegenerat Dis Toronto ON Canada Univ Hlth Network Krembil Res Inst Edmond J Safra Program Parkinsons Dis Toronto ON Canada Univ Hlth Network Toronto Western Hosp Morton & Gloria Shulman Movement Disorders Clin Toronto ON Canada Bangabandhu Sheikh Mujib Med Univ Dept Neurol Dhaka Bangladesh Chulalongkorn Univ Fac Med Dept Med Chulalongkorn Ctr Excellence Parkinsons Dis & Rela Bangkok Thailand King Chulalongkorn Mem Hosp Thai Red Cross Soc Bangkok Thailand Tribhuvan Univ Dept Neurol Inst Med Kathmandu Nepal Parkinsons Dis & Movement Disorder Res Ctr Citi Neuro Ctr Hyderabad India Bhaikaka Univ Shree Krishna Hosp Pramukhswami Med Coll Karamsad India Teaching Hosp Anuradhapura Dept Neurosci Anuradhapura Sri Lanka Colombo North Teaching Hosp Ragama Sri Lanka All India Inst Med Sci Dept Neurol New Delhi India Univ Ottawa Ottawa Hosp Res Inst Parkinsons Dis & Movement Disorders Ctr Dept MedDiv NeurolBrain & Mind Inst Ottawa ON Canada

Background: The Levodopa Equivalent Daily Dosage (LEDD) calculation algorithms help in capturing and harmonization of Parkinson's Disease (PD) therapies. Analyzing these updates is essential for validating their effectiveness. Objective: To assess updated LEDD conversion factors in capturing the newer therapies in PD and therapy modules in different geographical cohorts. Methods: Data were sourced from 10 Centers from 6 countries representing 2 different continents. The study compared the LEDD conversion factors proposed by Tomlinson et al and Jost et al, alongside investigating demographic disparities. Results: The analysis involved 2943 subjects;87% (n = 2577) met the UK Brain Bank criteria for PD. The LEDD differed significantly across methodologies (Tomlinson vs. Jost, 598 mg vs 610 mg, P < 0.0001). Geographical disparities highlighted variations in PD onset age (P < 0.0001). Jost and Tomlinson's calculations demonstrated consistency within but significant differences across countries (P < 0.0001).Age at onset revealed statistically significant differences in LEDD requirements (P < 0.0001), which were particularly higher in 21-50 years (718 mg vs 566 mg). This subgroup also demonstrated increased usage of non-Levodopa therapies (P < 0.0001). Men exhibited higher total LEDD (P = 0.001). 34% reported dyskinesia, associated with higher LEDD (756 mg, P < 0.0001). Surgically treated patients also had higher LEDD (P < 0.0001) and a significant difference between Jost and Tomlinson dosages (761 mg vs716mg) reflecting the incorporation of newer therapeutic molecules. Conclusion: This analysis delineates the importance of updated LEDD algorithms and intricacies in the landscape of PD treatment, underscored by geographical, age-related, and gender-specific variations, in real-life management scenarios.

关键词： geographical treatment variations LEDD Calculation Levodopa dosage Levodopa equivalent daily dosage (LEDD) Parkinson's disease

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Systemic advantage has a meaningful relationship with grade outcomes in students' early STEM courses at six research universities

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INTERNATIONAL JOURNAL OF STEM EDUCATION 2024年第1期11卷 14页

作者： Castle, Sarah D. Byrd, W. Carson Koester, Benjamin P. Pearson, Meaghan I. Bonem, Emily Caporale, Natalia Cwik, Sonja Denaro, Kameryn Fiorini, Stefano Li, Yangqiuting Mead, Chris Rypkema, Heather Sweeder, Ryan D. Medinaceli, Montserrat B. Valdivia Whitcomb, Kyle M. Brownell, Sara E. Levesque-Bristol, Chantal Molinaro, Marco Singh, Chandralekha McKay, Timothy A. Matz, Rebecca L. Univ Idaho Dept Math & Stat Sci MS 1103875 Perimeter Dr Moscow ID 83844 USA Univ Michigan Ctr Study Higher & Postsecondary Educ 2117 Sch Educ Bldg610 E Univ Ave Ann Arbor MI 48109 USA Univ Michigan Undergraduate Educ 450 Church St Ann Arbor MI 48109 USA Univ Michigan Combined Program Educ & Psychol 610 East Univ AveSuite 1400 D Ann Arbor MI 48109 USA Purdue Univ Ctr Instruct Excellence 155 South Grant St W Lafayette IN 47907 USA Univ Calif Davis Dept Neurobiol Physiol & Behav 188 Briggs Hall Davis CA 95616 USA Univ Pittsburgh Dept Phys & Astron 3941 OHara St Pittsburgh PA 15260 USA Univ Calif Irvine Div Teaching Excellence & Innovat 3000 Anteater Instruct Res Bldg653 E Peltason Dr Irvine CA 92697 USA Indiana Univ Bloomington Inst Analyt Res & Analyt UITS Cyberinfrastruct Bldg2709 E 10th St Bloomington IN 47401 USA Indiana Univ Bloomington Dept Anthropol Cyberinfrastruct Bldg2709 E 10th St Bloomington IN 47401 USA Oregon State Univ Dept Phys 103 SW Mem Pl Corvallis OR 97331 USA Arizona State Univ Sch Earth & Space Explorat POB 871404 Tempe AZ 85287 USA Univ Michigan Ctr Res Learning & Teaching Fdn Course Initiat 100 Washtenaw Ave Ann Arbor MI 48109 USA Michigan State Univ Lyman Briggs Coll 919 E Shaw Ln E Lansing MI 48103 USA Michigan State Univ Off Undergraduate Educ 919 E Shaw Ln E Lansing MI 48103 USA Indiana Univ Bloomington Program Qualitat & Quantitat Res Methodol 201 N Rose Ave Bloomington IN 47405 USA Arizona State Univ Res Inclus STEM Educ Ctr 427 E Tyler Mall Tempe AZ 85281 USA Univ Maryland Teaching & Learning Transformat Ctr Acad Innovat & Technol 4131 Campus Dr College Pk MD 20742 USA Univ Michigan Dept Phys 450 Church St Ann Arbor MI 48109 USA Univ Michigan Ctr Acad Innovat 317 Maynard St Ann Arbor MI 48104 USA

BackgroundLarge introductory lecture courses are frequently post-secondary students' first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate across student populations, which, in turn, has implications for student retention. This study positions such disparities as a manifestation of systemic inequities along the dimensions of sex, race/ethnicity, income, and first-generation status and investigates the extent to which they are similar across peer *** examined grade outcomes in a selected set of early STEM courses across six large, public, research-intensive universities in the United States over ten years. In this sample of more than 200,000 STEM course enrollments, we find that course grade benefits increase significantly with the number of systemic advantages students possess at all six institutions. The observed trends in academic outcomes versus advantage are strikingly similar across universities despite the fact that we did not control for differences in grading practices, contexts, and instructor and student populations. The findings are concerning given that these courses are often students' first post-secondary STEM *** course grades are typically lower than those in other disciplines;students taking them often pay grade penalties. The systemic advantages some student groups experience are correlated with significant reductions in these grade penalties at all six institutions. The consistency of these findings across institutions and courses supports the claim that inequities in STEM education are a systemic problem, driven by factors that go beyond specific courses or individual institutions. Our work provides a basis for the exploration of contexts where inequities are exacerbated or reduced and can be used to advocate for structural change within STEM education. To cultivate more equitable learning environments, we m

关键词： Course grades Generation status Grade anomaly Income Introductory courses Race/ethnicity Sex STEM Systemic advantage index Undergraduate

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Unilateral Versus Bilateral Resistance Exercise in Postoperative Rehabilitation After ACL Reconstruction With Bone-Patellar Tendon-Bone Graft: A Randomized Controlled Trial

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ORTHOPAEDIC JOURNAL OF SPORTS MEDICINE 2022年第4期10卷 23259671221088830页

作者： Oliveira, Marcio Lobo Junior, Paulo Imoto, Aline Mizusaki Santos, Tacio Souza Borges, Jose Humberto Nunes, Pedro Barin, Fabricio Reichert Damando, Meire Peccin, Maria Stella Univ Fed Sao Paulo Sao Paulo Brazil Orthoped Hosp & Specialized Med Inst Res & Teaching FIFA Med Ctr Excellence IPE Home Brasilia DF Brazil Univ Fed Sao Paulo UNIFESP Hlth Evidence Based Grad Program Sao Paulo Brazil Sch Hlth Sci Brasilia DF Brazil

Background: Lower limb muscle strength symmetry has been suggested as an essential criterion for the safe return to sports after anterior cruciate ligament (ACL) reconstruction. Limited evidence is available regarding the most effective intervention to achieve symmetry after reconstruction with contralateral bone-patellar tendon-bone (BPTB) graft. Purpose: To verify whether unilateral isotonic resistance exercise is more effective than bilateral exercise for obtaining postoperative functional and muscular strength symmetry between the donor limb and reconstructed limb for patients who received BPTB graft. Study Design: Randomized controlled trial;Level of evidence, 1. Methods: A total of 88 patients were randomly divided into a control group (n = 44) and an intervention group (n = 44). All participants performed an 8-week exercise program starting at the beginning of the fourth postoperative month and were evaluated before and after the program. The control group performed bilateral exercises, and the intervention group performed unilateral exercises for the donor limb only (the limb with the greatest disability). The primary outcome was muscle strength (peak torque and hamstrings to quadriceps [H:Q] ratio), and the secondary outcomes were range of motion (ROM;goniometry), KT-1000 arthrometer side-to-side difference in anteroposterior knee laxity, and objective (single-leg hop test) and subjective (Lysholm score) functionality. Results: Both groups improved significantly from before to after the exercise program. The improvements were significantly greater in the intervention group regarding peak torque, H:Q ratio, flexion ROM, single-leg hop test, and Lysholm score in the donor limb (P < .001 for all), and the improvements were significantly greater in the control group regarding peak torque and single-leg hop test in the reconstructed limb (P < .001 for both). Comparison between the groups showed significantly increased symmetry regarding peak torque, H:Q ratio, a

关键词： anterior cruciate ligament resistance training athletic injuries knee injuries rehabilitation

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