From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science

Learning science interpreted in existing theoretical frameworks often means that students are assimilated, accommodated or enculturated from the entity of the vernacular world to the entity of the scientific world. However, there are some unsolved questions as to how students can best learn purely a new language or new knowledge of science. The purpose of this study is to conduct microanalysis of moment-to-moment interactions in order to understand how science language is taught and learned in details. Informed by Bakhtin’s dialogism, the analysis indicates that learning science is a process of appropriating authoritative discourse into internally persuasive discourse. Based on our analysis and findings, we propose the framework of discursive evolution to describe the process of teaching and learning the language of science. Four different stages of discursive evolution are identified to demonstrate the discursive changes during the course of science teaching and learning discourse: (a) using deictic references to connect scientific terminologies, (b) understanding science terminologies through its derivatives, (c) communicating science practices conventionally through science terminologies, and (d) communicating science practices innovatively through mutated science terminologies. The findings suggest that science teaching and learning comprise a heterogeneous process which draws on both science and non-science language and is a constantly evolving process. Understanding teaching and learning as a heterogeneous and constantly evolving process allows us to reunite the roles of teachers and students as mutually responsible collaborators rather than science knowledge givers and consumers.     

Finite element analysis of helical flows in human aortic arch: A novel index

This study investigates the helical secondary flows in the aortic arch using finite element analysis. The relationship between helical flow and the configuration of the aorta in patients of whose three-dimensional images constructed from computed tomography scans was examined. A finite element model of the pressurized root, arch, and supra-aortic vessels was developed to simulate the pattern of helical secondary flows. Calculations indicate that most of the helical secondary flow was formed in the ascending aorta. Angle α between the zero reference point and the aortic ostium (correlation coefficient (r) = −0.851, P = 0.001), the dispersion index of the cross section of the ascending (r = 0.683, P = 0.021) and descending aorta (r = 0.732, P = 0.010), all correlated closely with the presence of helical flow (P < 0.05). Stepwise multiple linear regression analysis confirmed angel α to be independently associated with the helical flow pattern in therein (standardized coefficients = −0.721, P = 0.023). The presence of helical fluid motion based on the atherosclerotic risks of patients, including those associated with diabetes, hypertension, hyperlipidemia, or renal insufficiency, was also evaluated. Numerical simulation of the flow patterns in aortas incorporating the atherosclerotic risks may better explain the mechanism of formation of helical flows and provide insight into causative factors that underlie them.     

From academic achievement to career development: does self-regulated learning matter?

International Journal for Educational and Vocational Guidance - While previous research emphasized the effects of self-regulated learning on academic achievement, this study expands the scope of...     

Design of an e-diploma system based on consortium blockchain and facial recognition

Education and Information Technologies - Paper certificates are difficult to carry, easy to lose, easy to forge and with&nbsp;other security issues, which were not solved until the emergence of...     

Developing and validating technological pedagogical content knowledge‐practical (TPACK‐practical) through the Delphi survey technique

Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that teachers' practical experiences should also be critical to the development of those teachers' knowledge, this study invited a research panel (six researchers) and an expert panel (54 science‐related educators) to propose and validate the framework of TPACK‐practical. After two rounds of anonymous communications that followed Delphi survey techniques, a total of eight dimensions of TPACK‐practical and corresponding indicators were identified and rated as having high levels of importance. Among these knowledge dimensions, the knowledge of direct information and communication technology uses for enhancing teachers' professionalism and students' conceptual comprehension was rated with a high level of importance. Also, disciplinary differences were found to exist between the different groups of experts. Biology teachers showed significantly higher ratings across all knowledge dimensions, whereas physics teachers' ratings were comparatively low. Such findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences.     

Unlearning,critical action learning and wicked problems

This paper explores the idea of unlearning in Critical Action Learning (CAL) as applied to the wicked problems of organisations and societies. It draws on data and ideas developed during a research project conducted for Skills for Care by Pedler, Abbott, Brook and Burgoyne (Skills for Care 2014) and from experiences on development programmes for social workers on action learning facilitation in 2012 and 2013 with Christine Abbott of the Centre for Action Learning Facilitation (C-ALF).     

What influences teachers’ commitment to a lifelong professional development programme? Reflections on teachers’ perceptions

This article reflects on the implementation of lifelong professional development for teachers in Taiwan based on our analysis and understanding of the participation of elementary and secondary school teachers in the Teacher Professional Development and Evaluation (TPDE) programme. This qualitative account is established based on 34 in-depth teacher reports, which provided insight into the dynamics of teacher involvement in the programme and aided our investigation of whether this programme supports or inhibits continuous, lifelong professional development. Analysis of the data revealed two main factors influencing teachers’ commitment to the programme: self-direction and resource supportability. Based on the findings, we propose and argue that the teacher lifeworld-based approach, which raises awareness of and considers teachers’ own specific situations and purposes, be used as an alternative or supplement to the knowledge- and practice-based professional development approaches advocated in the literature to ensure the attainment of authentic outcomes. Finally, we identify the implications of this policy for teachers’ lifelong and authentic professional growth by suggesting how these programmes might best be put into practice.