A Mixture IRTree Model for Extreme Response Style: Accounting for Response Process Uncertainty

This paper presents a mixture item response tree (IRTree) model for extreme response style. Unlike traditional applications of single IRTree models, a mixture approach provides a way of representing the mixture of respondents following different underlying response processes (between individuals), as well as the uncertainty present at the individual level (within an individual). Simulation analyses reveal the potential of the mixture approach in identifying subgroups of respondents exhibiting response behavior reflective of different underlying response processes. Application to real data from the Students Like Learning Mathematics (SLM) scale of Trends in International Mathematics and Science Study (TIMSS) 2015 demonstrates the superior comparative fit of the mixture representation, as well as the consequences of applying the mixture on the estimation of content and response style traits. We argue that methodology applied to investigate response styles should attend to the inherent uncertainty of response style influence due to the likely influence of both response styles and the content trait on the selection of extreme response categories.     

Empowering Prospective Teachers to Become Active Sense-Makers: Multimodal Modeling of the Seasons

Situating science concepts in concrete and authentic contexts, using information and communications technologies, including multimodal modeling tools, is important for promoting the development of higher-order thinking skills in learners. However, teachers often struggle to integrate emergent multimodal models into a technology-rich informal learning environment. Our design-based research co-designs and develops engaging, immersive, and interactive informal learning activities called “Embodied Modeling-Mediated Activities” (EMMA) to support not only Singaporean learners’ deep learning of astronomy but also the capacity of teachers. As part of the research on EMMA, this case study describes two prospective teachers’ co-design processes involving multimodal models for teaching and learning the concept of the seasons in a technology-rich informal learning setting. Our study uncovers four prominent themes emerging from our data concerning the contextualized nature of learning and teaching involving multimodal models in informal learning contexts: (1) promoting communication and emerging questions, (2) offering affordances through limitations, (3) explaining one concept involving multiple concepts, and (4) integrating teaching and learning experiences. This study has an implication for the development of a pedagogical framework for teaching and learning in technology-enhanced learning environments—that is empowering teachers to become active sense-makers using multimodal models.

     

Motion characteristics of novel floating foundation for offshore wind turbine

A novel floating foundation to support the NREL offshore 5 MW wind turbine was designed conceptually by combining the characteristics of barge and Spar. The main focus was structural design and hydrodynamic modelling. Based on this novel floating foundation, the hydrodynamic performance was investigated in the frequency domain and time domain by using the wave analysis software HydroD and DeepC from Det Norske Veritas. The frequency domain analysis was conducted to investigate the effects of the incident wave angle and water depth. The time-domain analysis was carried out to evaluate the response of the floating foundation under a selected operational condition. The hydrodynamic performances of this floating foundation with respect to time series and response spectra were also investigated in this study.     

Particle contamination, the disruption of electronic connectors in the signal transmission system

Particle pollution in air, also sometimes known as fine dust contamination, may cause electric contact failure. Recent research further proved that the fine particle is becoming a major disruption of the electronic connectors in signal transmission system. This paper specifies the connector contact in mobile phone application. To study the contact failure of mobile phone, a series of inspections and analytical research methods are introduced. Special features that cause the contact failure are summarized. Particle accumulation is the main problem; organic material such as lactates from sweat of the human body may act as adhesives to stick the separate particles together and make them adhere on the contact surface; chemical properties of dust cause serious local corrosion. The corrosion products may trap the particles and firmly attach on the contact surface; micro motion frequently occurs at the contact interface. Hard particle can be embedded into the surface, and soft particle could be squeezed and inserted into the contact; silicon compounds in dust play the most important role in forming high resistance regions that lead to failure; deposition of particles depends on the amount of materials, static electricity attracting force and gravity force applied on the particles. Current dust test can hardly reflect the serious contact failure. It is difficult to simulate the complexity of contact failure caused by particle contamination. Thus alternative ways of simulation experiment and improvement of contact reliability are proposed.     

Induction of diabetes by Streptozotocin in rats

The objective of this study is to induce experimental diabetes mellitus by Streptozotocin in normal adult Wistar rats via comparison of changes in body weight, consumption of food and water, volume of urine and levels of glucose, insulin and C-peptide in serum, between normal and diabetic rats. Intra-venous injection of 60mg/kg dose of Streptozotocin in adult wistar rats, makes pancreas swell and at last causes degeneration in Langerhans islet beta cells and induces experimental diabetes mellitus in the 2–4 days. Induction of experimental diabetes mellitus is indeed the first step in the plan of purification of pancreatic Langerhans islet cells of normal rats for transplanting under the testis subcutaneous of experimentally induced diabetic rats. Streptozotocin induces one type of diabetes which is similar to diabetes mellitus with non-ketosis hyperglycemia in some animal species. For induction of experimental diabetes in male adult rats weighted 250–300 grams (75–90 days), 60mg/kg of Streptozotocin was injected intravenously. Three days after degeneration of beta cells, diabetes was induced in all animals. The diabetic and normal animals were kept in the metabolic cages separately and their body weight, consumption of food and water, urine volume, the levels of serum glucose, insulin and C-peptide quantities in all animals were measured and then these quantities were compared. For a microscopic study of degeneration of Langerhans islet beta cells of diabetic rats, sampling from pancreas tissue of diabetic and normal rats, staining and comparison between them, were done. Induction of diabetes with Streptozotocin decreases Nicotinamide-adenine dinucleotide (NAD) in pancreas islet beta cells and causes histopathological effects in beta cells which probably intermediates induction of diabetes. In this study, we used Streptozotocin for our experiments in induction of experimental diabetes mellitus. After Induction of diabetes, consumption of food and water, volume of urine and glucose increased in the diabetic animals in comparison with normal animals, but the weight of body and the volume of insulin and C-peptide decreased in the diabetic animals. Sampling and staining of pancreas tissue of diabetic and normal rats showed that the Langerhans islet beta cells of diabetic rats have been clearly degenerated. In three days, Streptozotocin makes pancreas swell and at last causes degeneration in Langerhans islet beta cells and induces experimental diabetes. It also changes normal metabolism in diabetic rats in comparison with normal rats. Consumption of water and food, volume of urine, serum glucose increases in diabetic animals in comparison with normal rats but the levels of serum insulin, C-peptide and body weight decreases.     

To see or not to see: analyzing difficulties in geometry from the perspective of visual perception

In this paper, we consider theories about processes of visual perception and perception-based knowledge representation (VPR) in order to explain difficulties encountered in figural processing in junior high school geometry tasks. In order to analyze such difficulties, we take advantage of the following perspectives of VPR: (1) Perceptual organization: Gestalt principles, (2) recognition: bottom-up and top-down processing; and (3) representation of perception-based knowledge: verbal vs. pictorial representation, mental images and hierarchical structure of images. Examples given in the paper were mostly taken from Gal's study (2005) which aimed at identifying and analyzing Problematic Learning Situations (after Gal & Linchevski, 2000) in junior high school geometry classes. Gal's study (2005) suggests that while this theoretical perspective became part of teachers' pedagogic content knowledge, the teachers were aware of their students' thinking processes and their ability to analyze and cope with their students’ difficulties in geometry was improved.     

A synthesis on the research of the comorbidity of ADHD and LD in Korea: perspective and trend

Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are the most commonly diagnosed childhood disorders, and they frequently co-occur with each other. It has been found that students with comorbidity of ADHD and LD experience more difficulties in school. Even though the research interests in the comorbidity of ADHD and LD are increasing, there are inconsistent results in research studies and insufficient understanding of the comorbidity of ADHD and LD. This study attempts to grasp the progress of the studies in the comorbidity of ADHD and LD in Korea and to suggest the future directions for following research. A total of 90 studies published between 1987 and 2009 are examined. First, we analyze the studies that examined the learning problems of ADHD and then identify the characteristics of the learning problems in ADHD group. Afterwards, we investigate the studies that dealt with the attention problems of LD and then discuss the characteristics of the attention problems in LD group. Third, we identify the differences between ADHD and LD and synthesize the research findings. Finally, we analyze the studies conducted in conjunction with the comorbidity of ADHD and LD. On lightening the research of the comorbidity on three aspects, we find the research trend in Korea and provide the implications for future studies on the comorbidity of ADHD and LD. Furthermore, we suggest that it is important to identify comorbid conditions at the early stage, and it is necessary to conduct multidisciplinary research and international comparison research.     

How Does the Degree of Guidance Support Students’ Metacognitive and Problem Solving Skills in Educational Robotics?

Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students’ metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11–12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: “minimal” (with minimal MC and PS guidance) and “strong” (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students’ metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students’ MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender.     

Exploring alternative approaches to methodology in educational research

The objective of this study is to provide in-service teachers an opportunity to become familiar with the controversial nature of progress in science (growth of knowledge) and its implications for research methodology in education. The study is based on 41 participants who had registered for a nine-week course on Methodology of Investigation in Education, as part of their Master’s degree program. The course is based on 20 readings drawing upon a history and philosophy of science perspective (positivism, constructivism, Popper, Kuhn, Lakatos) and its implications for educational research. Course activities included written reports, class room discussions based on participants’ presentations, and written exams. Based on the results obtained it was concluded that: (a) participants were able to understand the basic ideas of constructivist philosophy and its pedagogical implications; (b) the role of behavioural objectives in actual educational practice was questioned; (c) integration of qualitative and quantitative research methods was considered to be an alternative to the current debate about the replacement of one method by the other; (d) participants considered the dilemma of evaluating students based on what they have learned or what they should have learned, within the social constructivist framework and generally favoured the former; and (e) most of the participants were reluctant to accept constructivism as a form of positivism, a controversial thesis that is gaining support in the research literature. Given the importance of alternative approaches to growth and meaning of knowledge, it is important that teachers be aware of conflicting situations in the classroom that refer to: objectivity, scientific method, qualitative-quantitative methods, relationship between method and problem, evaluation, and a critical appreciation of constructivism.