Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks

Educational Studies in Mathematics - The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among...     

A brief for individual merit in Michigan

Amicus Curiae

A brief for individual merit in Michigan Covington &; burling for the national association of scholars     

Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students

The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the planned–enacted–experienced curricula framework, offers insight into potential avenues towards coherence of the experienced curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research.     

Effect of <Emphasis Type="SmallCaps">l</Emphasis>-Thyroxine on Micronuclei Frequency in Peripheral Blood Lymphocytes in Clinical and Experimental Conditions

The aim was to study the genotoxic effect of high concentration of thyroxine (T₄) in vivo in peripheral blood lymphocytes (PBL) of the patients suffering from thyroid disorders. The effect was compared by performing in vitro experiments with addition of increasing concentration of T₄ (0.125–1 µM) in whole blood samples from healthy donors. Cytokinesis-blocked micronuclei (CBMN) assay method was used to assess the DNA damage in the PBL. The study included 104 patients which were grouped as control (n = 49), hyperthyroid (n = 31) and hypothyroid (n = 24). A significant increase in micronuclei (MN) frequency was observed in hyperthyroid patients when compared with the hypothyroid and euthyroid group thereby suggesting increased genotoxicity in hyperthyroidism (p < 0.001). A significant increase in MN frequency was observed at T₄ concentration of 0.5 µM and above when compared to lower T₄ concentrations (0.125 and 0.25 µM) and basal in in vitro experiments (p = 0.000). The results indicate that the T₄ in normal concentration does not exhibit the genotoxic effect, as observed in both the in vivo and in vitro experiments. The toxicity of T₄ increases at and above 0.5 μM concentration in vitro. Therefore acute T₄ overdose should be handled promptly and effectively so as to avoid the possible genotoxic effect of high concentration of T₄ in vivo.     

Integrating reading and science education: On developing and evaluating WEE Science

Two studies of a new science programme called WEE Science were conducted in two fifth-grade classrooms. The studies lasted for seven days in one of the classrooms and nine days in the other. At the beginning of the programme the students chose a science trade book from among the many that were selected and brought to the classroom. The students then formed groups based on the topics of the books and asked questions (Wondering) about the content. After choosing one of the 'wonderments' to pursue further, the students formed and implemented a plan for investigating (Exploring). In each classroom, each student explored, working in cooperating groups of two or more. The students then explained (Explaining) to a group of their peers what they had wondered and what and how they had explored. The students' wonderments, activities, plans, and explanations were recorded in a science notebook that had been designed for that purpose. In addition, the classrooms were videotaped while WEE Science was in progress. While the studies were successful in that most students eagerly participated in all phases of the project, some problems were encountered which created another round of wondering for the researchers. Some of these were: evaluating students' work, responding to science misconceptions of students, teaching some students to record observations in their notebooks, deciding where WEE Science would fit best in the curriculum, and anticipating its reception in the science education community.     

Intramaze cues and “odor trails” fail to direct choice behavior on an elevated maze

The relative importance of intramaze cues and extramaze cues in directing choice behavior on a radial arm maze was examined using a discrimination procedure which selectively rewarded rats for following only one set of cues. Rats in the intramaze group obtained food from a food cup on the end of each arm. Rats in the extramaze group obtained food from a food cup on a small platform just beyond the end of each arm. All rats were first shaped to perform correctly with the maze in a constant position. Then the maze was rotated to a new position after every choice. For rats in the intramaze group, the food moved with the arms, making intramaze cues relevant. For rats in the extramaze group, the food remained on the platforms (in the same position in the room), making extramaze cues relevant. Rats in the extramaze group performed almost perfectly during maze rotation, demonstrating that intramaze cues were not necessary to support accurate choice behavior. Rats in the intramaze group never performed better than chance, demonstrating that intramaze cues (from the rats, the reinforcement, and the apparatus) were not adequate to control choice behavior. The results of the present experiment are compared to those of other experiments describing the influence of “odor trails” or other olfactory stimuli on choice behavior in mazes.