Gender differences among students undertaking iSTEM projects in multidisciplinary vs unidisciplinary STEM classrooms in government vs nongovermnment schools: Classroom emotional climate and attitudes

In response to the leaky STEM pipeline, particularly for girls, many schools have introduced integrated STEM (iSTEM) programs to enable students to solve problems using skills from each STEM area and hopefully enhance their interest in continuing with STEM subjects in senior-high school and university. We investigated whether gender differences in students’ perceptions of classroom emotional climate and attitudes to STEM depend on whether students are undertaking iSTEM projects as part of a multidisciplinary curriculum (S, T, E and M) or unidisciplinary curriculum (S, T, E or M) and also whether they attend a government or nongovernment coeducational school. The sample consisted of 256 students in 24 coeducational grade 7–9 classes in 8 government schools and 157 students in 12 coeducational grade 7–10 classes in 6 nongovernment schools. Whereas boys were significantly more positive than girls in perceptions of clarity, motivation, consolidation and attitudes to iSTEM in coeducational government schools, there were no significant gender differences in coeducational nongovernment schools. Students of both genders in government schools were significantly more positive about all aspects of classroom emotional climate and attitudes than students of both genders in nongovernment schools, even after controlling for socioeconomic status. Also, females were slightly more positive about classroom emotional climate and in their attitudes in multidisciplinary STEM classes in government schools. This study suggests that multidisciplinary STEM classes could motivate girls to pursue STEM subjects in senior-high school and at university.

     

The Landau theory of phase transitions: A mechanical analog

The Landau theory of phase transitions occupies a centerpiece position in physics. We illustrate the theory by a pedagogical example at the pre-university level. In the example a bead of mass is threaded on a ring which is set rotating about a vertical diameter. The dynamics of the bead mimics key features of the Landau theory.     

Student empowerment in a constructivist values learning environment for a healthy and sustainable world

Learning Environments Research - Civic education is a moral development imperative of the Indonesian national curriculum and the United Nation’s policy on education for sustainable...     

Immunomodulation of excretory secretory materials from the filarial parasite<Emphasis Type="Italic">Setaria digitata</Emphasis>

ES materials released along with the release of mf showed immunosuppression as evidenced by a decrease in T lymphocyte levels in the immunised animals. Lipid fractions of the mf associated ES materials and protein fractions of the detergent soluble materials were found to cause suppression of immune response in the host. Further study revealed that the suppression associated with the lipid fractions is actually the end result and that mf associated ES materials is actually a mixture of immunosuppressive and immunopotentiating components and the release of the components is most likely regulated.     

Improving the Numerical Knowledge of Children with Autism Spectrum Disorder: The Benefits of Linear Board Games

A lack of numerical knowledge early on can impede a child's academic development. In past research, playing linear board games improved children's understanding of numerical relations, which the authors theorised could extend to children with autism spectrum disorder. For this pilot study, 10 children played a board game where they moved tokens across coloured tiles displaying the numbers 1–10. During gameplay, students in the experimental group focused on the numbers on the tiles, while the control group focused on the colours. The assessment consisted of a number line estimation task, where students placed numbers ranging from 1 to 9 on a blank number line. Results showed children in the experimental group experienced statistically significant improvement in their understanding of numerical relationships of numbers on the number line estimation task. Findings indicate extended experiences with linear board games can support the numerical development of children with autism spectrum disorder.     

Makerspace in STEM for girls: a physical space to develop twenty-first-century skills

Makerspace has been lauded as a new way forward to create communities, empower students and bring together enthusiasts of all ages and skill levels “to tinker” and create. Makerspace education has been touted as having the potential to empower young people to become agents of change in their communities. This paper examines how a Makerspace approach can capture the imagination and creativity of female primary school students, and engage them in integrated STEM-based projects. The study scaffolded female tertiary undergraduate students to mentor small groups of girls to complete a project in a STEM Makerspace situated in classrooms. The data generated and analysed from this study were used to determine how Makerspace STEM-based projects were enacted, how they engaged and supported the girls’ learning, and considers the future of a Makerspace approach as a way to progress integrated STEM education.     

Cultural Background and Students’ Perceptions of Science Classroom Learning Environment and Teacher Interpersonal Behaviour in Jammu,India

This article reports research into associations between students’ cultural background and their perceptions of their teacher’s interpersonal behaviour and classroom learning environment. A sample of 1021 students from 31 classes in seven co-educational private schools completed a survey including the Questionnaire on Teacher Interaction (QTI), the What Is Happening In this Class? (WIHIC) and a question relating to cultural background. Statistical analyses showed that the Kashmiri group of students perceived their classrooms and teacher interaction more positively than those from the other cultural groups identified in the study.     

Effect of vitamin A supplementation on hematopoiesis in children with anemia

Fifty children (1–4 years age) presenting with microcytic hypochromic anemia (hemoglobin less than 10g/dl) were studied in two groups of 25 each. Group I was supplemented with iron (ferrous sulphate 6 mg/kg/d) while group II in addition to iron was also supplemented with vitamin A (5000 IU/d). Hemoglobin concentration was found to be significantly increased after 4 weeks of iron supplementation. Rise in hemoglobin was comparatively more in-group II, as compared to group I, after 8 and 12 weeks. Serum iron was significantly higher after 4 weeks in both the groups. Packed cell volume (PCV) and retinol levels increased significantly in-group II only. The data suggests that supplementation of vitamin A improves hematopoiesis.     

Free Radical Status in Retinopathy of Prematurity

Retinopathy of prematurity (ROP) is a major cause of blindness in children. Free radicals are implicated in the development of this retinopathy. We studied the role of free radicals in ROP and enrolled 60 preterm neonates at 30–32 weeks age. Thirty neonates predisposed to development of ROP, were placed in study group and 30 normal neonates in control group. Malondialdehyde and antioxidant enzymes superoxide dismutase (SOD) and glutathione peroxidase (GPX) were measured in blood spectrophotometrically. Both the groups were followed-up to 40–42 weeks age. Serum MDA levels, erythrocyte SOD and plasma GPX were significantly high in study group at 30–32 weeks as compared to control group. At follow up visit significant increase in MDA level and decrease in SOD and GPX level among the study group was seen. This disturbance in equilibrium of oxidant and antioxidant status initiates an inflammatory process in retinal tissue leading to development of ROP.