Pigment identification in a Greek icon by optical microscopy and infrared microspectroscopy

Optical microscopy, cross-section and fragment Micro-FTIR spectroscopic techniques along with microchemical tests were used for the identification of pigments in two different samples of an icon. Representing the Last Judgement, and painted by the Greek master Ioannis from the village of Kapesovo in the year 1771, the kneeling desk icon under investigation is a noteworthy contribution to the study of materials in post-Byzantine visual arts. The main components found in the ground layer of both samples were gypsum, beeswax and a proteinaceous material. Cinnabar, Prussian blue and cerussite were identified on the paint layers. The binding medium on the paint layers was weddelite. The materials used in the painting and ground layers were characterized in order to clarify the painting technique. Proteinaceous materials have been identified as binders for the pigments, indicating a tempera painting technique.     

Construcción racional y autónoma de valores y habilidades sociales

La enseñanza de las habilidades sociales requiere el uso de diversas técnicas y procedimiento. En este artículo se relacionan las más directamente implicadas en un currículum de educación moral orientado hacia el desarrollo de la autonomía. Se propone una actividad para el primer ciclo de Educación Primaria. Además, se ofrecen prototipos de actividades para otros tramos educativos.     

La ética: Polémica en el curriculum escolar

Se analiza a continuación la polémica generada en torno a la educación moral y cívica a lo largo de las últimas décadas y, en especial, la derivada de la LOGSE al dotar a la Etica de un carácter transversal generando nuevos planteamientos y perspectivas que procuran su mayor sistematización en el curriculum escolar.     

Twenty-four-hour movement behaviours and fundamental movement skills in preschool children: A compositional and isotemporal substitution analysis

ABSTRACT

Studies that have analysed the association between the different movement behaviours and fundamental movement skills (FMS) have considered it in an independent manner, disregarding the compositional nature of 24-h movement behaviours (24-h MB). The aim of this study was to investigate the relationship between the 24-h MB and FMS in preschoolers using a compositional data analysis . Two hundred and four preschoolers (4.5 ± 0.8 years old; 101 boys) provided objectively assessed physical activity (PA) and sedentary behaviour (SB) data (Actigraph wGT3X), and FMS (TGMD-2). Sleep duration (SD) was reported by parents. Association of daily composition of movement behaviours with FMS was explored using compositional analysis and isotemporal substitution (R Core Team, 3.6.1). When considered as a 24-h MB composition (PA, SB and SD), adjusted for age, BMI and sex, the composition predicted locomotor (r² = 0.31), object control (r² = 0.19), and total motor score (r² = 0.35), respectively (all P < 0.001). Reallocation of time from light to moderate-to-vigorous PA was associated with greatest positive changes in total motor score. Achieving adequate balance between movement behaviours over the 24-h period, and its relationship with locomotor and object control skills should be considered and further investigated in early childhood.     

Examining secondary school students’ views of model evaluation through an integrated framework of personal epistemology

The aim of the study was to investigate students’ views of model evaluation through the lens of personal epistemology. We developed an integrated analytical framework by combining a developmental framework, including absolutist, multiplist, and evaluatist, with a multi-dimensional framework, including limits of knowing, certainty of knowing, and criteria of knowing. Furthermore, we examined the potential influence of the question contexts and the students’ grade levels. A total of 188 secondary school students were surveyed. Students answered two sets of model evaluation questions based on two scientific contexts. After reading the information about the two models, the students had to choose from three epistemic assumptions and then provide written justifications explaining their choice of assumptions. Quantitative and qualitative analyses were conducted for the multiple-choice questions and the written responses. In both contexts there were higher percentages of 11th-grade students choosing the evaluatist assumptions than the eighth-grade students. For students choosing multiplist and evaluatist assumptions, the 11th-grade students were more likely than the eighth-grade students to think in terms of pragmatic and evidential criteria as the criteria of knowing. Different contexts of the questions evoked different views of model evaluation particularly regarding the limits of knowing. Four additional categories of epistemic levels also emerged from the data. This study provides a new framework for understanding students’ thinking about model evaluation. Implications and suggestions for future research are provided.

     

The Use of Different Translation Devices to Analyze Knowledge-Building in a University Chemistry Classroom

Research in Science Education - This research draws on Legitimation Code Theory (LCT) to understand the epistemic dimension of the higher education classroom discourse of a professor who is well...     

Towards Covid-19 Literacy

Covid-19 literacy, induced by the coronavirus disease (2019), is characterized as the understanding of Covid-19 as well as informed decisions based upon this understanding. This type of literacy is closely related to health literacy, scientific literacy, and scientific media literacy. It may be obvious to say that Covid-19 literacy is a key factor for governments to effectively manage the Covid-19 transition. However, lack of literature exists about Covid-19 literacy among university students. Therefore, the current study aimed to determine the Covid-19 literacy level among 4168 students from a Colombian university. The data were derived from students’ responses to a 25–item anonymous online self-reporting questionnaire. We found that 21–25-year age group, graduate students,?students enrolled prior to 2015, and medical students had a significantly higher mean score. Moreover, the Internet (86.8%) was the most popular source of information from which participants gained most information regarding Covid-19. Furthermore, 58.5% of the participants considered health workers as a source that can provide accurate information. Most importantly, the findings reveal the students’ knowledge about (1) the role of an eventual process of vaccination, (2) the test currently used as diagnostic for Covid-19, and (3) the fatality rate, three aspects of Covid-19 literacy that deserve more attention. The findings provide a useful basis for the formulation of policies and concrete actions in improving Covid-19 literacy.

     

Silent or Stealth Retractions,the Dangerous Voices of the Unknown,Deleted Literature

Retractions serve as one perspective of the publishing process, and can offer vast insight into the problems associated with basic research, with the traditional publishing platform, or with policies. Some established retraction guidelines exist, such as those established by the Committee on Publication Ethics, or COPE. This essay provides a perspective of stealth or silent retractions within the broader concept of retractions, and within the framework of the COPE retraction guidelines. The issue of opaque retraction notices, especially in the case of COPE members, as well as the prominence of questionable retraction policies among select “predatory” open access publishers, is emphasized. Select clear examples are provided.