A Model of How Different Biology Experts Explain Molecular and Cellular Mechanisms

Constructing explanations is an essential skill for all science learners. The goal of this project was to model the key components of expert explanation of molecular and cellular mechanisms. As such, we asked: What is an appropriate model of the components of explanation used by biology experts to explain molecular and cellular mechanisms? Do explanations made by experts from different biology subdisciplines at a university support the validity of this model? Guided by the modeling framework of R. S. Justi and J. K. Gilbert, the validity of an initial model was tested by asking seven biologists to explain a molecular mechanism of their choice. Data were collected from interviews, artifacts, and drawings, and then subjected to thematic analysis. We found that biologists explained the specific activities and organization of entities of the mechanism. In addition, they contextualized explanations according to their biological and social significance; integrated explanations with methods, instruments, and measurements; and used analogies and narrated stories. The derived methods, analogies, context, and how themes informed the development of our final MACH model of mechanistic explanations. Future research will test the potential of the MACH model as a guiding framework for instruction to enhance the quality of student explanations.     

What Is Right About Special Education

Abstract

Promoting self-determination has become an important aspect of the educational programs of students with disabilities. There is now a sufficient literature base to support some syntheses that enable researchers to judge their progress in this area to date and to provide direction for future research and practice. For this study, we conducted a literature review of studies that measured or examined global self-determination.     

Worldview in religious education: autobiographical reflections on The Commission on Religious Education in England final report

ABSTRACT

The notion of worldview figures prominently in the recent discourse surrounding Religious Education (RE) in English schools following the publication of the final report of the Commission on Religious Education (CoRE) in 2018. This article reflects on the veracity of this initiative. It begins with an autobiographical reflection on the impact of worldview on the author’s development as a scholar. Then, the work of several critics of CoRE is discussed and a more nuanced understanding of worldview is developed as a result. Finally, the pedagogical implications of the shift to worldview are explored by drawing on the personal development approach of Michael Grimmitt and the responsible hermeneutics approach of Anthony Thiselton.     

What is the Relationship between Social Tact in Teacher–Pupil Exchanges and Creativity? Reconceptualising Functional Causes of Creativity in Artmaking

Art teachers are renowned for their claims that the creative properties of their senior secondary pupils' artworks occur as a result of the realisation of a creative process. Drawing on my recent ethnographic studies in senior art classrooms in Sydney, Australia, and Illinois, USA, I uncover a sociological, rather than a psychological explanation of creativity, which ironically, appears to satisfy the creative process claims of teachers. This article reveals how social tact in teacher–pupil exchanges has a function in bolstering the quality of the pupils' performances and their artworks while repressing the teacher's pedagogical role. The design and methodologies of the studies are outlined and two grounded narratives characterise cases of social tact between art teachers and pupils. A brief account is provided on the socio‐cultural framework of these studies, informed by Bourdieu's theories of the habitus, symbolic capital and misrecognition. Bourdieu's theories offer a robust conceptual apparatus which helps to explain how the sociality of classroom exchanges, with all of their ambiguities in practice, are a necessity in the realisation of creative ends.     

New insight for activity intensity relativity,metabolic expenditure during object projection skill performance

This study examined the metabolic cost (METs) of performing object projection skills at three practice trial intervals (6, 12, and 30 seconds). Forty adults (female n = 20) aged 18–30 (M = 23.7 ± 2.9 years) completed three, nine-minute sessions of skill trials performed at 6, 12, and 30 second intervals. Participants performed kicking, throwing and striking trials in a blocked schedule with maximal effort. Average METs during each session were measured using a COSMED K4b2. A three (interval condition) X two (sex) ANOVA was conducted to examine differences in METs across interval conditions and by sex. Results indicated a main effect for interval condition (F(5,114) = 187.02, p < .001, η² = 0.76) with decreased interval times yielding significantly higher METs [30 sec = 3.45, 12 sec = 5.68, 6 sec = 8.21]. A main effect for sex (F(5, 114) = 35.39, p < .001, η² = 0.24) also was found with men demonstrating higher METs across all intervals. At a rate of only two trials/min, participants elicited moderate physical activity, with 12 and 6-second intervals exhibiting vigorous PA. Demonstrating MVPA during the performance of object projection skill performance has potential implications for PA interventions.     

Articulating and Utilizing Communication Student Learning Outcomes in Community Colleges

Academia in the United States stands face-to-face with the constant call for greater levels of assessment and accountability. Academics question whether our students are learning what they’re taught? Are they able to secure employment upon completing their education? Are they prepared to be active, productive citizens in society? Community colleges provide education to those who may typically not have the opportunity to attend an institution of higher education. A foundation of any assessment process is the articulation of the core learning outcomes. It is from this foundation, then, that community college faculty can start assessing the effectiveness of teaching and curricular design. The present investigation details a project that focused on creating discipline-specific student learning outcomes and how these outcomes can be utilized to aligning learning outcomes and mapping to curriculum. Communication studies faculty can utilize the learning outcomes to strengthen and clarify curriculum, demonstrate the acquisition of competencies, and improve departmental offerings.     

Dietary supplements

For the athlete training hard, nutritional supplements are often seen as promoting adaptations to training, allowing more consistent and intensive training by promoting recovery between training sessions, reducing interruptions to training because of illness or injury, and enhancing competitive performance. Surveys show that the prevalence of supplement use is widespread among sportsmen and women, but the use of few of these products is supported by a sound research base and some may even be harmful to the athlete. Special sports foods, including energy bars and sports drinks, have a real role to play, and some protein supplements and meal replacements may also be useful in some circumstances. Where there is a demonstrated deficiency of an essential nutrient, an increased intake from food or from supplementation may help, but many athletes ignore the need for caution in supplement use and take supplements in doses that are not necessary or may even be harmful. Some supplements do offer the prospect of improved performance; these include creatine, caffeine, bicarbonate and, perhaps, a very few others. There is no evidence that prohormones such as androstenedione are effective in enhancing muscle mass or strength, and these prohormones may result in negative health consequences, as well as positive drug tests. Contamination of supplements that may cause an athlete to fail a doping test is widespread.