How effective is instructional support for learning with computer simulations?

The study examined the effects of two different instructional interventions as support for scientific discovery learning using computer simulations. In two well-known categories of difficulty, data interpretation and self-regulation, instructional interventions for learning with computer simulations on the topic “ecosystem water” were developed and tested using a sample of 124 eighth graders in science classes. The results demonstrate the effectiveness of instructional support for domain-specific factual, conceptual, and procedural knowledge acquisition. Students who received either only instructional support for data interpretation or only for self-regulation achieved the highest learning outcomes. However, a combination of instructional support for data interpretation and self-regulation seemed detrimental for knowledge acquisition. Students who received instructional interventions for both data interpretation and self-regulation also showed the highest values of perceived cognitive load. High cognitive load could be a reason for why a combination of particular instructional interventions does not lead to the expected positive learning outcomes.     

Biological Principles and Threshold Concepts for Understanding Natural Selection

Modern evolutionary theory is both a central theory and an integrative framework of the life sciences. This is reflected in the common references to evolution in modern science education curricula and contexts. In fact, evolution is a core idea that is supposed to support biology learning by facilitating the organization of relevant knowledge. In addition, evolution can function as a pivotal link between concepts and highlight similarities in the complexity of biological concepts. However, empirical studies in many countries have for decades identified deficiencies in students’ scientific understanding of evolution mainly focusing on natural selection. Clearly, there are major obstacles to learning natural selection, and we argue that to overcome them, it is essential to address explicitly the general abstract concepts that underlie the biological processes, e.g., randomness or probability. Hence, we propose a two-dimensional framework for analyzing and structuring teaching of natural selection. The first—purely biological—dimension embraces the three main principles variation, heredity, and selection structured in nine key concepts that form the core idea of natural selection. The second dimension encompasses four so-called thresholds, i.e., general abstract and/or non-perceptual concepts: randomness, probability, spatial scales, and temporal scales. We claim that both of these dimensions must be continuously considered, in tandem, when teaching evolution in order to allow development of a meaningful understanding of the process. Further, we suggest that making the thresholds tangible with the aid of appropriate kinds of visualizations will facilitate grasping of the threshold concepts, and thus, help learners to overcome the difficulties in understanding the central theory of life.     

Globalisierung im Hochschulwesen — ein Abschied von etablierten Werten der Internationalisierung?

Gibt es Anzeichen dafür, dass der Trend zum grenzübergreifenden Angebot von Hochschulbildung und zur Gründung hochschulischer Au?enstellen im Ausland die auf gegenseitigem Verst?ndnis und Vertrauen beruhende internationale Hochschulkooperation obsolet macht und sie durch einen internationalen Hochschulwettbewerb ersetzt? Diese Frage wird aus empirisch-deskriptiver Perspektive behandelt. Die Autoren verstehen Globalisierung nicht als eine notwendigerweise mit einem bestimmten Wertesystem verknüpfte kausale Kraft hinter jüngeren Entwicklungstrends, sondern als ein zun?chst lediglich beschreibendes Konzept, dessen Diskussion die sorgf?ltige Analyse der ihm zugrunde liegenden empirischen Prozesse voraussetzt. Unter dieser Grundannahme werten sie erste vorliegende Studien zur Struktur und Ausbreitung der Transnational Education aus und erg?nzen sie um eine Analyse aktueller Entwicklungen hinsichtlich Studienimport und-export in Deutschland. Zudem werden überblicksartig die Implikationen des internationalen Dienstleistungsabkommens GATS für das Hochschulwesen er?rtert. Auf diese Weise kann eine Reihe von Bezügen zwischen etablierten Werten der Internationalisierung und globalisierungstypischen Ph?nomenen im Hochschulwesen ausgemacht werden.     

In Infants' Hands: Identification of Preverbal Infants at Risk for Primary Language Delay

Early identification of primary language delay is crucial to implement effective prevention programs. Available screening instruments are based on parents' reports and have only insufficient predictive validity. This study employed observational measures of preverbal infants' gestural communication to test its predictive validity for identifying later language delays. Pointing behavior of fifty‐nine 12‐month‐old infants was analyzed and related to their language skills 1 year later. Results confirm predictive validity of preverbal communication for language skills with the hand shape of pointing being superior compared to the underlying motives for pointing (imperative vs. declarative). Twelve‐month‐olds who pointed only with their open hand but never with their index finger were at risk for primary language delay at 2 years of age.     

Evaluation of the appropriate time period between sampling and analyzing for automated urinalysis

Introduction

Preanalytical specifications for urinalysis must be strictly adhered to avoid false interpretations. Aim of the present study is to examine whether the preanalytical factor ‘time point of analysis’ significantly influences stability of urine samples for urine particle and dipstick analysis.

Materials and methods

In 321 pathological spontaneous urine samples, urine dipstick (Urisys™2400, Combur-10-Test™strips, Roche Diagnostics, Mannheim, Germany) and particle analysis (UF-1000 i™, Sysmex, Norderstedt, Germany) were performed within 90 min, 120 min and 240 min after urine collection.

Results

For urine particle analysis, a significant increase in conductivity (120 vs. 90 min: P < 0.001, 240 vs. 90 min: P < 0.001) and a significant decrease in WBC (120 vs. 90 min P < 0.001, 240 vs. 90 min P < 0.001), RBC (120 vs. 90 min P < 0.001, 240 vs. 90 min P < 0.001), casts (120 vs. 90 min P < 0.001, 240 vs. 90 min P < 0.001) and epithelial cells (120 vs. 90 min P = 0.610, 240 vs. 90 min P = 0.041) were found. There were no significant changes for bacteria. Regarding urine dipstick analysis, misclassification rates between measurements were significant for pH (120 vs. 90 min P < 0.001, 240 vs. 90 min P < 0.001), leukocytes (120 vs. 90 min P < 0.001, 240 vs. 90 min P < 0.001), nitrite (120 vs. 90 min P < 0.001, 240 vs. 90 min P < 0.001), protein (120 vs. 90 min P < 0.001, 240 vs. 90 min P<0.001), ketone (120 vs. 90 min P < 0.001, 240 vs. 90 min P < 0.001), blood (120 vs. 90 min P < 0.001, 240 vs. 90 min P < 0.001), specific gravity (120 vs. 90 min P < 0.001, 240 vs. 90 min P < 0.001) and urobilinogen (120 vs. 90 min, P = 0.031). Misclassification rates were not significant for glucose and bilirubin.

Conclusion

Most parameters critically depend on the time window between sampling and analysis. Our study stresses the importance of adherence to early time points in urinalysis (within 90 min).Key words: urinalysis, automation, analytical sample preparation methods, flow cytometry, specimen handling     

Creativity,Complexity and Self‐similarity: The Vision of the Fractal University

Creativity and communication processes in engineering education have become more and more necessary in highly complex structures such as technological networks and ‘virtual’ reality. These issues also include an educational challenge for university: all education for the future has to be based on experiencing reality. A new socio‐technical approach describes the engineering profession in all aspects beside technology, such as tasks, views, organizational structures or cooperation. Therefore, university and higher education have to change into self‐similar structures to support the learning of complexity in real life. The experiences of the Department of Computer Science in Mechanical Engineering at the University of Technology in Aachen, as a socio‐technical, self‐similar and creative system, show such learning processes of students (and staff) in undergraduate education, research and organizational structures.     

Determination of the prevalence of anabolic steroids, stimulants, and selected drugs subject to doping controls among elite sport students using analytical chemistry

Drug abuse by adolescents has been investigated in various surveys that reported correlations between age, gender, and activity. However, none of these studies included chemical analyses to help substantiate the statements of participants. In the present study, the urine specimens of 964 students (439 females, 525 males; mean age 22.1 years, s = 1.7), who applied to study sports sciences at university, were assessed for anabolic steroids, stimulants, and selected drugs prohibited in sports. In total, 11.2% of the urine specimens provided contained drugs covered by doping controls. The most frequently detected compound was the major metabolite of tetrahydrocannabinol (9.8%) followed by various stimulants related to amphetamine and cocaine (1.0%). Indications of anabolic steroid use were found in 0.4% of urine samples but originated from contraceptives containing norethisterone. The present study provided unambiguous data on the status quo of drug (ab)use by adolescents hoping for a career related to elite sport or sports sciences. No use of anabolic steroids was detected. However, evidence for stimulants and tetrahydrocannabinol administration was obtained, although not reported by any participant, which highlights the issue of under-reporting in surveys based solely on questionnaires.     

A closer look at integrated writing tasks: Towards a more focussed definition for assessment purposes

The use of integrated tasks is increasingly common in second language assessment in both high stakes and classroom contexts. However, because of the vague definition of what constitutes an integrated task, the types of tasks included in this area and the assessment of the resulting writing is highly varied. In this paper, we argue for a better definition of the term ‘integrated writing task’. We start by reviewing current definitions available in the literature, discuss the construct underlying integrated tasks and then propose a number of features which we feel need to be present in integrated tasks. We then propose a new, narrower definition of the term. We hope that this will result in better task design, improved assessment outcomes for test takers, more detailed test specifications, better replicability of research and a shared research agenda.     

Digital Media and Education: cognitive impact of information visualization

In this article I argue that, like other technological innovations, the rise of the digital information age is contributing to shape people's mode of cognition. I review the use of computers in teaching and learning in terms of their impact on our ability to (1) process parallel data, (2) access information in a non‐linear order, and (3) visualize information. I analyse some implications for education stressing the importance of focusing on the meaning and interpretation of information rather than on gathering or memorizing data. In addition, I contend that although hypertextuality is perceived to be dynamic for its engagement with multiple dimensions, it is also a highly mediated form of accessing information. The most significant innovation of the computer, however, is the return to a visually based representation of reality. Paradoxically, the digital visualization of information aids the understanding of abstract concepts while simultaneously increasing conceptual abstraction.     

Educating Older Adults about Medicare: The Role of Cognitive Variables

ABSTRACT

A survey was conducted on 3,738 beneficiaries about their knowledge of the Medicare program as well as their reading habits, reading comprehension ability, and metamemory. Factor analysis yielded a reading and a metamemory factor. These factors explained variance in knowledge about Medicare above and beyond the variance explained by formal education. Individuals with good knowledge of memory processes, and those who reported high memory capacity and internal locus of control regarding their memory functioning, as well as frequent readers were more knowledgeable about Medicare. We suggest that cognitive variables be included in studies evaluating the effectiveness of educational materials for older adults.