Expertise for Teaching Biology Situated in the Context of Genetic Testing

Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers’ expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of an educational approach based on situated learning. What expertise do biology teachers need for teaching genetics in the personal health context of genetic testing? This article describes the required expertise by exploring the educational practice. Nine experienced teachers were interviewed about the pedagogical content, moral and interpersonal expertise areas concerning how to teach genetics in the personal health context of genetic testing, and the lessons of five of them were observed. The findings showed that the required teacher expertise encompasses specific pedagogical content expertise, interpersonal expertise and a preference for teacher roles and teaching approaches for the moral aspects of teaching in this context. A need for further development of teaching and learning activities for (reflection on) moral reasoning came to the fore. Suggestions regarding how to apply this expertise into context-based genetics education are discussed.     

Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms

While a solid understanding of science content knowledge is important in developing expertise in science teaching, it is not necessarily a sufficient condition to teach science effectively in elementary schools. Teachers need to have the ability to transform their knowledge into forms learnable by students. Based on this perspective, the current study explored how science content knowledge was pedagogically transformed in Korean elementary classrooms. Data sources included video-recorded science lessons of five elementary teachers in a metropolitan city of Korea. The analysis of the data revealed that the Korean teachers often engaged in transforming science content knowledge by means of different semiotic modes, including language, pictures, materials, actions, and their complex combinations. Further, their representations of scientific knowledge were in diverse forms, such as personifications, analogies, quiz questions, pictorial models, diagrams, animations, real-life examples, hand demonstrations, videos, flash tools, and songs-and-dances. Future research involving a wider range of participants, such as students, content specialists, and teachers with weak and strong content understanding, was suggested to confirm the findings of this study and find more various ways of pedagogical transformation of science subject matter knowledge.     

Learning stories from IT workers – development of professional expertise

In the knowledge economy, many companies are well aware of the vital need to maintain the professional expertise of their workers at a high level. Though there have been a lot of research studies in the areas of professional expertise and workplace learning, few examined the learning pathways novice workers went through to become experts in their professions. Most of the research studies on expertise focused on the nature of expertise and few on its development. As for workplace learning research, most studies focused on the learning resources and methods workers used and the affordances of the workplace in making learning possible. Based on the accounts of expertise development collected from individual information technology (IT) workers in Hong Kong, this paper proposes a four-phase model of professional expertise development in the workplace and discusses its similarities to and differences from extant theories of expertise and skill development.     

农业文化遗产的概念、特点与保护要求

农业文化遗产的概念目前存在一些争议,争议的焦点主要在于如何对其英文名称进行翻译以及内涵边界。大部分学术论文中使用“农业文化遗产”和“全球重要农业文化遗产”的说法。农业文化遗产不同于一般的农业遗产,它更强调对生物多样性保护具有重要意义的农业系统、农业技术、农业物种、农业景观与农业文化。也就是说,除一般意义上的农业文化和技术知识以外,还包括历史悠久、结构合理的传统农业景观和农业生产系统。另外,农业文化遗产也不同于世界遗产的其他类型。从概念上来看接近于文化景观遗产,不过文化景观强调遗产的地域性,而农业文化遗产则更强调对某种传统农业知识和农业技术的保护,对这些知识和技术的地域要求并不十分严格。农业文化遗产具有复合性、活态性和战略性的特点,在保护上应当遵循动态保护、适应性管理和可持续发展的要求。     

EP-based adaptive tracker with observer and fault estimator for nonlinear time-varying sampled-data systems against actuator failures

An evolutionary programming-based adaptive observer is presented in this paper to improve the performance of state estimation of nonlinear time-varying sampled-data systems. Also, this paper presents a novel state-space adaptive tracker together with the proposed observer and estimation schemes for nonlinear time-varying sampled-data systems having actuator failures. For the class of slowly varying nonlinear time-varying systems, the proposed methodology is able to achieve the desired fault detection and performance recovery for the originally well-designed systems, as long as the controller having the high-gain property. For practical implementation, we utilize the advantages of digital redesign methodology to convert a well-designed high-gain analog controller/observer into its corresponding low-gain digital controller/observer. Illustrative examples are given to demonstrate the effectiveness of the proposed method. The developed digitally redesigned adaptive tracker with the proposed observer and estimator is suitable for implementation by using microprocessors.     

组织理论视角下的教育管理培训活动

教育管理培训活动发展计划是学校教育教学行动研究的重要组成部分。一个成熟的发展计划,包括目标、组织环境分析、团队协作、组织文化、管理胜任力、有效传意等多个方面,通过设定发展计划,确立教育信念,掌握教育管理的实用知识和技能,有效利用资源,发展管理专长和专业才能,达致高效能的管理。     

一种模型参考自适应速度辨识的异步电机直接转矩控制及其计算机仿真

本文从异步电机的数学模型出发,在直接转矩控制的基础上,介绍了一种新型的基于反电动势的模型参考自适应的无速度控制方法,并对该方法进行了仿真验证。实验表明,该方法效果良好。     

Relationship between prior knowledge,destination reputation,and loyalty among sport tourists

ABSTRACT

Sport tourism is anticipated as one of the key industries that can vitalize a community with a wide variety of attractive natural resources. This research focusses on the relationship between tourists’ prior knowledge of the destination, destination reputation, and destination loyalty. Data were collected from domestic sport tourists who visited Niseko Adventure Centre during August, 2018 (N?=?221). Using confirmatory factor analysis and structural equation modelling, the results showed a significant relationship between prior knowledge, reputation, and loyalty, which explained 34% of the model. Sport tourism is expected to be one of the key elements to stimulate rural areas by utilizing their potential natural resources. In this research, we observed Niseko district to clarify the relationship between destination prior knowledge, reputation, and loyalty. As a result, we were able to conclude that, by focusing attention on information search processes, marketers can develop effective marketing strategies.     

First steps into understanding teachers' visual perception of classroom events

Student-teachers struggle to become competent at classroom management. To do so, Berliner (2001) and Feldon (2007) argue for the significance of speedy and accurate recognition of relevant cues for teacher action in the classroom. However, studies investigating how teachers obtain this information from the classroom are scarce. This study employed eye-tracking methodology to investigate teachers' visual perception and detection of classroom events. Results show that experienced teachers process visual information faster, and consistently check up on pupils more regularly. Also they are able to distribute their attention evenly across the classroom. Recommendations for future research and practical implications are discussed.     

Teach Beyond Technique

A good teacher means more than mastering subject matter knowledge. This article discusses teachers‘ expertise, which, in the author‘s opinion, includes teachers‘ self-knowledge, their positive personality and other aspects, for example, whether they are reflective teachers. This conception of “expertise“ helps teachers in forming their self-awareness and personalized teaching methods so as to improve teaching and accelerate teacher development.