Designing learning environments to promote competent lay engagement with science

An important goal of science education is promoting scientific literacy—the competence to interact with science as laypeople to solve problems and make decisions in their personal and community lives. This is made more challenging in an age of increasing science denialism. In this article, we discuss how to design learning environments for science education that can help students attain scientific literacy. We argue that science curricula should encompass lessons with two distinguishable foci. One focus engages students in understanding the reliability of science. The second focus engages students as laypeople interacting with science in the public sphere. We discuss these two curricular foci, presenting examples from our own work on designing and implementing instruction with the first focus.     

Sending children to school ‘back home’: Multiple moralities of Punjabi Sikh parents in Britain

This article explores how Punjabi Sikh parents in Britain try to produce ‘good children’ through moral reasoning about their schooling. Parents compare schooling in Britain with India and sometimes wonder about sending their children to school ‘back home’, in the hope of immersing them in Indian culture, traditions and language. The ethnographic material comes from a study of Indian Punjabi transnationalism involving fieldwork in the West Midlands and 72 interviews with parents, grandparents and young people. I first explore the views of parents and grandparents who advocate sending children to school in India. Then, focusing on two mothers, I explore the moral dilemmas that resulted from sending their children ‘back home’. The article demonstrates the value of Zigon’s theories on moral pluralism, and explores dynamics of gender, generation and class.     

Logistic Regression Analysis of Employment Behavior Data Using Randomized Response Technique

Direct survey techniques deal with collecting information on sensitive issues data, such as induced abortion, drug addiction, and so on. RR （randomized response） techniques are available for many interviewees, who do not feel comfortable to disclose their personal data due to privacy risks. RR techniques are used in the estimation of the number of people having a sensitive attribute say A. When the research is conducted on the disgraceful or ignominious characteristics of persons like rash driving, tax elusion, induced abortion, testing HIV （human immunodeficiency virus） positive etc., RR techniques are used to make sure that the estimates obtained are efficient and unbiased. During these types of surveys, privacy of the respondent is also managed. Among others, the conflict between efficiency and protection of privacy was also discussed by Nayak in 1994. In RR-related techniques, the SRS （simple random sampling） is statistically used in the sample selection. In this paper, RR procedure is used that allows us to estimate the population proportion in addition to the probability of providing a truthful answer. This study also quantifies a method for the estimation of the model having one variable （univariate） while studying logistic regression, where the dependent variables are subject to RR. In addition, an efficiency comparison is carried out to investigate the performance of the proposed technique. It is also assumed that during the study, the respondents will respond keeping in view the instructions of the RR design. The general idea about findings of current study, though, is so as to perform RR techniques comparatively fine.     

Diverging or converging trends: an investigation of education policies concerning the incorporation of ethnic minority children in England,France and Germany

This article focuses specifically on the incorporation of ethnic minority children within the education systems of England, France and Germany. The trends in policy development after World War II in these countries are examined through the prism of three ideal-typical incorporation strategies – integration, assimilation and separation. This is done to test the theories of universalism, parallel development and particularism, which anticipate different trajectories with regard to these strategies. The paper finds evidence for convergence towards integration with regard to provisions for extra support in the host country’s language. This supports the theory of universalism. However, no evidence of convergence towards integration is found in four other policy areas. For instance, country-specific trends emerge on minority religious education and enrolment into mainstream schools, which is consistent with the particularist perspective. As there is little evidence of the three countries drawing closer in terms of all three adopting a strategy of incorporation promoted by transnational agencies, the expectation that national states can borrow in a straightforward fashion from internationally advocated models of ethnic minority incorporation appears unfounded. The paper further finds that local practices are sometimes significantly at odds with national educational policy, suggesting that future research should be directed more at the local level to determine the policies affecting ethnic minority children.     

Herding cats or getting heard: The SENCo–teacher dynamic and its impact on teachers' classroom practice

This article is based on two key findings of doctoral research into the impact that Special Educational Needs Coordinators (SENCos) in England have on teachers' skills when addressing the needs of children with SEN in mainstream primary schools. I use data from questionnaires and interviews with SENCos, teachers and headteachers to argue that key indicators for successful teaching of children with SEN include SENCos skilling teachers in their roles as ‘agents of change’ in relation to SENCos' views of their teaching colleagues, as well as the evolving nature of their own professional identity.     

Study of Association of Leptin and Insulin Resistance Markers in Patients of PCOS

Polycystic ovary syndrome (PCOS) is a common endocrinological disorder among women of the reproductive age group with long term sequelae which include diabetes mellitus, hypertension and CAD. The present study was conducted to evaluate the association of leptin—an adipokine playing an important role in carbohydrate metabolism and markers of insulin resistance among women with PCOS. Sixty diagnosed cases of PCOS as per Rotterdam criteria were enrolled in this study after informed written consent. Insulin resistance was estimated using the homeostatic model assessment-insulin resistance (HOMA-IR). HOMA-IR was calculated as the product of the fasting plasma insulin value (mU/ml) and the fasting plasma glucose value (mg/dl), divided by 405 and HOMA β was calculated as 360 × [insulin]/([glucose] − 63) % (glucose in mg/dl). Estimation of serum leptin levels was done by ELISA using leptin ELISA kit from (DRG). A positive correlation of serum leptin levels was observed with markers of insulin resistance. Multiple regression analysis with HOMA-IR as dependent variable demonstrated a statistically significant contribution of fasting insulin levels. This study highlights the role of leptin in alterations in carbohydrate metabolism in patients with PCOS.     

Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case Study

This research took place within the context of ongoing educational reforms to promote inquiry-based science instruction and a desire to draw evidence to inform adoptions of western pedagogical practices in a high-context culture like Qatar. We report on the outcomes from Process Oriented Guided Inquiry Learning (POGIL) in a foundation chemistry course based on students’ achievement, their perceived learning gains, and their self-efficacy. The study utilized quantitative data obtained from normalized content tests and instruments to measure perceived learning gains and attitudes and experience. Qualitative data from open-ended student questionnaires were analyzed to cross-validate findings from the study. Positive effects of POGIL during fall (semester 1) and spring (semester 2) semesters were evidenced by (a) improved mean scores and medium to large effect sizes for content test results, perceived learning gains, and self-efficacy levels and (b) a positive correlation between the measures of perceived learning gains and self-efficacy. Students self-reported increased self-efficacy, interest, and better understanding of concepts using the POGIL method. Comparing fall and spring semesters, student reluctance and negative perceptions of the POGIL approach gradually diminished. Students were able to adapt easily to POGIL—a method of teaching that they had not experienced before but which was compatible with the high-context culture in which they live. In addition, this study reflects the current condition of science learning in Qatar, where the emerging outcomes of educational reforms play an important role in preparing local students to transition into higher education.     

急性低氧及力竭运动对大鼠骨骼肌肌球蛋白重链(MHC)亚型基因表达的影响

研究急性低氧及力竭运动对大鼠骨骼肌肌球蛋白重链(MHC)亚型基因表达的影响。取健康SD雌性大鼠80只，随机分成4大组：常氧对照组(C)，常氧力竭组(NE)，低氧对照组(HC)和低氧力竭组(HE)。采用半定量反转录聚合酶链式反应(RT—PCR)法，测定各组骨骼肌MHCⅠ、Ⅱa、Ⅱx、Ⅱb4种亚型的mRNA基因表达。结果表明，MHC各亚型mRNA所占百分比分析显示，单纯低氧能刺激MHC亚型mRNA表达出现“由慢到快”的趋势；力竭运动则能刺激MHC mRNA表达出现“由快到慢”的趋势。关于MHC亚型转变在功能上的意义还有待进一步研究。     

Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes

Research in Science Education - Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to...