WorldWideScience

Sample records for k-4 science content

  1. Reading, Writing & Rings: Science Literacy for K-4 Students

    Science.gov (United States)

    McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

    2007-12-01

    Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.

  2. From Inception to Reflection: Ohio's K-4 Content-Enriched Mandarin Chinese Curriculum

    Science.gov (United States)

    Robinson, Deborah W.

    2009-01-01

    In 2006 the Ohio Department of Education (ODE) submitted and received a three-year Foreign Language Assistance Program grant from the U.S. Department of Education to write and pilot a K-4 content-enriched Mandarin curriculum and to build online professional development modules to support the curriculum. Once funded, ODE formed an advisory…

  3. Factors affecting early elementary (K--4) teachers' introduction of the nature of science: A national survey

    Science.gov (United States)

    Sweeney, Sophia Jean

    A researcher-developed questionnaire regarding the importance and developmental appropriateness of 12 specific elements of the nature of science (Alshamrani, 2008) for early elementary (kindergarten through fourth grade [K-4]) science instruction was mailed to a random sample of U.S. K-4 teachers. At least half (N = 377) of the respondents reported introducing the inferential, empirical, creative, collaborative, tentative, and cultural aspects of the nature of science (NOS) during the current school year, as well as the idea that no single step-by-step scientific method exists. Over 90% of respondents identified the inferential, empirical, and creative aspects of the NOS as developmentally appropriate for the grade level taught. Based on a 5 point scale (0=not at all important and 4 =very important), the mean scores of eight NOS elements were above a value of three, which corresponded with the descriptor somewhat important to include in K-4 science instruction: the inferential, empirical, creative, collaborative, cultural, and tentative NOS, along with the ideas that replication is an important aspect of experimental research and that no single stepwise scientific method exists. A series of binary logistic regression analyses were used to explore the impact of three predictor variables (developmental appropriateness, importance, and presence in state standards) on teachers' self-reported introduction of each of the NOS elements during the 2009-2010 school year. The data for the presence of the NOS elements in state standards were extracted from a previous study (McComas, Lee, & Sweeney, 2009). Developmental appropriateness was a significant predictor of teachers' introduction of the NOS element for all except the collaborative, empirical and inferential aspects of NOS. Importance was a significant predictor for all 12 NOS elements of interest. A NOS element's presence in the state standards significantly predicted teachers' introduction of that NOS element for only

  4. ESSEA K-4 Online Course: Polar Connections

    Science.gov (United States)

    Blaney, L.; Myers, R. J.; Schwerin, T.

    2007-12-01

    The Earth System Science Education Alliance (ESSEA) is a National Science Foundation-supported program implemented by the Institute for Global Environmental Strategies (IGES) to improve the quality of geoscience instruction for pre-service, middle, and high school teachers. ESSEA increases teachers' access to quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on a trio of online courses (for elementary, middle, and high school teachers), the courses have been used by 40 faculty at 20 institutions educating over 1,700 teachers in Earth system science. Program evaluation of original course participants indicated that the courses had significant impact on teachers Earth system content knowledge and beliefs about teaching and learning. Seventeen of the original participating institutions have continued to use the courses and many have developed new programs that incorporate the courses in Earth science education opportunities for teachers. Today the ESSEA program lists nearly 40 colleges and universities as participants. The original K-4 course and modules have been revised to include topics and resources focusing on the International Polar Year. The new K-4 Land, Living Things, Water and Air modules contain inquiry-based investigations exploring our polar regions. Each module lists a set of essential questions that guide teachers and their students as they build content knowledge. The course structure requires teachers to work individually and in teams to build content knowledge and pedagogical understanding of how their students learn. This group investigation approach and a "Teacher as Researcher" theme promote reflection and collaboration to develop criteria for effective concept building. By exploring the characteristics of polar landscapes, atmosphere, and polar life, teachers and their students will develop new understandings about the interactions and dependencies of the Earth spheres and our polar regions

  5. Valid and Reliable Science Content Assessments for Science Teachers

    Science.gov (United States)

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-01-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

  6. Valid and Reliable Science Content Assessments for Science Teachers

    Science.gov (United States)

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-01-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

  7. Elementary student teachers' science content representations

    Science.gov (United States)

    Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

    2002-08-01

    This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

  8. Valid and Reliable Science Content Assessments for Science Teachers

    Science.gov (United States)

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-03-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper describes multiple sources of validity and reliability (Cronbach's alpha greater than 0.8) evidence for physical, life, and earth/space science assessments—part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. Validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. Subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.

  9. Trends of Science Education Research: An Automatic Content Analysis

    Science.gov (United States)

    Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

    2010-01-01

    This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of "International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education" from 1990 to 2007. The…

  10. Trends of Science Education Research: An Automatic Content Analysis

    Science.gov (United States)

    Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

    2010-01-01

    This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of "International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education" from 1990 to 2007. The…

  11. Exploring Preschool Children’s Science Content Knowledge

    Science.gov (United States)

    Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

    2014-01-01

    Research Findings The purpose of this study was to describe children’s science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children’s science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed that children exhibited significant gains in science content knowledge over the course of the preschool year. Hierarchical linear modeling results indicated that the level of maternal education (i.e., holding at least a bachelor’s degree) significantly predicted children’s Time 1 science content knowledge. Children’s cognitive, math, and language skills at Time 1 were all significant concurrent predictors of Time 1 science content knowledge. However, only Time 1 math skills significantly predicted residualized gains in science content knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy Factors related to individual differences in young children’s science content knowledge may be important for early childhood educators to consider in their efforts to provide more support to children who may need help with science learning. PMID:25541574

  12. Marrying Content and Process in Computer Science Education

    Science.gov (United States)

    Zendler, A.; Spannagel, C.; Klaudt, D.

    2011-01-01

    Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be…

  13. Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

    Science.gov (United States)

    Demirdögen, Betül

    2016-01-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

  14. Marrying Content and Process in Computer Science Education

    Science.gov (United States)

    Zendler, A.; Spannagel, C.; Klaudt, D.

    2011-01-01

    Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be…

  15. Interaction Between Science Teaching Orientation and Pedagogical Content Knowledge Components

    Science.gov (United States)

    Demirdöğen, Betül

    2016-08-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the form of content representation, responses to an open-ended instrument, and semi-structured interviews. Preservice teachers' orientation and PCK were analyzed deductively. Constant comparison analysis of how their orientation interacted with other PCK components revealed three major themes: (1) one's purpose for science teaching determines the PCK component(s) with which it interacts, (2) a teacher's beliefs about the nature of science do not directly interact with his/her PCK, unless those beliefs relate directly to the purposes of teaching science, and (3) beliefs about science teaching and learning mostly interact with knowledge of instructional strategies. Implications for science teacher education and research are discussed.

  16. Science in Discussions: An Analysis of the Use of Science Content in Socioscientific Discussions

    Science.gov (United States)

    Nielsen, Jan Alexis

    2012-01-01

    This paper presents a normative pragmatics analysis of students' use of science content in eight socioscientific group discussions about human gene therapy. The specific focus of the paper is on the argumentative role that invocations of science had in the dialectics of the discussions. The analysis suggests that science content occasionally…

  17. Teacher content knowledge in the context of science education reform

    Science.gov (United States)

    Doby, Janice Kay

    1997-12-01

    The decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also may foster negative attitudes toward science and science teaching. It is, therefore, highly unlikely that any significant reform in science education will be realized until this major underlying problem is addressed and resolved. The purpose of this study was to examine the effects of an experimental elementary science methods course, which employs the use of laser videodisc technology and instructional implications from cognitive science and instructional design, in terms of preservice teacher gains in Earth and physical science content knowledge and locus of control in science. The experimental elementary science methods course was compared to a more traditional approach to the same course which focused primarily on methods of teaching in the physical sciences and other science domains. The experimental and traditional groups were compared before and after treatment in terms of preservice teachers' content knowledge in Earth and physical science and locus ofcontrol in science. Results indicated that the experimental and traditional groups were comparable prior to treatment. The experimental group (89 preservice teachers) responded correctly to 45% of the items on the Elementary Science Concepts Test (ESCT) pretest and the traditional group (78 preservice teachers) responded correctly to 42% of the pretest items, the difference between groups being nonsignificant. Further, the experimental and traditional groups scored similarly on the pre-assessment of locus of control in

  18. Unifiability in extensions of K4

    NARCIS (Netherlands)

    Gencer, Ç.; de Jongh, D.

    2009-01-01

    We extend and generalize the work on unifiability of [8]. We give a semantic characterization for unifiability and non-unifiability in the extensions of K4. We apply this in particular to extensions of KD4, GL and K4.3 to obtain a syntactic characterization and give a concrete decision procedure for

  19. A comparative study of six decades of general science textbooks: Evaluating the evolution of science content

    Science.gov (United States)

    Lewis, Anna

    This study examined science textbooks over time to better understand the science content expectations that the U.S. educational system deems appropriate for 8th and 9th grade science students. The study attempted to answer the questions: (1) What specific science content has been presented via the textbook from 1952 to 2008? (2) Within which areas and in what way does the science content change? (3) Are new scientific findings reflected in 8th and 9th grade U.S. general science textbooks? Twenty-six themes were identified which reflect five areas in science: Chemistry, Physics, Earth Science, Biology, and Process of Science. Trends in science content in U.S. 8th and 9th grade general science textbooks, as revealed by this data sample, indicated no statistically significant change in depth of coverage in Physics and Process of Science over the past 60 years, no significant change in depth of coverage in Earth Science and Biology in the last 40 years, and no significant change in coverage in Chemistry over the last 30 years. Additionally, a total of sixteen new discoveries were found in the textbook sample. For classroom teachers this information may alert them to the necessity of going beyond the textbook in preparing students for life in a global society. In educational practice, this research supports and reinforces the need for inquiry learning and socioscientific curricula. It may also influence educators to challenge assumptions regarding the value and selection of the traditional classic science content.

  20. Advancing Future Network Science through Content Understanding

    Science.gov (United States)

    2014-05-01

    used a metaphor of gaining situational awareness in the context of cars parked at a sports event stadium. Likening this to content understanding...nature of defense for insurgency versus counter insurgency is move-counter move. Tivnen looks at this problem as a Red Queen Dance , as per Alice in

  1. Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms

    Science.gov (United States)

    Oh, Phil Seok; Kim, Kyoung Suk

    2013-06-01

    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.

  2. Exploring the Meaning and Use of Science Content Integration

    Science.gov (United States)

    Garner, Jason L.

    2012-01-01

    Science content integration, or the simultaneous teaching of science with other subjects during learning activities, has been explored by multiple studies. However, due to a lack of consensus on its definition, it was difficult for educators in a local school district to discuss and evaluate the effectiveness of this instructional technique. This…

  3. Examining the relationship between elementary teachers' science self-efficacy and science content knowledge

    Science.gov (United States)

    Wimsatt, Mary Jo

    Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service elementary teachers' science content knowledge and self-efficacy constructs. The instrument combines Enochs and Riggs' (1990) Science Teaching Efficacy Beliefs Instrument (STEBI) with the researcher's content knowledge instrument created from a northwest Florida school district's science textbook series. The researcher's instrument was created to access participants' science content knowledge so the results can be compared to science self-efficacy results from the STEBI. The results of this study show there is a statistically significant relationship between the teachers' science self-efficacy and science content knowledge. The researcher concluded that in order to increase in-service teachers' science self-efficacy, district and school personnel need to increase opportunities for teachers to improve their science content knowledge.

  4. Assessing the Genetics Content in the Next Generation Science Standards.

    Science.gov (United States)

    Lontok, Katherine S; Zhang, Hubert; Dougherty, Michael J

    2015-01-01

    Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards.

  5. Earth Systems Science in an Integrated Science Content and Methods Course for Elementary Education Majors

    Science.gov (United States)

    Madsen, J. A.; Allen, D. E.; Donham, R. S.; Fifield, S. J.; Shipman, H. L.; Ford, D. J.; Dagher, Z. R.

    2004-12-01

    With funding from the National Science Foundation, we have designed an integrated science content and methods course for sophomore-level elementary teacher education (ETE) majors. This course, the Science Semester, is a 15-credit sequence that consists of three science content courses (Earth, Life, and Physical Science) and a science teaching methods course. The goal of this integrated science and education methods curriculum is to foster holistic understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in teaching science in their classrooms. During the Science Semester, traditional subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based elementary science. Exemplary approaches that support both learning science and learning how to teach science are used. In the science courses, students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. In the methods course, students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. An earth system science approach is ideally adapted for the integrated, inquiry-based learning that takes place during the Science Semester. The PBL investigations that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in the PBL investigation that focuses on energy, the carbon cycle is examined as it relates to fossil fuels. In another PBL investigation centered on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. In a PBL investigation that has students learning about the Delaware Bay ecosystem through the story of the horseshoe crab and the biome

  6. Trends of Science Education Research: An Automatic Content Analysis

    Science.gov (United States)

    Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

    2010-08-01

    This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000's. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.

  7. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2016-10-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

  8. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2016-07-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

  9. Exploring the Meaning and Use of Science Content Integration

    Science.gov (United States)

    Garner, Jason L.

    Science content integration, or the simultaneous teaching of science with other subjects during learning activities, has been explored by multiple studies. However, due to a lack of consensus on its definition, it was difficult for educators in a local school district to discuss and evaluate the effectiveness of this instructional technique. This qualitative collective case study, based on a constructivist theoretical foundation, centered on the questions of how teachers defined and used science content integration, and perceptions of impediments to its use. Participants were five teachers in a suburban elementary school. The sources of data for this study were interviews, audio recordings of lessons, and teacher documents in the form of lesson plans. Data analysis was conducted through multiple coding procedures, allowing the emergence of themes. Data analysis showed that participants' beliefs and practices differed according to age levels and developmental needs of their students. Implications for positive social change include building from this study to provide content integration-based professional development, common planning time, and suitable materials to improve teachers' capacity to integrate science content into instruction.

  10. Content Analysis in Library and Information Science Research.

    Science.gov (United States)

    Allen, Bryce; Reser, David

    1990-01-01

    Describes ways in which content analysis is being used in library and information science research. Methodological concerns are addressed, including selection of target documents, selection of samples to be analyzed, selection of categories for analysis, and elimination of researcher bias to assure reliability. (35 references) (LRW)

  11. Teaching Strategies for K-4 General Music.

    Science.gov (United States)

    Teaching Music, 1999

    1999-01-01

    Provides a strategy, from the book entitled "Strategies for Teaching K-4 General Music," that addresses Standard 6A of the National Standards for Music Education. Explains that students will identify characteristics that enables them to make decisions about the form of the composition in listening examples longer than classroom songs. (CMK)

  12. Examining the Nexus of Science Communication and Science Education: A Content Analysis of Genetics News Articles

    Science.gov (United States)

    Shea, Nicole A.

    2015-01-01

    Access to science information via communications in the media is rapidly becoming a central means for the public to gain knowledge about scientific advancements. However, little is known about what content knowledge is essential for understanding issues presented in news media. Very few empirical studies attempt to bridge science communication and…

  13. Examining the Nexus of Science Communication and Science Education: A Content Analysis of Genetics News Articles

    Science.gov (United States)

    Shea, Nicole A.

    2015-01-01

    Access to science information via communications in the media is rapidly becoming a central means for the public to gain knowledge about scientific advancements. However, little is known about what content knowledge is essential for understanding issues presented in news media. Very few empirical studies attempt to bridge science communication and…

  14. Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

    Science.gov (United States)

    Ajhar, Edward A.; Blackwell, E.; Quesada, D.

    2010-05-01

    In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

  15. Incorporating formative assessment and science content into elementary science methods---A case study

    Science.gov (United States)

    Brower, Derek John

    Just as elementary students enter the science classroom with prior knowledge and experiences, so do preservice elementary teachers who enter the science methods classroom. Elementary science methods instructors recognize the challenges associated with preparing teachers for the science classroom. Two of these challenges include overcoming limited science content understanding and a low science teaching efficacy. Based upon research in science misconceptions, conceptual change theory, formative assessment, and science teaching efficacy, this design experiment explored the use of formative assessment in an authentic learning environment to address some of these challenges. As a case study, the goal was to identify two specific topics in science which the preservice teachers did not understand and to model consistent use of formative assessment to guide instruction in those science topics for six weeks. The research questions for this study sought to explore the design of the class while also exploring students' understanding of the science content and their understanding of formative assessment. One specific question was whether the formative data could differentiate between deeply held student misconceptions in science and incomplete science understanding. In addition, data was collected to measure changes in science teaching efficacy as well as preservice teachers' desire to use formative assessment in their own future classrooms. Based upon student interviews and a final content quiz, the participants in this study did show improved science content understanding in the areas of plant food/energy and plate tectonics. The course design implemented a variety of formative assessment tools including formative assessment probes, student science notebooks, student concept maps, a non-graded quiz, and more. The STEBI-B survey identified improved science teaching efficacy among the participants. Student final essays indicated improved understanding of formative assessment

  16. Content Metadata Standards for Marine Science: A Case Study

    Science.gov (United States)

    Riall, Rebecca L.; Marincioni, Fausto; Lightsom, Frances L.

    2004-01-01

    The U.S. Geological Survey developed a content metadata standard to meet the demands of organizing electronic resources in the marine sciences for a broad, heterogeneous audience. These metadata standards are used by the Marine Realms Information Bank project, a Web-based public distributed library of marine science from academic institutions and government agencies. The development and deployment of this metadata standard serve as a model, complete with lessons about mistakes, for the creation of similarly specialized metadata standards for digital libraries.

  17. A Place for Content Literacy: Incorporating Vocabulary and Comprehension Strategies in the High School Science Classroom

    Science.gov (United States)

    Misulis, Katherine E.

    2011-01-01

    To help students learn and apply science content, teachers can embed content literacy instruction within science instruction. This involves teaching the content and the literacy skills students need to learn that content, such as vocabulary and comprehension. In this article, the author provides tips on how to incorporate content literacy…

  18. Self-Directed Learning to Improve Science Content Knowledge for Teachers

    Science.gov (United States)

    van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

    2017-01-01

    Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

  19. Students' Perceptions of Their Science Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Halim, Lilia; Abdullah, Sharifah Intan Sharina Syed; Meerah, T. Subahan Mohd

    2014-04-01

    Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. Only a limited number of studies have investigated the components of science teachers' PCK that helped students' learning from the perspective of students. Thus, it is the aim of this study to investigate the level of science teachers' PCK from students' perspective, in particular whether or not students of different achieving ability had different views of teachers' PCK in assisting their learning and understanding. Based on the PCK research literature, six components of PCK have been identified, which were as follows: (1) subject matter knowledge, (2) knowledge of teaching strategies, (3) knowledge of concept representation, (4) knowledge of teaching context, (5) knowledge of students, and (6) knowledge of assessment in learning science. A questionnaire consisting of 56 items on a five-point Likert-type scale were used for data collection from 316 Form Four students (16 years old). One-way analysis of variance revealed that the differences in science teachers' PCK identified by students of different achieving abilities were statistically significant. Overall, students of various academic achieving abilities considered all the components of PCK as important. The low-achieving students viewed all the components of PCK as being less important compared to the high and moderate achievers. In particular, low-achieving students do not view `knowledge of concept representation' as important for effective teaching. They valued the fact that teachers should be alert to their needs, such as being sensitive to students' reactions and preparing additional learning materials. This study has revealed that PCK of science teachers should be different for high and low-achieving students and knowledge of students

  20. Teaching the content and context of science: The effect of using historical narratives to teach the nature of science and science content in an undergraduate introductory geology course

    Science.gov (United States)

    Vanderlinden, David Winston

    This study reports the use of historically accurate narratives (short stories) to simultaneously teach geology content and the nature of science in an introductory, undergraduate geology course. The stories describe key events involved in the development of geologists' ideas about continental drift/plate tectonics and deep time/the age of the Earth. The design of the stories provides a highly contextualized setting which is designed to promote NOS and geology understanding by explicitly attending students to fundamental concepts and requiring students to reflect on the short story content. Evidence is reported to support the conclusion that students using these short stories constructed a better understanding of (1) the variety of processes involved in the construction of scientific knowledge, (2) the subjective nature of data that allows it to be interpreted differently by different scientists, and (3) the roles that culture and society play in determining the way in which scientific work is conducted and scientific ideas are constructed, while maintaining equal levels of understanding of geology content when compared to students who did not use the short stories. In some cases, students' preconceptions about objectivity in science, the degree to which scientific ideas can be considered as "proven" or "true," and the role of discovery in science appear to have adversely affected their ability to interpret the short story content in the ways intended. In addition, students' misconceptions about differences in how oceanic and continental plates were formed and geologists' use of relative and absolute dating techniques, especially the appropriate uses of radio-isotopic dating, are described. This study has implications for science instructors as they make efforts to efficiently use class time and curriculum resources to teach about the both the content and context of science and for geology instructors as they consider students' misconceptions about plate tectonics

  1. The transformation of science and mathematics content knowledge into teaching content by university faculty

    Science.gov (United States)

    Flynn, Natalie P.

    This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their

  2. The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

    Science.gov (United States)

    Murphy, Cliona; Smith, Greg

    2012-01-01

    Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

  3. The development of in-service science teachers' pedagogical content knowledge related to interdisciplinary science inquiry

    Science.gov (United States)

    Smith, Erica L.

    This study was situated in a NSF-funded multi-year teacher professional development project, STIS, between the university and a school district in the North Eastern United States. The STIS project affords an opportunity to understand the processes and conditions in which science teachers develop interdisciplinary science inquiry knowledge and how that is translated into their pedagogical content knowledge (PCK). As part of that study and within the framework of PCK in science, this study explored (1) the extent to which the involvement of in-service science teachers in authentic research experiences impacts their PCK of interdisciplinary science inquiry, and (2) the factors that contribute to or constrain the development of interdisciplinary science inquiry PCK. This research study utilized a mixed method, explanatory research design. Cross-case analysis of 10 teachers and the development of 3 case studies were done to examine the development of in-service science teachers PCK over the course of the first 3 years of the STIS project. Results showed that teachers participating in the STIS project demonstrated various levels of change in regards to their PCK, understanding of ISI, and implementation of ISI in classroom practices. The core features of STIS identified as impacting this change included (1) the summer research connection, (2) collaboration with STEM students, (3) an active learning environment, and (4) duration. The core features and the major contextual factors that were identified were utilized to revise the STIS' conceptual framework and create a theory of action. The findings of this study have implications for planning and conducting effective in-service for science educators.

  4. Teaching Concepts of Natural Sciences to Foreigners through Content-Based Instruction: The Adjunct Model

    Science.gov (United States)

    Satilmis, Yilmaz; Yakup, Doganay; Selim, Guvercin; Aybarsha, Islam

    2015-01-01

    This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences. Content-based…

  5. Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

    Science.gov (United States)

    Hechter, Richard P.; Guy, Mark

    2010-01-01

    This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

  6. Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science

    Science.gov (United States)

    Bergman, Daniel J.; Morphew, Jason

    2015-01-01

    The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a…

  7. Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

    Science.gov (United States)

    Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

    2015-01-01

    In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

  8. History of science content analysis of Chinese science textbooks from the perspective of acculturation

    Science.gov (United States)

    Ma, Yongjun; Wan, Yanlan

    2017-08-01

    Based on previous international studies, a content analysis scheme has been designed and used from the perspective of culture to study the history of science (HOS) in science textbooks. Nineteen sets of Chinese science textbooks have been analyzed. It has been found that there are noticeable changes in the quantity, content, layout, presentation, and writing intention of the HOS sections in textbooks from different time periods. What's more, the textbooks aim at presenting the scientific culture and aim to help students understand it better. However, the cultural associations of the HOS in textbooks is insufficient and significant differences exist among textbooks of different subjects. In order to explore the reasons why the presentation of HOS in various subjects is different, we made a specific comparison of curriculum standards of two subjects with great differences and interviewed the editors-in-chief of two textbooks. Results show that one of the most important reasons for the different writings of the HOS in textbooks is that different subject curriculum standards attach greater importance to the HOS. In addition, the attention to the HOS by editors-in-chief, the tradition of studying the HOS within the history of the discipline, and the reference textbooks in compiling textbooks are all important influence factors. Some suggestions for future textbooks compilation are given at the end.

  9. RMOS Contents - RMOS | LSDB Archive [Life Science Database Archive metadata

    Lifescience Database Archive (English)

    Full Text Available en/,/jp/); document.getElementById(lang).innerHTML=[ Japanese | English ]; } else if ( url.search(//contents...//) != -1 ) { url = url.replace(/contents/,/contents-en/); document.getElementById(lang).innerHTML=[ Japanes...e | English ]; } else if ( url.search(//contents-en//) != -1 ) { url = url.replace(/contents-en/,/conten...ts/); document.getElementById(lang).innerHTML=[ Japanese | English ]; } else if( url.search(/conten...List Contact us RMOS RMOS Contents Data detail Data name RMOS Contents DOI 10.18908/lsdba.nbdc00194-001 Description of data conten

  10. Earth Systems Science and Elementary Teacher Preparation: The UNO Model for Improving Science and Mathematics Content and Pedagogy Skills

    Science.gov (United States)

    Hall, F. R.; Buxton, C.

    2002-05-01

    The University of New Orleans is located on the south-shore of Lake Pontchartrain. At UNO, we have established a unique collaboration between the Colleges of Science and Education in the preparation of preservice elementary school teachers. Earth Systems Science themes, based on the local environment, provide the framework for understanding science and mathematics content. In both the content and teaching methods courses, student learning revolves around hands-on, minds-on activies. In both classes, the age-appropriate technology is used as the students perform research projects on Lake Pontchartrain and the Mississippi River. The students are also required to practice their craft in both courses. In the science content courses, the students are required to research a topic that parallels the content learned during the semester, create lesson plans, and teach the subject to the class using inquiry-based methodology. In the teaching methods course, students are required to develop curricula and field test them in a local elementary school. Surveying students at the end of the semester suggests that using Earth Systems Science themes on the local environment as the framework for teaching science content and pedagogy not only improves the students content skills but also their perceptions of science as a subject, and their desire to teach science.

  11. Content Analysis of Science Teacher Representations in Google Images

    Science.gov (United States)

    Bergman, Daniel

    2017-01-01

    Teacher images can impact numerous perceptions in educational settings, as well as through popular media. The portrayal of effective science teaching is especially challenging to specify, given the complex nature of science inquiry and other standards-based practices. The present study examined the litany of representations of science teachers…

  12. Efficacy for Teaching Elementary Science and Mathematics Compared to Other Content

    Science.gov (United States)

    Buss, Ray R.

    2010-01-01

    The study was conducted to examine preservice, elementary teachers' efficacy for teaching science and mathematics as compared with other elementary content. The instrument assessed efficacy for teaching (EFT) five elementary content areas: science, mathematics, reading, classroom management, and general instruction. Three hundred twenty-five…

  13. Gender Stereotypes in Science Education Resources: A Visual Content Analysis.

    Science.gov (United States)

    Kerkhoven, Anne H; Russo, Pedro; Land-Zandstra, Anne M; Saxena, Aayush; Rodenburg, Frans J

    2016-01-01

    More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people's social lives, such stereotypes can also occur in education. Ways in which stereotypes are visible in education include the use of gender-biased visuals, language, teaching methods, and teachers' attitudes. The goal of this study was to determine whether science education resources for primary school contained gender-biased visuals. Specifically, the total number of men and women depicted, and the profession and activity of each person in the visuals were noted. The analysis showed that there were more men than women depicted with a science profession and that more women than men were depicted as teachers. This study shows that there is a stereotypical representation of men and women in online science education resources, highlighting the changes needed to create a balanced representation of men and women. Even if the stereotypical representation of men and women in science is a true reflection of the gender distribution in science, we should aim for a more balanced representation. Such a balance is an essential first step towards showing children that both men and women can do science, which will contribute to more gender-balanced science and technology fields.

  14. Gender Stereotypes in Science Education Resources: A Visual Content Analysis

    Science.gov (United States)

    Kerkhoven, Anne H.; Land-Zandstra, Anne M.; Saxena, Aayush; Rodenburg, Frans J.

    2016-01-01

    More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people’s social lives, such stereotypes can also occur in education. Ways in which stereotypes are visible in education include the use of gender-biased visuals, language, teaching methods, and teachers’ attitudes. The goal of this study was to determine whether science education resources for primary school contained gender-biased visuals. Specifically, the total number of men and women depicted, and the profession and activity of each person in the visuals were noted. The analysis showed that there were more men than women depicted with a science profession and that more women than men were depicted as teachers. This study shows that there is a stereotypical representation of men and women in online science education resources, highlighting the changes needed to create a balanced representation of men and women. Even if the stereotypical representation of men and women in science is a true reflection of the gender distribution in science, we should aim for a more balanced representation. Such a balance is an essential first step towards showing children that both men and women can do science, which will contribute to more gender-balanced science and technology fields. PMID:27851759

  15. Cellular Membrane Composition Requirement by Antimicrobial and Anticancer Peptide GA-K4.

    Science.gov (United States)

    Mishig-Ochir, Tsogbadrakh; Gombosuren, Davaadulam; Jigjid, Altanchimeg; Tuguldur, Badamkhatan; Chuluunbaatar, Galbadrakh; Urnukhsaikhan, Enerelt; Pathak, Chinar; Lee, Bong-Jin

    2017-01-01

    Naturally occurring antimicrobial peptides important for innate immunity are widely studied for their antimicrobial and anticancer activity. The primary target of these AMPs is believed to be the bacterial cytoplasmic membrane. However, the interaction between cytoplasmic membrane and the antimicrobial peptides remains poorly understood. Therefore to focus on the target membrane composition that is required by AMPs to interact with membranes, we have examined the interaction of the antimicrobial and anticancer active 11-residue GA-K4 (FLKWLFKWAKK) peptide with model and intact cell membranes. Effect on the structural conformational properties of GA-K4 peptide was investigated by means of far-UV CD and fluorescence spectroscopic methods. The different conformation of GA-K4 peptide in large unilamellar vesicles (LUV) bilayer and micelle environment suggest that the curvature has an influence on the secondary structure acquired by the peptide. Furthermore, the leakage experiment result confirmed that GA-K4 induced the leakage of cytoplasmic membrane in Staphylococcus аureus bacterial cells. Fluorescence data revealed the interfacial location of GA-K4 peptide in the model membranes. The blue-shift in emission wavelength by tryptophan residues in fluorescence data indicated the penetration of GA-K4 peptide in micelles and phospholipid bilayers. These results showed that the GA-K4 peptide is a membrane-active peptide and its activity depends on membrane curvature and lipid composition. Although further studies are required to confirm the mechanism of action, the data suggest mechanism of toroidal pore formation for the interaction of GA-K4 peptide with membranes. Our studies will be helpful in better understanding of the membrane requirment of peptides to express their therapeutic effects. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

  16. A Standards-Based Content Analysis of Selected Biological Science Websites

    Science.gov (United States)

    Stewart, Joy E.

    2010-01-01

    The purpose of this study was to analyze the biology content, instructional strategies, and assessment methods of 100 biological science websites that were appropriate for Grade 12 educational purposes. For the analysis of each website, an instrument, developed from the National Science Education Standards (NSES) for Grade 12 Life Science coupled…

  17. Assessing Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) through Observations and Lesson Plans

    Science.gov (United States)

    Canbazoglu Bilici, Sedef; Guzey, S. Selcen; Yamak, Havva

    2016-01-01

    Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample:…

  18. Gender Stereotypes in Science Education Resources : A Visual Content Analysis

    NARCIS (Netherlands)

    Kerkhoven, A.H.; Rodrigues, Dos Santos Russo P.M.; Land, A.M.; Saxena, A.; Rodenburg, F.J.

    2016-01-01

    More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people’s social lives, such stereotypes can also occur in education. Ways in which stereotypes are visib

  19. Gender Stereotypes in Science Education Resources : A Visual Content Analysis

    NARCIS (Netherlands)

    Kerkhoven, A.H.; Rodrigues, Dos Santos Russo P.M.; Land, A.M.; Saxena, A.; Rodenburg, F.J.

    2016-01-01

    More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people’s social lives, such stereotypes can also occur in education. Ways in which stereotypes are

  20. Parity, cycle space, and K4-subdivisions in graphs

    DEFF Research Database (Denmark)

    Thomassen, Carsten

    1999-01-01

    . Zang). We prove the new result that every $4$-connected graph with at least three triangles contains a totally odd $K_4$-subdivision if and only if it does notcontain a vertex whose deletion results in a bipartite graph.In particular, every $4$-connected planar graph contains a totally odd $K_4...

  1. A content analysis of physical science textbooks with regard to the nature of science and ethnic diversity

    Science.gov (United States)

    Brooks, Kristine M.

    The goal of science education is the preparation of scientifically literate students (Abd-El-Khalick & Lederman, 2000, & American Association for the Advancement of Science (AAAS), 1990). In order to instruct students in the nature of science with its history, development, methods and applications, science teachers use textbooks as the primary organizer for the curriculum (Chippetta, Ganesh, Lee, & Phillips, 2006). Science textbooks are the dominant instructional tool that exerts great influence on instructional content and its delivery (Wang, 1998). Science and science literacy requires acquiring knowledge about the natural world and understanding its application in society, or, in other words, the nature of science. An understanding of the nature of science is an important part of science literacy (Abd-El-Khalik & Lederman, 2000, & AAAS, 1990). The nature of science has four basic themes or dimensions: science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science with its interaction with technology and society (Chippetta & Koballa, 2006). Textbooks must relay and incorporate these themes to promote science literacy. The results from this content analysis provide further insights into science textbooks and their content with regard to the inclusion of the nature of science and ethnic diversity. Science textbooks usually downplay human influences (Clough & Olson, 2004) whether as part of the nature of science with its historical development or its interaction with societies of diverse cultures. Minority students are underperforming in science and science is divided on ethnic, linguistic, and gender identity (Brown, 2005). Greater representations of diversity in curriculum materials enable minority students to identify with science (Nines, 2000). Textbooks, with their influence on curriculum and presentation, must include links for science and students of diverse cultures. What is the balance of the four aspects of the

  2. Preschoolers' Recall of Science Content from Educational Videos Presented with and without Songs

    Science.gov (United States)

    Schechter, Rachel L.

    2013-01-01

    This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and…

  3. Preschoolers' Recall of Science Content from Educational Videos Presented with and without Songs

    Science.gov (United States)

    Schechter, Rachel L.

    2013-01-01

    This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and…

  4. Peaked and Smooth Solitons for K*(4,1 Equation

    Directory of Open Access Journals (Sweden)

    Yongan Xie

    2013-01-01

    Full Text Available This paper is contributed to explore all possible single peak solutions for the K*(4,1 equation ut=uxu2+2α(uuxxx+2uxuxx. Our procedure shows that the K*(4,1 equation either has peakon, cuspon, and smooth soliton solutions when sitting on a nonzero constant pedestal limξ→±∞u=A≠0 or possesses compacton solutions only when limξ→±∞u=A=0. We present a new smooth soliton solution in an explicit form. Mathematical analysis and numeric graphs are provided for those soliton solutions of the K*(4,1 equation.

  5. CTE Teachers' Perspectives on the Process of CTE and Science Content Integration: A Grounded Theory

    Science.gov (United States)

    Spindler, Matthew Kenneth

    The integration of career and technical education (CTE) and academic curricular content that capitalizes on natural and inherent connections represents a challenge for CTE professionals. The research question that was used to guide the current study was: What are CTE teachers' perspectives of and experiences with the process of CTE and science content integration? And more specifically, to generate a grounded theory which explicates the process of CTE and science content integration from the perspective of CTE teachers. The CTE teachers expressed that the process of CTE and science content integration was a process of evolutionizing. From the perspective of the CTE teachers involved integrating CTE and science content resulted in their programs of study being adapted into something different than they were before the process of integration was begun. The CTE teachers revealed that the evolutions in their programs of study and themselves were associated with three other categories within the grounded theory: (a) connecting; (b) enacting; and (c) futuring. The process of CTE and science content integration represents a deep and complex episode for CTE teachers. The process of CTE and science content integration requires connecting to others, putting ideas into action, and an orienting towards the future.

  6. Elementary teachers' use of content knowledge to evaluate students' thinking in the life sciences

    Science.gov (United States)

    Sabel, Jaime L.; Forbes, Cory T.; Flynn, Leslie

    2016-05-01

    Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students' sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students' ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers' development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers' life science content knowledge influences their evaluation of students' ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students' ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students' ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development.

  7. Developing elementary teachers' ability to design and implement multiple representations of science content

    Science.gov (United States)

    Sheehan, Cheryl D.

    The purpose of this study was to investigate the effects of science instruction emphasizing multiple representations of science principles on elementary teachers' science knowledge, on their knowledge of how to use multiple representations in their science teaching practice, and the integration of this knowledge into pedagogical content knowledge. The overarching goal was to contribute to the on-going national debate on teacher quality. The study was exploratory using a mixed method, qualitative and quantitative, pre-test/post-test design. Multiple forms of data were collected including copies of all the participants' work products, detailed field notes taken during observations of the classes, and audio taped class and small group discussions. Changes in the teachers' science content knowledge, their ability to use multiple representations of science principles, and their ability to assess the appropriateness of the representations for teaching were measured over a fifteen week period of instruction in elementary science methods. Shulman's construct, pedagogical content knowledge (PCK), provided the framework for the study. Changes in the teachers' PCK were analyzed using Anderson's Schema Theory and Paivio's Duel Coding Theory. Participants' increased their use of science content knowledge, their ability to represent science principles in alternative ways, and their ability to explain the relationship between the principles and the representations. Their beliefs about how young children learn science did not change. The study illuminated the complexity of pedagogical content knowledge and how intellectually challenging it is to provide practicing elementary teachers with the kinds of experiences necessary to develop basic pedagogical content knowledge for the teaching of science.

  8. Examining Perceptions of the Science Fair Project: Content or Process?

    Science.gov (United States)

    Watson, Jinx Stapleton

    2003-01-01

    Discusses student research, information literacy and research skills, and the role of inquiry in the research process. Presents a case study of a middle school science fair project that examined what students should accomplish in their research and what the role of stakeholders is, including teachers, parents, and school library media specialists.…

  9. How Augmented Reality Enables Conceptual Understanding of Challenging Science Content

    Science.gov (United States)

    Yoon, Susan; Anderson, Emma; Lin, Joyce; Elinich, Karen

    2017-01-01

    Research on learning about science has revealed that students often hold robust misconceptions about a number of scientific ideas. Digital simulation and dynamic visualization tools have helped to ameliorate these learning challenges by providing scaffolding to understand various aspects of the phenomenon. In this study we hypothesize that…

  10. Specifying the Content of Humble Social-Science Models

    Science.gov (United States)

    2009-07-01

    in social science we can juxtapose the value of rational- choice theory with the insights from empirical behavioral psychology (e.g., those...intellectual structure needed for causal modeling. An important exception is that econometricians, despite their empiricism , work creatively to infer

  11. Cartography and Geographic Information Science in Current Contents

    OpenAIRE

    Nedjeljko Frančula

    2009-01-01

    The Cartography and Geographic Information Science (CaGIS) journal was published as The American Cartographer from 1974 to 1989, after that as Cartography and Geographic Information System, and since then has been published with its current name. It is published by the Cartography and Geographic Information Society, a member of the American Congress on Surveying and Mapping.

  12. How Augmented Reality Enables Conceptual Understanding of Challenging Science Content

    Science.gov (United States)

    Yoon, Susan; Anderson, Emma; Lin, Joyce; Elinich, Karen

    2017-01-01

    Research on learning about science has revealed that students often hold robust misconceptions about a number of scientific ideas. Digital simulation and dynamic visualization tools have helped to ameliorate these learning challenges by providing scaffolding to understand various aspects of the phenomenon. In this study we hypothesize that…

  13. Examining Perceptions of the Science Fair Project: Content or Process?

    Science.gov (United States)

    Watson, Jinx Stapleton

    2003-01-01

    Discusses student research, information literacy and research skills, and the role of inquiry in the research process. Presents a case study of a middle school science fair project that examined what students should accomplish in their research and what the role of stakeholders is, including teachers, parents, and school library media specialists.…

  14. Exploring Plant and Animal Content in Elementary Science Textbooks

    Science.gov (United States)

    Schussler, Elisabeth E.; Link-Perez, Melanie A.; Weber, Kirk M.; Dollo, Vanessa H.

    2010-01-01

    Student knowledge about plants is typically less than student knowledge about animals. Textbooks are a commonly-used curriculum material in elementary grades and contain embedded cultural ideologies that may impact instruction. This study analyzed two nationally-syndicated elementary science textbook series to explore their presentation of plant…

  15. Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

    Science.gov (United States)

    Lederman, Norman G.; Gess-Newsome, Julie

    1992-01-01

    Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

  16. Science and children's literature: Kindergarten teachers' attitudes and pedagogical content knowledge

    Science.gov (United States)

    Al-Hooli, Abeer Abdullah

    2001-10-01

    The present study, incorporating both quantitative and qualitative methodologies, examined Kuwaiti kindergarten teachers' attitudes toward teaching science, their understanding of science content and pedagogical knowledge, and the role that using children's literature in science teaching plays in those relationships. Three hundred kindergarten teachers responded to the researcher-developed questionnaire entitled "Teaching Science and Using Children's Literature for Science Instruction." Additionally, six in-service teachers were purposely selected for the follow-up interviews. The quantitative data were analyzed through appropriate descriptive statistics including Pearson Product Moment correlations, ANOVA, Tukey Post Hoc tests, Eta, and Eta squared. The data analysis revealed that a large percentage of teachers reported high levels of comfort and enjoyment as well as little anxiety about teaching science. Teachers indicated that they had sufficient background and strong pedagogical knowledge to teach required kindergarten science themes. Moreover, teachers reported a positive perception of teaching science with children's literature, indicating its usefulness in science instruction. Fifty-five percent of the teachers indicated however, that there was a need for more training in how best to use children's literature for science instruction. The qualitative data was systematically analyzed through a process of content analysis. It revealed that the six selected Kuwaiti kindergarten teachers had varying interests and ideas about teaching of science with children's literature; these seemed to be linked to their principal-reported low, average, and high levels of knowledge about and attitudes toward science. Furthermore, the six case studies suggest a pattern of relationships between background and classroom success and the suggestions and complaints made by the teachers regarding their ongoing training and support. The interview data analysis suggested that that there

  17. Exploring Pedagogical Content Knowledge in Science Teacher Education

    Science.gov (United States)

    Loughran, John; Mulhall, Pamela; Berry, Amanda

    2008-01-01

    While the development of pedagogical content knowledge (PCK) is considered to be a goal of teacher education, teaching about the concept itself is an unusual practice. In this case study, we explore the outcomes when a teacher educator explicitly introduces student-teachers to ideas about PCK through the use of a CoRes and PaP-eRs…

  18. Effect of structure in problem based learning on science teaching efficacy beliefs and science content knowledge of elementary preservice teachers

    Science.gov (United States)

    Sasser, Selena Kay

    This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qualitative data. Participants completed instruments designed to assess science teaching efficacy beliefs, science background, and demographic data. Quantitative data from pre and posttests was obtained using the science teaching efficacy belief instrument-preservice (STEBI-B) developed by Enochs and Riggs (1990) and modified by Bleicher (2004). Data collection instruments also included a demographic questionnaire, an analytic rubric, and a structured interview; both created by the researcher. Quantitative data was analyzed by conducting ANCOVA, paired samples t-test, and independent samples t-test. Qualitative data was analyzed using coding and themes. Each of the treatment groups received the same problem scenario, one group experienced a more structured PBL setting, and one group experienced a limited structure PBL setting. Research personnel administered pre and posttests to determine the elementary preservice teachers' science teaching efficacy beliefs. The results show elementary preservice teachers'science teaching efficacy beliefs can be influence by the problem based learning instructional model. This study did not find that the amount of structure in the form of core ideas to consider and resources for further research increased science teaching efficacy beliefs in this sample. Results from the science content knowledge rubric indicated that structure can increase

  19. Seeing (and Inferring) is Believing: Using the Nature of Science to reinforce process skills and teach relevant science content.

    Science.gov (United States)

    Egge, Noah; Bell, Randy

    2010-05-01

    If science education can be compared to building a house, then conceptually it can be divided into three parts: content knowledge, process skills, and nature of science or science as a way of thinking. The basis of understanding any discipline begins with the accumulation of facts, theories and concepts. These are the building blocks which are used to construct and strengthen a foundation. Next are the investigatory processes and the methods; these are the tools necessary to create new knowledge and enable students to strengthen and expand their foundation. Closely linked with processes and methods are the values and assumptions that are intertwined with interpretations and conclusions. Students must be taught that science is not infallible or an absolute field. Theories and relationships are created and refuted based on the availability of data, and are heavily laden with personal and cultural bias. Teachers need to emphasize the importance of the different aspects of the nature of science—for example the connection between creativity and science—so that students will know there is not merely a single set of blueprints to build the house but an infinite number that merely await discovery. In the United States, the National Science Education Standards recognize the importance of the nature of science as an instructional objective. As a consequence many states have incorporated the nature of science into their standards. In this presentation we will clarify what is meant by "nature of science" and relate it to the more traditional topics of science content and process skills. The focus of the presentation will be on introducing a sequence of teacher-tested activities designed for middle and secondary school students. These activities address specific aspects of the nature of science; they are designed to be engaging and student-centered and to link abstract concepts of the nature of science to more familiar science process-skills.

  20. A content-oriented model for science exhibit engineering

    DEFF Research Database (Denmark)

    Achiam, Marianne

    2013-01-01

    : as a means to operationalize the link between exhibit features and visitor activities; and as a template to transform scientists’ practices in the research context into visitors’ activities in the exhibit context. The resulting model of science exhibit engineering is presented and exemplified, and its...... in prompting visitors to carry out intended actions, exhibits do not necessarily promote the intended interpretations of these actions among visitors. Here, the notion of praxeology from didactics research is suggested as a model to remedy this shortcoming. The suggested role of praxeology is twofold......Recently, science museums have begun to review their educational purposes and redesign their pedagogies. At the most basic level, this entails accounting for the performance of individual exhibits, and indeed, in some cases, research indicates shortcomings in exhibit design: While often successful...

  1. Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

    Science.gov (United States)

    Lin, Tzu-Chiang; Tsai, Chin-Chung; Chai, Ching Sing; Lee, Min-Hsien

    2013-06-01

    The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers' perceptions of technological pedagogical content knowledge (TPACK) addressing teachers' perceptions of the affordances of technology application in instruction. A total of 222 pre- and in-service science teachers in Singapore were surveyed. Structural equation models analysis was utilized to examine the model of TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The results confirm the seven-factor model and indicate that the science teachers' perceived TPC significantly and positively correlated with all the other TPACK factors. This paper further reveals the relationships between the science teachers' perceptions of TPACK and their demographic characteristics such as teaching experience, gender, and age. The findings indicate that female science teachers perceive higher self-confidence in pedagogical knowledge but lower self-confidence in technological knowledge than males. Further, female in-service science teachers' perceptions of TK, TPK, TCK, and TPC significantly and negatively correlate with their age.

  2. A Mixed Methods Content Analysis of the Research Literature in Science Education

    Science.gov (United States)

    Schram, Asta B.

    2014-01-01

    In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18…

  3. Process as Content in Computer Science Education: Empirical Determination of Central Processes

    Science.gov (United States)

    Zendler, A.; Spannagel, C.; Klaudt, D.

    2008-01-01

    Computer science education should not be based on short-term developments but on content that is observable in multiple domains of computer science, may be taught at every intellectual level, will be relevant in the longer term, and is related to everyday language and/or thinking. Recently, a catalogue of "central concepts" for computer science…

  4. Learning on the Trail: A Content Analysis of a University Arboretum's Exemplary Interpretive Science Signage System

    Science.gov (United States)

    Wandersee, James H.; Clary, Renee M.

    2007-01-01

    This is an in-depth content analysis of an exemplary outdoor science signage system. The authors offer useful criteria for assessing the quality of the "opportunity to learn" within science signage systems in informal educational sites. This research may be helpful in the design or improvement of trailside interpretive signage systems.

  5. Science Content Courses: Workshop in Food Chemistry for 4th Grade School Teachers

    Science.gov (United States)

    Chaiyapechara, S.; Dong, F. M.

    2004-01-01

    A science content course in food chemistry was offered as a 4-day summer workshop from 1999 to 2001 to 4th grade school teachers in the Seattle School District. The objectives of the workshop were to increase the teachers' knowledge of food science, to perform simple experiments that could be used in the 4th grade classroom, and to help the…

  6. Brain Based Learning in Science Education in Turkey: Descriptive Content and Meta Analysis of Dissertations

    Science.gov (United States)

    Yasar, M. Diyaddin

    2017-01-01

    This study aimed at performing content analysis and meta-analysis on dissertations related to brain-based learning in science education to find out the general trend and tendency of brain-based learning in science education and find out the effect of such studies on achievement and attitude of learners with the ultimate aim of raising awareness…

  7. The use of quasi-experiments in the social sciences : A content analysis

    NARCIS (Netherlands)

    Aussems, M.E.; Boomsma, A.; Snijders, T.A.B.

    This article examines the use of various research designs in the social sciences as well as the choices that are made when a quasi-experimental design is used. A content analysis was carried out on articles published in 18 social science journals with various impact factors. The presence of

  8. Research Trends on Socioscientific Issues: A Content Analysis of Publications in Selected Science Education Journals

    Science.gov (United States)

    Tekin, Nurcan; Aslan, Oktay; Yilmaz, Suleyman

    2016-01-01

    Socioscientific issues (SSIs) have gained recently more importance in science education. SSIs are an important component of scientific literacy. SSIs are social dilemmas including conceptual or technological links to science. The present study aims to determine SSIs related research trends via content analyses of the articles published from 2004…

  9. Exploring the Development of Pre-Service Science Elementary Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Nilsson, Pernilla; Loughran, John

    2012-01-01

    This paper explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge (PCK) over the course of a semester's study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they…

  10. Science Content Courses: Workshop in Food Chemistry for 4th Grade School Teachers

    Science.gov (United States)

    Chaiyapechara, S.; Dong, F. M.

    2004-01-01

    A science content course in food chemistry was offered as a 4-day summer workshop from 1999 to 2001 to 4th grade school teachers in the Seattle School District. The objectives of the workshop were to increase the teachers' knowledge of food science, to perform simple experiments that could be used in the 4th grade classroom, and to help the…

  11. A Mixed Methods Content Analysis of the Research Literature in Science Education

    Science.gov (United States)

    Schram, Asta B.

    2014-01-01

    In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18…

  12. Pre-Service Science Teachers' Pedagogical Content Knowledge in the Physics, Chemistry, and Biology Topics

    Science.gov (United States)

    Bektas, Oktay

    2015-01-01

    This study investigated pre-service science teachers' pedagogical content knowledge in the physics, chemistry, and biology topics. These topics were the light and sound, the physical and chemical changes, and reproduction, growth, and evolution. Qualitative research design was utilized. Data were collected from 33 pre-service science teachers…

  13. South African Physical Sciences Teachers' Perceptions of New Content in a Revised Curriculum

    Science.gov (United States)

    Ramnarain, Umesh; Fortus, David

    2013-01-01

    This paper reports on South African teachers' perceptions of the educational value of new topics in a revised physical sciences high school curriculum, their content knowledge competency of these topics, and their pedagogical content knowledge in teaching them. In view of the historical inequalities of the South African education system, a focus…

  14. Science Sampler: The Use of Stations to Develop Inquiry Skills and Content for Rock Hounds

    Science.gov (United States)

    Veal, William R.; Chandler, Anna T.

    2008-01-01

    Teaching the rock cycle can overwhelm even the most enthusiastic rock hound. As middle school science teachers, we constantly struggle with an appropriate balance between Earth system content and experiential activities. The authors have found that stations can be successfully employed to teach rock cycle content while reinforcing development of…

  15. Science Sampler: The Use of Stations to Develop Inquiry Skills and Content for Rock Hounds

    Science.gov (United States)

    Veal, William R.; Chandler, Anna T.

    2008-01-01

    Teaching the rock cycle can overwhelm even the most enthusiastic rock hound. As middle school science teachers, we constantly struggle with an appropriate balance between Earth system content and experiential activities. The authors have found that stations can be successfully employed to teach rock cycle content while reinforcing development of…

  16. Coverage of Team Science by Public Information Officers: Content Analysis of Press Releases about the National Science Foundation Science and Technology Centers

    Science.gov (United States)

    Graube, Marita; Clark, Fiona; Illman, Deborah L.

    2010-01-01

    This study examines the content of press releases from the National Science Foundation (NSF) Science and Technology Centers (STCs) to determine how public information officers (PIOs) presented the outcomes of centers to journalists and the public. A total of 68 press releases were analyzed for type of news covered, visibility of centers and their…

  17. Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

    Science.gov (United States)

    Stephenson, Robert L.

    The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

  18. Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

    Science.gov (United States)

    Williams, John; Eames, Chris; Hume, Anne; Lockley, John

    2012-11-01

    Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

  19. Investigating Pre-Service Science Teachers (PSTs)’ Technological Pedagogical Content Knowledge Through Extended Content Representation (CoRe)

    Science.gov (United States)

    Agustin, R. R.; Liliasari, L.

    2017-02-01

    The purpose of this study was to attain an insight into pre-service science teachers’ technological pedagogical content knowledge (TPACK) as an integrative competency that is addressed by 21st century skills. The methods used in the study was descriptive. Nineteen pre-service science teachers (PSTs) of an educational university in Indonesia were involved in a semester long school science course. The course mainly develop students’ pedagogical content knowledge (PCK) by utilizing content representation (CoRe) template. Furthermore an infusion of technological knowledge (TK) analysis led to the study of their TPACK by extending the template with a question in line to TK. The extended CoRe and self-reported survey were employed as instruments. The analysis of data used were quantitative and qualitative technique to obtain the insight into PSTs’ PCK and TK. The results shows contrary value of PCK and TK identified by CoRe template to those measured by self-reported survey. However, the PSTs perceive their TPACK much higher, that, is 74.74%. Further investigation regarding PSTs ability to compose lesson plan was recommended for further research to capture more comprehensive insight into PSTs’ TPACK.

  20. Fun Science: The Use of Variable Manipulation to Avoid Content Instruction

    Science.gov (United States)

    Peters-Burton, Erin E.; Hiller, Suzanne E.

    2013-02-01

    This study examined the beliefs and rationale pre-service elementary teachers used to choose activities for upper-elementary students in a 1-week intensive science camp. Six undergraduate elementary pre-service teachers were observed as they took a semester-long science methods class that culminated in a 1-week science camp. This qualitative, phenomenological study found that counselors chose activities with the possibility of fun being a priority rather than teaching content, even after they were confronted with campers who demanded more content. Additionally, all six of the counselors agreed that activities involving variable manipulation were the most successful, even though content knowledge was not required to complete the activities. The counselors felt the variable manipulation activities were successful because students were constructing products and therefore getting to the end of the activity. Implications include building an awareness of the complexity of self-efficacy of science teaching and outcome expectancy to improve teacher education programs.

  1. Engaging Students with Subject Matter Experts and Science Content Through Classroom Connection Webinars

    Science.gov (United States)

    Graff, P. V.; Rampe, E.; Stefanov, W. L.; Vanderbloemen, L.; Higgins, M.

    2015-01-01

    Connecting students and teachers in classrooms with science, technology, engineering, and mathematics (STEM) experts provides an invaluable opportunity. Subject matter experts can share exciting science and science-related events as well as help to "translate" science being conducted by professionals. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Division at the NASA Johnson Space Center, has been providing virtual access to subject matter experts through classroom connection webinars for the last five years. Each year, the reach of these events has grown considerably, especially over the last nine months. These virtual connections not only help engage students with role models, but are also designed to help teachers address concepts and content standards they are required to teach. These events also enable scientists and subject matter experts to help "translate" current science in an engaging and understandable manner while actively involving classrooms in the journey of science and exploration.

  2. Mapping science communication scholarship in China: Content analysis on breadth, depth and agenda of published research.

    Science.gov (United States)

    Xu, Linjia; Huang, Biaowen; Wu, Guosheng

    2015-11-01

    This study attempted to illuminate the cause and relation between government, scholars, disciplines, and societal aspects, presenting data from a content analysis of published research with the key word "science communication" (Symbol: see text) in the title or in the key words, including academic papers published in journals and dissertations from the China National Knowledge Infrastructure database. Of these, 572 articles were coded using categories that identified science topics, theory, authorship, and methods used in each study to examine the breadth and depth that Science Communication has achieved since its inception in China. This study explored the dominance of History and Philosophy of Science scholars rather than Communication scholars. We also explored how science communication research began from theories and concepts instead of science report analysis and the difficulties of the shift from public understanding of science to public engagement in China.

  3. `It's Her Body'. When Students' Argumentation Shows Displacement of Content in a Science Classroom

    Science.gov (United States)

    Orlander Arvola, Auli; Lundegård, Iann

    2012-12-01

    This paper approaches learning as a response instead of the acquisition of something previously expected. More specifically, it describes a process of argumentation on socioscientific issues in a classroom situation in school science amongst 15-year-old students in Sweden. The analysis of an argumentation on abortion in a science classroom highlights how science content becomes relevant to students' experiences, but also how the students' unique voices shift focus and cause displacement of the science content. The analysis demonstrates some of the tensions and possible conflicts that may lead to the exclusion of different voices. This paper argues that focusing the research or education on questions that argumentation brings to light creates interesting educational opportunities to identify and incorporate the students' experiences in the classroom. The results indicate, however, that students' spontaneous acts lead to some difficulties in finding a point of contact with the rational discourse of science education.

  4. Phosphorus K4 Crystal: A New Stable Allotrope

    Science.gov (United States)

    Liu, Jie; Zhang, Shunhong; Guo, Yaguang; Wang, Qian

    2016-11-01

    The intriguing properties of phosphorene motivate scientists to further explore the structures and properties of phosphorus materials. Here, we report a new allotrope named K4 phosphorus composed of three-coordinated phosphorus atoms in non-layered structure which is not only dynamically and mechanically stable, but also possesses thermal stability comparable to that of the orthorhombic black phosphorus (A17). Due to its unique configuration, K4 phosphorus exhibits exceptional properties: it possesses a band gap of 1.54 eV which is much larger than that of black phosphorus (0.30 eV), and it is stiffer than black phosphorus. The band gap of the newly predicted phase can be effectively tuned by appling hydrostastic pressure. In addition, K4 phosphorus exibits a good light absorption in visible and near ultraviolet region. These findings add additional features to the phosphorus family with new potential applications in nanoelectronics and nanomechanics.

  5. Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge

    Science.gov (United States)

    Wahbeh, Nader; Abd-El-Khalick, Fouad

    2014-02-01

    This study (a) assessed the influence of an integrated nature of science (NOS) instructional intervention on inservice secondary science teachers' understandings, retention of those understandings, and their NOS instructional planning and practices; and (b) examined factors that mediated the translation of teachers' NOS understandings into practice. Nineteen teachers participated in an intensive, 6-week NOS course, which concluded with teachers developing plans to address NOS in their classrooms. Next, 6 participants were observed as they implemented their instructional plans. Data sources included pretest, posttest, and delayed-test NOS assessments, classroom observations, and several teacher-generated artifacts. The NOS course was effective in helping teachers develop informed NOS conceptions and retain those understandings 5 months after its conclusion. Teachers met with challenges and successes as they attempted to address NOS instructionally. The translation of NOS conceptions into practice was primarily mediated by the very nature of teachers' newly acquired NOS understandings, which were situated within the science contents, contexts, and experiences in which they were developed (i.e. the NOS course); thus, limiting participants' abilities to transfer their understandings into novel contexts and contents. The results helped build a model of the sources of science teachers' pedagogical content knowledge for teaching about NOS in content-rich contexts.

  6. Properties of atomic intercalated carbon K4 crystals

    OpenAIRE

    Itoh, Masahiro; Takami, Seiichi; Kawazoe, Yoshiyuki; Adschiri, Tadafumi

    2009-01-01

    The stability of atomic intercalated carbon $K_{4}$ crystals, XC$_{2}$ (X=H, Li, Be, B, C, N, O, F, Na, Mg, Al, Si, P, S, Cl, K, Ca, Ga, Ge, As, Se, Br, Rb or Sr) is evaluated by geometry optimization and frozen phonon analysis based on first principles calculations. Although C $K_{4}$ is unstable, NaC$_{2}$ and MgC$_{2}$ are found to be stable. It is shown that NaC$_{2}$ and MgC$_{2}$ are metallic and semi conducting, respectively.

  7. Learning the 'grammar of science': The influence of a physical science content course on teachers' understanding of the nature of science

    Science.gov (United States)

    Hanuscin, Deborah L.

    This research examined the development of practicing K--8 teachers' views of the nature of science (NOS) within a physical science content course. Reforms in science education have called for the teaching of science as inquiry. In order to achieve the vision of the reforms, teachers must understand science, both a body of knowledge and as a process, but also the very nature of science itself-or the values and assumptions inherent in the construction of scientific knowledge. NOS has been deemed a critical component of scientific literacy, with implications for making informed decisions about scientific claims. Research has indicated that despite the emphasis of reforms, teachers generally do not possess accurate views of NOS. Recent work in science education has led to the recommendation that efforts undertaken within teacher education programs to improve teachers' understanding of NOS can be enhanced through relevant coursework in other academic areas, including the sciences. The purpose of this dissertation was to provide an empirical basis for this recommendation, by examining the development of teachers' views of NOS within a physical science content course. To this end, the researcher employed qualitative methodology including participant observation, interview, document analysis, and questionnaire to assess teacher participants' views of the nature of science and the impact of their experience in the content course on these views. As a result of this research, implications for both the course design and science teacher education have been described. In addition, various aspects of the community of practice that characterizes the classroom that inhibit the development of understandings about the nature of science are identified. It is argued that instruction in NOS should be approached from the perspective that builds bridges between the communities of practice of learners and of scientists.

  8. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2016-01-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science…

  9. College students' use of science content during socioscientific issues negotiation: Impact of evolution understanding and acceptance

    Science.gov (United States)

    Fowler, Samantha R.

    The purpose of this study was to explore the evolution science content used during college students' negotiation of biology-based socioscientific issues (SSI) and examine how it related to students' conceptual understanding and acceptance of biological evolution. Specific research questions were, (1a) what specific evolutionary science content do college students evoke during SSI negotiation, (1b) what is the depth of the evolutionary science content reflected in college students. SSI negotiation, and (2) what is the nature of the interaction between evolution understanding and evolution acceptance as they relate to depth of use of evolution content during SSI negotiation? The Socioscientific Issues Questionnaire (SSI-Q) was developed using inductive data analysis to examine science content use and to develop a rubric for measuring depth of evolutionary science content use during SSI negotiation. Sixty upper level undergraduate biology and non-biology majors completed the SSI-Q and also the Conceptual Inventory of Natural Selection (CINS: Anderson, Fisher, & Norman, 2002) to measure evolution understanding and the Measure of Acceptance of the Theory of Evolution (MATE: Rutledge & Warden, 1999) to measure evolution acceptance. A multiple regression analysis tested for interaction effects between the predictor variables, evolution understanding and evolution acceptance. Results indicate that college students primarily use science concepts related to evolution to negotiate biology-based SSI: variation in a population, inheritance of traits, differential success, and change through time. The hypothesis that the extent of one's acceptance of evolution is a mitigating factor in how evolution content is evoked during SSI negotiation was supported by the data. This was seen in that evolution was the predominant science content used by participants for each of the three SSI scenarios used in this study and used consistently throughout the three SSI scenarios. In addition to

  10. The existence spectrum of Meta(K4(3)>K4(3)-e)

    Institute of Scientific and Technical Information of China (English)

    LO; FARO; Giovanni; TRIPODI; Antoinette

    2010-01-01

    Let H and J1 be both t-uniform hypergraphs. Let J2 be a sub-hypergraph of J1. In this paper, the metamorphosis of a hypergraph decomposition is introduced, denoted by (H, J1 > J2)-design, which is a generalization of the concept of metamorphosis of a graph decomposition. Let Meta(J1>J2) denote the set of all integers v such that there exists a (Kv((3)), J1>J2)-design. We completely determine the set Meta(K4((3))>K4((3))-e).

  11. A Science for Citizenship Model: Assessing the Effects of Benefits, Risks, and Trust for Predicting Students' Interest in and Understanding of Science-Related Content

    Science.gov (United States)

    Jack, Brady Michael; Lee, Ling; Yang, Kuay-Keng; Lin, Huann-shyang

    2017-01-01

    This study showcases the Science for Citizenship Model (SCM) as a new instructional methodology for presenting, to secondary students, science-related technology content related to the use of science in society not taught in the science curriculum, and a new approach for assessing the intercorrelations among three independent variables (benefits,…

  12. A Complete Circuit Is a Complete Circle: Exploring the Potential of Case Materials and Methods To Develop Teachers' Content Knowledge and Pedagogical Content Knowledge of Science.

    Science.gov (United States)

    Daehler, Kirsten R.; Shinohara, Mayumi

    2001-01-01

    Explores the potential of science teaching cases to deepen teachers' content knowledge and pedagogical content knowledge. While many teachers began discussions without a clear understanding of certain key concepts, after a two-hour case discussion and brief hands-on activities, they collaboratively developed a deeper understanding of the content.…

  13. A Mixed Methods Content Analysis of the Research Literature in Science Education

    Science.gov (United States)

    Schram, Asta B.

    2014-10-01

    In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18 studies from science education journals as they relate to the definition, design, and overall practice of using mixed methods. I scrutinized a purposeful sample, derived from 3 journals (the International Journal of Science Education, the Journal of Research in Science Teaching, and the Research in Science Education) in terms of the type of data collected, timing, priority, design, the mixing of the 2 data strands in the studies, and the justifications authors provide for using mixed methods. Furthermore, the articles were evaluated in terms of how well they met contemporary definitions for mixed methods research. The studies varied considerably in the use and understanding of mixed methods. A systematic evaluation of the employment of mixed methods methodology was used to identify the studies that best reflected contemporary definitions. A comparison to earlier content analyses of mixed methods research indicates that researchers' knowledge of mixed methods methodology may be increasing. The use of this strategy in science education research calls, however, for an improved methodology, especially concerning the practice of mixing. Suggestions are given on how to best use this approach.

  14. Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Climate Change Content

    Science.gov (United States)

    Campbell, K. M.; Roehrig, G.; Dalbotten, D. M.; Bhattacharya, D.; Nam, Y.; Varma, K.; Wang, J.

    2011-12-01

    The need to deepen teachers' knowledge of the science of climate change is crucial under a global climate change (GCC) scenario. With effective collaboration between researchers, scientists and teachers, conceptual frameworks can be developed for creating climate change content for classroom implementation. Here, we discuss how teachers' conceptualized content knowledge about GCC changes over the course of a professional development program in which they are provided with place-based and culturally congruent content. The NASA-funded Global Climate Change Education (GCCE) project, "CYCLES: Teachers Discovering Climate Change from a Native Perspective", is a 3-year teacher professional development program designed to develop culturally-sensitive approaches for GCCE in Native American communities using traditional knowledge, data and tools. As a part of this program, we assessed the progression in the content knowledge of participating teachers about GCC. Teachers were provided thematic GCC content focused on the elements of the medicine wheel-Earth, Fire, Air, Water, and Life -during a one week summer workshop. Content was organized to emphasize explanations of the natural world as interconnected and cyclical processes and to align with the Climate and Earth Science Literacy Principles and NASA resources. Year 1 workshop content was focused on the theme of "Earth" and teacher knowledge was progressively increased by providing content under the themes of 1) understanding of timescale, 2) understanding of local and global perspectives, 3) understanding of proxy data and 4) ecosystem connectivity. We used a phenomenographical approach for data analysis to qualitatively investigate different ways in which the teachers experienced and conceptualized GCC. We analyzed categories of teachers' climate change knowledge using information generated by tools such as photo elicitation interviews, concept maps and reflective journal perceptions. Preliminary findings from the pre

  15. The Human Implications of Technology's Impact on the Content of Library Science Journals.

    Science.gov (United States)

    Riggs, Donald E.; Zhang, Sha Li

    1999-01-01

    The content of library science journals, by sharing information about technology-based change, may affect the organizational structure in which librarians and staff work, their expectations for using technology, and their need for libraries to become, to a greater degree, learning organizations. This article deals only with print journals. (AEF)

  16. Measuring beyond Content: A Rubric Bank for Assessing Skills in Authentic Research Assignments in the Sciences

    Science.gov (United States)

    Kishbaugh, Tara L. S.; Cessna, Stephen; Horst, S. Jeanne; Leaman, Lori; Flanagan, Toni; Neufeld, Doug Graber; Siderhurst, Matthew

    2012-01-01

    Herein we report the development of an analytic rubric bank to assess non-content learning, namely higher order cognitive skills, the understanding of the nature of science, and effective scientific communication skills in student research projects. Preliminary findings indicate that use of this tool enhances our students' learning in these areas,…

  17. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

    2016-01-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

  18. High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction

    Science.gov (United States)

    Williams, Theresa

    In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of the 10 participants believed that it is their responsibility to provide reading comprehension. However, the findings also revealed that the participants provided varying levels of reading comprehension instruction as an integral part of their science instruction. The potential for positive social change could be achieved by teachers and administrators. Teachers may use the findings to reflect upon their own personal feelings and beliefs about providing explicit reading comprehension. In addition to teachers' commitment to reading comprehension instruction, administrators could deliberate about professional development opportunities that might improve necessary skills, eventually leading to better comprehension skills for students and success in their education.

  19. Learning about the Nature of Science Using Newspaper Articles with Scientific Content

    Science.gov (United States)

    García-Carmona, Antonio; Acevedo Díaz, José Antonio

    2016-01-01

    This article presents a study aiming at assessing the efficacy of reading newspaper articles with scientific content in order to incorporate nature of science (NOS) aspects in initial primary teacher education. To this aim, a short teaching intervention based on newspaper articles was planned and performed under regular class conditions. First,…

  20. Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices

    Science.gov (United States)

    Dawkins, Karen R.; Dickerson, Daniel L.; McKinney, Sueanne E.; Butler, Susan

    2008-01-01

    Content knowledge and pedagogical practices are of particular concern to middle school science instructors teaching density. First introduced in elementary grades with the ideas of floating and sinking, density taught in middle school is geared toward understanding through the use of mathematical formulas. Using a lesson-plan study design, the…

  1. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, P.; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authenti

  2. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  3. Learning about the Nature of Science Using Newspaper Articles with Scientific Content

    Science.gov (United States)

    García-Carmona, Antonio; Acevedo Díaz, José Antonio

    2016-01-01

    This article presents a study aiming at assessing the efficacy of reading newspaper articles with scientific content in order to incorporate nature of science (NOS) aspects in initial primary teacher education. To this aim, a short teaching intervention based on newspaper articles was planned and performed under regular class conditions. First,…

  4. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

    2016-01-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

  5. Role of Gender in Reviewers' Appraisals of Quality in Political Science Books: A Content Analysis

    Science.gov (United States)

    McGinty, Stephen; Moore, Anne C.

    2008-01-01

    This study examines the changing roles for women in academia from 1991 to 2001 through a content analysis of quality characteristics in 626 "American Political Science Review" book reviews. Results revealed increases for women over men in quantity of books and reviews published, as well as quality appraisals of books written. (Contains 2 tables…

  6. Interactive Multimodal Molecular Set – Designing Ludic Engaging Science Learning Content

    DEFF Research Database (Denmark)

    Thorsen, Tine Pinholt; Christiansen, Kasper Holm Bonde; Jakobsen Sillesen, Kristian

    2014-01-01

    This paper reports on an exploratory study investigating 10 primary school students’ interaction with an interactive multimodal molecular set fostering ludic engaging science learning content in primary schools (8th and 9th grade). The concept of the prototype design was to bridge the physical...

  7. Pedagogical Content Knowledge (PCK): Exploring Its Usefulness for Science Lecturers in Higher Education

    Science.gov (United States)

    Fraser, Sharon P.

    2016-01-01

    In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly…

  8. Exploring Challenges of Assessing Pre-Service Science Teachers' Pedagogical Content Knowledge (PCK)

    Science.gov (United States)

    Aydeniz, Mehmet; Kirbulut, Zubeyde Demet

    2014-01-01

    The purpose of this paper is to report on the challenges we faced in designing an instrument aimed at measuring pre-service science teachers' topic-specific pedagogical content knowledge (PCK). After the instrument was conceptualised and developed, it was administered to 30 pre-service chemistry teachers. The findings suggest that the…

  9. Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

    Science.gov (United States)

    Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

    2016-05-01

    Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

  10. The impact of professional development in informal science contexts on teachers' content knowledge and discourse

    Science.gov (United States)

    Holliday, Gary M.

    The Contextual Model of Learning (CML; Falk & Dierking, 1992, 2000) and reform documents have emphasized the unique learning environments that ISIs provide and the social aspects of that learning. As a result, individuals are able to use "each other as vehicles for reinforcing beliefs and meaning making" (Kisiel, 2003, p. 3). This study looked at two science content courses that were taught over two years by education staff of a large science and technology museum located in the Midwest. Data from six courses, with 187 participating elementary and middle school teachers, included content tests, portfolios and graduate credit assignments, daily and final evaluations of the course, as well as audio and video recordings of teachers while they were interacting with exhibits or engaged in an exhibit related activity. Results of this study found that PD educators' use of exhibits during both courses did not fully take into account the sociocultural context of CML and did not incorporate opportunities for discourse into the course instruction. However, when PD staff did make explicit connections between exhibits, science content, and activities, participants were more likely to be involved in in-depth, content related and pedagogical conversations while engaged in the courses. At the same time, even though teachers were very satisfied with the courses and felt that PD staff was effective in their instruction, participating teachers did not increase their science content knowledge even when explicit content connections were made to exhibits. It was unclear what outcomes the PD educators expect or want for their teacher students other than relaying content in a didactic manner (which was a secondary concern), sparking an interest in science, and providing many hands-on activities to bring back to the classroom. There is a need for a standardized professional development program for ISI educators and a need for restructuring ISI professional development so that it will

  11. The effect of scaffolded strategies on content learning in a designed science cyberlearning environment

    Science.gov (United States)

    Kern, Cynthia Lee

    Scientific inscriptions---graphs, diagrams, and data---and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in inscriptions. Furthermore, when learners engage in argumentation, learning science content becomes secondary to the learning of argumentation skills. This design-based research study is nested within the larger effort to inform the design and development of the 5-Featured Dynamic Inquiry Enterprise design framework (5-DIE) for cyberlearning environments and to advance theory associated with the difficulties learners have with scientific inscriptions and the consequences related to using argumentation to learn science content. In an attempt to engage participants in the process of learning science content with scientific inscriptions and argumentation, two learning strategies were embedded in a 5-DIE lessons. The two learning strategies evaluated in this study were (1) self-explanation prompts paired with a scientific inscription and (2) faded worked examples for the evaluation and development of scientific knowledge claims. The participants consisted of ninth and tenth grade students (age: 13-16 years; N=245) enrolled in one of three state-mandated biology courses taught by four different teachers. A three factor mixed model analysis of variance (ANOVA) with two between factors (self-explanation prompts and faded worked examples) and one within factor (pre, post, delayed post-test) was used to evaluate the effects of the learning strategies on the acquisition and retention of domain-specific content knowledge. Both between factors had two levels (with & without) and are described by the following experimental conditions: (1) control condition (general prompts), (2) self-explanation condition, (3) faded worked examples

  12. History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

    Science.gov (United States)

    Seker, Hayati; Guney, Burcu G.

    2012-05-01

    Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in the light of the facilitator model on the use of history of science in science teaching, and to expose possible difficulties in preparing historical materials. For this purpose, qualitative content analysis method was employed. Codes and themes were defined beforehand, with respect to levels and their sublevels of the model. The analysis revealed several problems with the alignment of historical sources for the physics curriculum: limited information about scientists' personal lives, the difficulty of linking with content knowledge, the lack of emphasis on scientific process in the physics curriculum, differences between chronology and sequence of topics, the lack of information about scientists' reasoning. Based on the findings of the analysis, it would be difficult to use original historical sources; educators were needed to simplify historical knowledge within a pedagogical perspective. There is a need for historical sources, like Harvard Case Histories in Experimental Science, since appropriate historical information to the curriculum objectives can only be obtained by simplifying complex information at the origin. The curriculum should leave opportunities for educators interested in history of science, even historical sources provides legitimate amount of information for every concepts in the curriculum.

  13. Teaching and learning: Novice teachers' descriptions of their confidence to teach science content

    Science.gov (United States)

    Ford, Barbara Ann

    Statement of the problem. The problem being studied in this research is the relationship between a specific series of integrated science courses in a science teacher preparation program and the actual needs of the science teacher during the first years of teaching practice. Teachers often report that there is a disconnect between the coursework they have taken in college as pre-service teachers and the reality of their classroom practice during their first years of teaching. The intent of this study was to record the descriptions of three teachers who were members of a cohort and took a series of integrated science courses (NSCI series) during their teacher preparation program as it related to the influence of these courses on their teaching practice. The focus of inquiry is guided by a single question: How do former participants in the series of science courses who are currently novice teachers describe their confidence in their ability to teach science content to their middle school students? The theoretical framework was based on Shulman's (1987) pedagogical content knowledge (PCK). PCK involves the teacher understanding the content of science so thoroughly that ways are identified of representing and formulating the subject matter to make it understandable to others. The teacher who has a strong PCK uses powerful analogies, illustrations, examples, explanations and demonstrations that promote personally meaningful student understandings. Novice teachers' reflections on their confidence to teach science content to their middle school students were observed through the lens of PCK. All three novice teachers reported a high confidence level to teach middle school science and attributed their confidence level to a great degree to the integrated science series of courses (NSCI). Method. A qualitative design, specifically a case study, was used for this study. Multiple forms of data collection were employed including a semi structured interview and a focus group

  14. CCM key comparison CCM.D-K4 'Hydrometer'

    Science.gov (United States)

    Lorefice, S.; Becerra, L. O.; Lenard, E.; Lee, Y. J.; Lee, W. G.; Madec, T.; Meury, P. A.; Caceres, J.; Santos, C.; Vamossy, C.; Man, J.; Fen, K.; Toda, K.; Wright, J.; Bettin, H.; Toth, H.

    2016-01-01

    This report presents the comparison philosophy, methodology, analysis and the results of the designed CCM.D-K4 key comparison that covered the calibration of high resolution hydrometers for liquid and alcoholometers in the density range 600 kg/m3 to 2000 kg/m3 at the temperature of 20°C. The main purpose of this comparison was not only to evaluate the degree of equivalence in the calibration of high accuracy hydrometers between NMI participants, but also to link, were it is possible, the results of previous comparisons to Key Comparison Reference Values (KCRVs) of CCM.D-K4. Eleven NMI laboratories took part in the CCM.D-K4 divided in two groups (petals). With the CCM.D-K4 purpose, two similar sets consisting of three hydrometers for liquid density determinations and an alcoholometer were circulated to the NMI participants as a travelling standard in the time interval from January 2011 to April 2012. Twelve Key Comparison Reference Values (KCRVs) for each petal have been obtained at the density values related to the tested density marks of the transfer standards by the results of participants. The KCRVs and corresponding uncertainties were calculated by the weighted mean in the case of consistent results, otherwise the median was used. The degree of equivalence (DoE) with respect to the corresponding KCRV was determined for each participant and, in this particular comparison, the Weighted Least Squares (WLS) method was used to link the individual DoE of each participant by a continuous function. Significant drift of the transfer standards was not detected. This report also gives instructions on calculating pair-wise degrees of equivalence, with the addition of any information on correlations that may be necessary to estimate more accurately as well as the procedure for linking international comparisons to the CCM.D-K4. Finally an example of linkage to the CCM.D-K4 is given by dealing with the results of the bilateral comparison between INRiM and NMIA, which was

  15. Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge?

    OpenAIRE

    Moyer-Packenham, Patricia S.; Westenskow, A.

    2012-01-01

    Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives focusing on mathematics and science. The purpose of the present study was to look across projects in the National Science Foundation's Math and Science Pa...

  16. Students’ Attitudes Toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    OpenAIRE

    Newell, Alana D.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.; Zientek, Linda R.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students’ science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Due to the unique nature of these informal learning environments, an understanding of the relationships among aspects of students’ content knowledge acquisition and attitudes toward science may aid in the development of effective science-related interventions. We investigated the impact of a seme...

  17. Foundations of Science Literacy: Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction, Teachers' Pedagogical Content Knowledge, and Children's Observations and Predictions

    Science.gov (United States)

    Gropen, Jess; Kook, Janna F.; Hoisington, Cindy; Clark-Chiarelli, Nancy

    2017-01-01

    Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of…

  18. Students’ Digital Photography Behaviors during a Multiday Environmental Science Field Trip and Their Recollections of Photographed Science Content

    Directory of Open Access Journals (Sweden)

    Victor R. Lee

    2014-01-01

    Full Text Available Taking photographs to document the experiences of an educational field trip is becoming a common activity for teachers and students alike. Considering the regular creation of photographic artifacts, our goal in this paper is to explore students’ picture taking behavior and their recollections of science content associated with their photographs. In this study, we partnered with a class of fifth-grade students in the United States and provided each student with a digital camera to document their experiences during an environmental science field trip at a national park. We report the frequency of photography behaviors according to which activities were most often documented by the students and specifically that students tended to document more of their experiences when they were in outdoor, natural spaces rather than inside of visitor centers or museums. Also, through an analysis of students’ comments about the science content captured in their photographs we observe that students’ comments about photographs of the outdoors tended to show greater depth and complexity than those that were taken in indoor, museum-like spaces.

  19. Celebrity over science? An analysis of Lyme disease video content on YouTube.

    Science.gov (United States)

    Yiannakoulias, N; Tooby, R; Sturrock, S L

    2017-10-01

    Lyme disease has been a subject of medical controversy for several decades. In this study we looked at the availability and type of content represented in a (n = 700) selection of YouTube videos on the subject of Lyme disease. We classified video content into a small number of content areas, and studied the relationship between these content areas and 1) video views and 2) video likeability. We found very little content uploaded by government or academic institutions; the vast majority of content was uploaded by independent users. The most viewed videos tend to contain celebrity content and personal stories; videos with prevention information tend to be of less interest, and videos with science and medical information tend to be less liked. Our results suggest that important public health information on YouTube is very likely to be ignored unless it is made more appealing to modern consumers of online video content. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Properties of atomic intercalated boron nitride K4 type crystals

    OpenAIRE

    Itoh, Masahiro; Takami, Seiichi; Kawazoe, Yoshiyuki; Adschiri, Tadafumi

    2010-01-01

    The stability of atomic intercalated boron nitride K4 crystal structures, XBN (X=H, Li, Be, B, C, N, O, F, Na, Mg, Al, Si, P, S, Cl, K, Ca, Ga, Ge, As, Se, Br, Rb or Sr) is evaluated by the geometric optimization and frozen phonon calculations based on the first principles calculations. NaBN, MgBN, GaBN, FBN and ClBN are found to be stable. NaBN, GaBN, FBN and ClBN are metallic, whereas MgBN is semiconducting.

  1. Development of Experienced Science Teachers' Pedagogical Content Knowledge of Models of the Solar System and the Universe

    Science.gov (United States)

    Henze, Ineke; van Driel, Jan H.; Verloop, Nico

    2008-01-01

    This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and the…

  2. Development of Experienced Science Teachers' Pedagogical Content Knowledge of Models of the Solar System and the Universe

    Science.gov (United States)

    Henze, Ineke; van Driel, Jan H.; Verloop, Nico

    2008-01-01

    This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and…

  3. Development of Experienced Science Teachers' Pedagogical Content Knowledge of Models of the Solar System and the Universe

    Science.gov (United States)

    Henze, Ineke; van Driel, Jan H.; Verloop, Nico

    2008-01-01

    This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and…

  4. Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

    Science.gov (United States)

    Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

    2007-12-01

    University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an

  5. Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

    Science.gov (United States)

    Lavadia, Linda

    Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

  6. The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self-regulatory efficacy

    Science.gov (United States)

    Peters, Erin E.

    The purpose of the present quasi-experimental mixed-method design is to examine the effectiveness of a developmental intervention (4-phase EMPNOS) to teach the nature of science using metacognitive prompts embedded in an inquiry unit. Eighty-eight (N=88) eighth grade students from four classrooms were randomly assigned to an experimental and a control group. All participants were asked to respond to a number of tests (content and nature of science knowledge) and surveys (metacognition of the nature of science, metacognitive orientation of the classroom, and self-regulatory efficacy). Participants were also interviewed to find problem solving techniques and shared experiences between the groups. It was hypothesized that the experimental group would outperform the control group in all measures. Partial support for the hypotheses was found. Specifically, results showed significant gains in content knowledge and nature of science knowledge of the experimental group over the control group. Qualitative findings revealed that students in the control group reported valuing authority over evidence, while the experimental group reported that they depended on consensus of their group on the interpretation of the evidence rather than authority, which is more closely aligned to the aspects of the nature of science. Four-phase EMPNOS may have implications as a useful classroom tool in guiding students to check their thinking for alignment to scientific thinking.

  7. The presence of academic health sciences libraries on Facebook: the relationship between content and library popularity.

    Science.gov (United States)

    Garcia-Milian, Rolando; Norton, Hannah F; Tennant, Michele R

    2012-01-01

    Social networks such as Facebook allow libraries to be proactive in reaching their users. While some libraries have popular Facebook pages, it remains unclear what attracts users to these pages. This study evaluates relationships between libraries' Facebook page content and popularity. An analysis of 72 academic health sciences libraries' Facebook pages showed positive correlations between number of library fans and number of tabs, photos, events, and wall posts on Facebook. Libraries posting videos had significantly more fans than libraries without them. This study contributes to an understanding of correlations between content and popularity on Facebook, with implications for library outreach.

  8. Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

    Science.gov (United States)

    Fraser, Sharon P.

    2016-02-01

    In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

  9. A case study of alternatively trained science teachers: Attainment of pedagogical content knowledge

    Science.gov (United States)

    Duncan, Benjamin R.

    Elements essential to effective teaching are closely aligned with the domains of a teacher's pedagogical content knowledge (PCK) (Park & Oliver, 2008). Often, alternatively trained teachers enter the teaching profession lacking exposure to pedagogical events that allow these educators opportunities to reflect on their practice and construction of their PCK (Friedrichsen et al., 2007); yet little is known about the knowledge of experienced alternatively trained educators and the complexities associated with their PCK development. The purpose of this study was to describe the nature and sources of alternatively trained secondary school science teachers' PCK after gaining classroom experience. The Park and Oliver (2008) hexagon PCK model was used as the theoretical framework. A case study of two experienced secondary science teachers at a school in the southeastern region of the United States was conducted. Data were collected from multiple sources, such as interviews, classroom observations, participant field journals, lesson plans, classroom assignments, classroom assessments, and researcher's field notes. Data analysis was conducted using the constant comparative method, qualitative deductive analysis, and a content representation. The results showed that experienced alternatively trained science teachers' PCK development was heavily influenced by each teacher's orientation to science teaching. Alternatively trained science teachers compensated for their lack of pedagogical training by relying heavily upon their content knowledge, their knowledge of students, and past experiences. Even after gaining years of experience in a school setting, alternatively trained teachers still lacked familiarity with traditional educational terminology and practices, rather relying upon instructional approaches and techniques independently acquired while each teacher was in "survival" mode. This study provides several implications for teacher preparation, research, and policy.

  10. Nature of Science and Science Content Learning - The Relation Between Students' Nature of Science Understanding and Their Learning About the Concept of Energy

    Science.gov (United States)

    Michel, Hanno; Neumann, Irene

    2017-01-01

    Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates to students' acquisition of a proper understanding of the concept of energy. A total of 82 sixth and seventh grade students received an instructional unit on energy, with 41 of them receiving generic NOS instruction beforehand. This NOS instruction, however, did not result in students having higher scores on the NOS instrument. Thus, correlational analyses were performed to investigate how students' NOS understanding prior to the energy unit related to their learning about science content. Results show that a more adequate understanding of NOS might relate to students' perspective on the concept of energy and might support them in understanding the nature of energy as a theoretical concept. Students with higher NOS understanding, for example, seemed to be more capable of learning how to relate the different energy forms to each other and to justify why they can be subsumed under the term of energy. Further, we found that NOS understanding may also be related to students' approach toward energy degradation—a concept that can be difficult for students to master—while it does not seem to have a substantive impact on students' learning gain regarding energy forms, transformation, or conservation.

  11. Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

    Science.gov (United States)

    Beaver, Melanie S.

    This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

  12. Workshops in Science Education and Resources (Project WISER): A Model for Building Content and Pedagogical Skills in Space Science for Elementary and Middle School Teachers

    Science.gov (United States)

    Buxner, S. R.; Crown, D. A.; Lebofsky, L. A.; Croft, S. K.; Cañizo, T. L.; Pierazzo, E.; Kortenkamp, S.; Baldridge, A.; Project Wiser Team

    2012-08-01

    The Planetary Science Institute (PSI), in partnership with the Tucson Regional Science Center, is offering a series of professional development workshops targeting elementary and middle school science teachers in Southern Arizona. Facilitated by a team of earth and space scientists and educators, these workshops provide teachers with in-depth content knowledge of fundamental concepts in astronomy, geology, and planetary science. Each workshop is designed around core content big ideas (Wiggins & McTighe 1998), including all materials and assessments. During workshops, teachers participate in hands-on exercises using images and maps, and they conduct their own experiments.

  13. A New Coherent Science Content Storyline Astronomy Course for Pre-Service Teachers at Penn State

    Science.gov (United States)

    Palma, Christopher; Plummer, Julia; Earth and Space Science Partnership

    2016-01-01

    The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. One of the ESSP goals has been to provide pre-service teachers with new or improved science course offerings at Penn State in the Earth and Space Science domains. In particular, we aim to provide students with opportunities to learn astronomy content knowledge through teaching methods that engage them in investigations where they experience the practices used by astronomers. We have designed a new course that builds on our research into students' ideas about Solar System astronomy (Plummer et al. 2015) and the curriculum our team created for a professional development workshop for in-service teachers (Palma et al. 2013) with this same theme. The course was offered for the first time in the spring 2015 semester. We designed the course using a coherent science content storyline approach (see, e.g., Palma et al. 2014), which requires all of the student investigations to build towards a big idea in science; in this case, we chose the model for formation of our Solar System. The course led pre-service teachers through a series of investigations that model the type of instruction we hope they will adopt in their own classrooms. They were presented with a series of research questions that all tie in to the big idea of Solar System formation, and they were responsible for collecting and interpreting their own data to draw evidence-based conclusions about one aspect of this model. Students in the course were assessed on their astronomy content knowledge, but also on their ability to construct arguments using scientific reasoning to answer astronomy questions. In this poster, we will present descriptions of the investigations, the assessments used, and our preliminary results about how the course led this group of pre-service teachers to improved understanding of astronomy content and the practices astronomers use in

  14. Comparative analyses of H3K4 and H3K27 trimethylations between the mouse cerebrum and testis.

    Science.gov (United States)

    Cui, Peng; Liu, Wanfei; Zhao, Yuhui; Lin, Qiang; Zhang, Daoyong; Ding, Feng; Xin, Chengqi; Zhang, Zhang; Song, Shuhui; Sun, Fanglin; Yu, Jun; Hu, Songnian

    2012-04-01

    The global features of H3K4 and H3K27 trimethylations (H3K4me3 and H3K27me3) have been well studied in recent years, but most of these studies were performed in mammalian cell lines. In this work, we generated the genome-wide maps of H3K4me3 and H3K27me3 of mouse cerebrum and testis using ChIP-seq and their high-coverage transcriptomes using ribominus RNA-seq with SOLiD technology. We examined the global patterns of H3K4me3 and H3K27me3 in both tissues and found that modifications are closely-associated with tissue-specific expression, function and development. Moreover, we revealed that H3K4me3 and H3K27me3 rarely occur in silent genes, which contradicts the findings in previous studies. Finally, we observed that bivalent domains, with both H3K4me3 and H3K27me3, existed ubiquitously in both tissues and demonstrated an invariable preference for the regulation of developmentally-related genes. However, the bivalent domains tend towards a "winner-takes-all" approach to regulate the expression of associated genes. We also verified the above results in mouse ES cells. As expected, the results in ES cells are consistent with those in cerebrum and testis. In conclusion, we present two very important findings. One is that H3K4me3 and H3K27me3 rarely occur in silent genes. The other is that bivalent domains may adopt a "winner-takes-all" principle to regulate gene expression. Copyright © 2012 Beijing Institute of Genomics, Chinese Academy of Sciences. Published by Elsevier Ltd. All rights reserved.

  15. Preschoolers' Recall of Science Content From Educational Videos Presented With and Without Songs

    Science.gov (United States)

    Schechter, Rachel L.

    This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and its parts) and their use of the precise scientific terms presented in the episode. A total of 91 preschoolers were included (3-5 years old). Clusters of children were randomly assigned to a control group or one of three video groups: (a) Dialogue Only, which did not include a song; (b) Dialogue Plus Lyrics, which included a song; or (c) Lyrics Only, which consisted of a song, played twice. Results from interviews suggested that children from all video groups (lyrics and/or dialogue) were able to explain the form and function of a pulley better than the control group. The data suggested that children from the Lyrics Only group understood the science content because of the visual imagery, not through the information provided in the lyrics. In terms of precise vocabulary terms, significantly more children in the Dialogue Only group recalled at least one precise term from the program compared to the Lyrics Only group. Looking at the interview as a whole, the children's responses suggested different levels of scientific understanding. Children would require additional teacher-led instruction to deepen their scientific understanding and to clarify any misconceptions. This paper discusses implications of these findings for teachers using multi-media tools in the science classroom and producers creating new educational programming for television and other platforms.

  16. Blog Citations as Indicators of the Societal Impact of Research : Content Analysis of Social Sciences Blogs

    Directory of Open Access Journals (Sweden)

    Hamid R. Jamali

    2015-06-01

    Full Text Available This article analyzes motivations behind social sciences blog posts citing journal articles in order to find out whether blog citations are good indicators for the societal impact or benefits of research. A random sample of 300 social sciences blog posts (out of 1,233 blog posts from ResearchBlogging.org published between 01/01/2012 to 18/06/2014 were subjected to content analysis. The 300 blog posts had 472 references including 424 journal articles from 269 different journals. Sixty‐one (22.68% of all cited journals were from the social sciences and most of the journals with high frequency were highly cited general science journals such as PNAS and Science. Seventy‐five percent of all journals were referenced only once. The average age of articles cited at the time of citation was 5.8 years. Discussion and criticism were the two main categories of motivations. Overall, the study shows the potential of blog citations as an altmetric measure and as a proxy for assessing the research impact. A considerable number of citation motivations in blogs such as disputing a belief, suggesting policies, providing a solution to a problem, reacting to media, criticism and the like seemed to support gaining societal benefits. Societal benefits are considered as helping stimulate new approaches to social issues, or informing public debate and policymaking. Lower self‐citation (compared to some other altmetric measures such as tweets and the fact that blogging involves generating content (i.e. an intellectual process give them an advantage for altmetrics. However, limitations and contextual issues such as disciplinary differences and low uptake of altmetrics, in general, in scholarly communication should not be ignored when using blogs as a data source for altmetrics.

  17. College students' attitudes towards sexually themed science content: a socioscientific issues approach to resolution

    Science.gov (United States)

    Mikhail Yahaya, Jamil; Nurulazam, Ahmad; Karpudewan, Mageswary

    2016-05-01

    A socioscientific issues integrated instruction was used in the study to resolve college students attitude towards sexually-themed science content. Some 200 college students participated in the study as experimental and control groups. The former consisting of 98 students from one college was taught the content using the socioscientific issues integrated instruction. The later with 102 students from another college was taught the same content using a traditionally teacher dominated lectures. Both groups were taught over a period of eight weeks. Qualitative and quantitative data were obtained before and after the intervention. The quantitative data were analysed using analysis of covariance. The results revealed that there was a significant difference between the experimental and the control groups (F (1, 247) = 426.97, p = .00, partial eta squared = 0.64) where the experimental group showed a significant change in attitude towards the content studied. The qualitative data obtained some experimental group students showed a change in attitude the second interview. It was concluded that the use of the approach has significantly made the college students feel comfortable and confident to learn and teach the content.

  18. Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

    Science.gov (United States)

    Mthethwa-Kunene, Khetsiwe Eunice Faith

    Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of

  19. A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science

    Science.gov (United States)

    Phillips, Marianne C.

    Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha < .67). The results from this content analysis indicated little change from previous studies in the balance for the themes of the nature of science. This investigation found the sixth-grade, seventh-grade, and eighth-grade science textbooks adopted by Texas to have unbalanced presentations for the four aspects of the nature of science. In addition, it found these middle school science textbooks are not balanced across programs. This imbalance is providing

  20. CONTENT

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    Indigenization of Science : Introspection, Criticism and Limitation Yao Chuanming (School of Governance Management ,Beijing University, Beijing 100871, China) Abstract: Originated from the Western World, social science theory cannot (well enough) explain the local situation Thus it is not a sufficient condition of the indigenization study. The inconformity between the theory and the reality is not necessarily the falsification of the theory itself.

  1. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

    2016-08-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

  2. Use of Microthemes to Increase Writing Content for Introductory Science Laboratory

    Directory of Open Access Journals (Sweden)

    Michelle L. Lewis

    2012-02-01

    Full Text Available Writing is a learning activity, as well as a communication skill. Many instructors recognize the value of writing as a learning tool but struggle to develop effective writing assignments. Instructors are generally pressed for time during lecture due to the necessity to deliver content and, therefore, cannot dedicate time necessary to teach science writing skills effectively. Traditional term papers assigned to a class with varying writing skills may not accomplish the desired goal of teaching both technical writing skills and critical thinking skills. Students that are already struggling with content may be at a disadvantage in terms of conveying complex ideas. An answer to this problem is the microtheme paper which we employ in an Introductory Botany laboratory setting.

  3. CONTENTS

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    Social science has long been confronted with a problem of identity, as a branch of social science, the development of Public Administration is also influenced by this problem. Before 1930s, public administration researchers held a scientific belief identical with other social scientists, and took the establishment of a administrative science as their mission; after 1930s, the finding of Hawthorne Experiment greatly wavered the scientific' belief of public administration researchers, which contributed to the bankruptcy of the politics-administration dichotomy; in the 1950s, while public administration researchers in whole had abandoned the dichotomy, social scientists as a whole had rejoined the embrace of scientific pursuit, which produced a huge tension within public administration researchers. Since then, the community of public administration researchers had differentiated into two antithetical camps.

  4. Engaging Undergraduate Education Majors in the Practice of Astronomy through a Coherent Science Content Storyline Course

    Science.gov (United States)

    Plummer, Julia; Palma, Christopher

    2015-08-01

    For the next generation of students to learn astronomy as both a body of knowledge and a process of continually extending, refining, and revising that knowledge, teachers at all levels must learn how to engage their students in the practices of astronomy. This begins by designing science coursework for undergraduate education majors in ways that reflect how we hope they will teach their own future students. We have designed an undergraduate astronomy course for elementary education majors around a coherent science content storyline (CSCS) framework in order to investigate methods that support education majors’ uptake of astronomy practices. CSCS instruction purposefully sequences lessons in ways that make explicit the connections between science ideas in order to move students towards increasingly sophisticated explanations for a single big idea in science. We used this framework to organize our course around a series of astronomical investigations that build towards a big idea in astronomy: how the formation model explains current patterns observed in the Solar System. Each investigation helps students begin to explain observations of the Solar System from a coherent, systems-based perspective as they make choices on how to design their own data collection and analysis strategies. Through these investigations, future teachers begin to view astronomy as a process of answering scientific questions using evidence-based explanations and model-based reasoning. The course design builds on our prior research into students’ ideas about Solar System phenomena and its formation as well as students’ ideas about how astronomers carry out investigations. Preliminary results, based on analysis of student conversations during in-class investigations, science notebook entries, and scientific reports, suggest that the course helps students learn to construct evidence-based explanations while also increasing the accuracy of the explanations for astronomical phenomena. We will

  5. History from K-4: What Can We Really Do?

    Science.gov (United States)

    Klee, Mary Beth

    1998-01-01

    Outlines the characteristics of a good history program for kindergarten through grade four, analyzing the Massachusetts History and Social Science Curriculum Framework and the Core Knowledge Sequence as they apply to elementary instruction. Also describes and evaluates principles of teaching history to young children. (Author/SLD)

  6. Content

    DEFF Research Database (Denmark)

    Keiding, Tina Bering

    Aim, content and methods are fundamental categories of both theoretical and practical general didactics. A quick glance in recent pedagogical literature on higher education, however, reveals a strong preoccupation with methods, i.e. how teaching should be organized socially (Biggs & Tang, 2007......; Race, 2001; Ramsden, 2003). This trend appears closely related to the ‘from-teaching-to-learning’ movement, which has had a strong influence on pedagogy since the early nineties (Keiding, 2007; Terhart, 2003). Another interpretation of the current interest in methodology can be derived from...... for selection of content (Klafki, 1985, 2000; Myhre, 1961; Nielsen, 2006). These attempts all share one feature, which is that criteria for selection of content appear very general and often, more or less explicitly, deal with teaching at the first Bologna-cycle; i.e. schooling at the primary and lower...

  7. The Portrayal of Occupational Therapy and Occupational Science in Canadian Newspapers: A Content Analysis

    Directory of Open Access Journals (Sweden)

    Tsing-Yee (Emily Chai

    2016-05-01

    Full Text Available The primary goal of occupational therapy is to enable people to participate in the activities of everyday life. The demand for occupational therapists in Canada is expected to grow sharply at an annual growth rate of 3.2%, compared to 0.7% for all occupations. At the same time, it is believed by occupational therapists in Canada that the Canadian public does not understand the role of occupational therapy. Occupational science is an emerging basic science field that supports the practice of occupational therapy. Given that newspapers are one source the public uses to obtain information and that newspapers are seen to shape public opinions, the purpose of this study is to investigate how “occupational therapy” is covered in Canadian newspapers from the term’s first appearance in 1917 until 2016 and how “occupational science” is covered from the term’s first appearance in 1989 to 2016. We interrogated the findings through the lens of three non-newspaper sources—two academic journals: Canadian Journal of Occupational Therapy (CJOT and Journal of Occupational Science (JOS; and one Canadian magazine: Occupational Therapy Now (OTN. We found that medical terms were prevalent in the newspaper articles covering occupational therapy similar to the presence of medical terms in the CJOT and OTN. However, the newspapers missed contemporary shifts in occupational therapy as evident in the CJOT, OTN and JOS—such as the increased engagement with enablement, occupational justice and other occupational concepts. The newspapers also failed to portray the societal issues that occupational therapy engages with on behalf of and with their clients, and the newspapers did not cover many of the client groups of occupational therapy. Occupational science was only mentioned in n = 26 articles of the nearly 300 Canadian newspapers covered with no concrete content linked to occupational science. The scope of occupational therapy presented in Canadian

  8. Pre-Service Chemistry Teachers' Pedagogical Content Knowledge of the Nature of Science in the Particle Nature of Matter

    Science.gov (United States)

    Bektas, Oktay; Ekiz, Betul; Tuysuz, Mustafa; Kutucu, Elif Selcan; Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen

    2013-01-01

    This study investigated pre-service chemistry teachers' pedagogical content knowledge of the nature of science (NOS) in the content of the particle nature of matter. Qualitative research design was utilized. Data were collected from seven pre-service chemistry teachers (PCTs) by using open-ended questions, interviews, observations, lesson plans,…

  9. Textbooks Content Analysis of Social Studies and Natural Sciences of Secondary School Based on Emotional Intelligence Components

    Science.gov (United States)

    Babaei, Bahare; Abdi, Ali

    2014-01-01

    The aim of this study is to analyze the content of social studies and natural sciences textbooks of the secondary school on the basis of the emotional intelligence components. In order to determine and inspect the emotional intelligence components all of the textbooks content (including texts, exercises, and illustrations) was examined based on…

  10. Developing secondary science teachers' pedagogical content knowledge through effective curriculum materials

    Science.gov (United States)

    Buoni, Michael H.

    This study investigates the degree to which the Delaware Science Coalition tenth grade biology kit curriculum supports the development of teachers' pedagogical content knowledge. A research-based construct for PCK was developed to serve as the foundation for how PCK was defined in this study. An analysis tool was created using the Davis and Krajcik (2005) nine heuristics of effectiveness of curriculum materials to develop science teachers' PCK. The tool was created to analyze the relative effectiveness of curriculum materials in supporting and developing teachers' PCK. The Delaware Science Coalition tenth grade biology kit curriculum was analyzed against this heuristic tool, and was found to be inconsistent in developing teachers' PCK. In addition, this study addressed teachers' conceptions of PCK, and their perceptions of professional development, through a survey and through subsequent interviews. The results from the survey and interviews showed that teachers consistently adapt the curriculum to fit their needs, and also had different feelings about the professional development they experienced with the state, and at their home school. A new model for professional development was created using the research-based construct of PCK, the heuristic tool to develop teachers' PCK, and teachers' experiences with curriculum and professional development.

  11. Enhancing the earth-science content and inquiry basis of physical geography education in Singapore schools

    Science.gov (United States)

    McCaughey, J.; Chong, E.

    2011-12-01

    Singapore has a long tradition of geography education at the secondary and Junior College levels (ages 12-18). Although most geography teachers teach both human and physical geography, many of them have received more extensive university training in human geography. The Earth Obervatory of Singapore (EOS), a newly established research institute at Nanyang Technological University (NTU), is building an education and outreach program to integrate its research across formal and informal education. We are collaborating with the Singapore Ministry of Education to enhance the earth-science content and inquiry basis of physical geography education in Singapore classrooms. EOS is providing input to national curriculum, textbook materials, and teaching resources, as well as providing inquiry-based field seminars and workshops for inservice teachers. An upcoming 5-year "Our Dynamic Earth" exhibit at the Science Centre Singapore will be a centerpoint of outreach to younger students, their teachers and parents, and to the community at large. On a longer time scale, the upcoming undergraduate program in earth science at NTU, the first of its kind in Singapore, will provide a stream of earth scientists into the geography teaching workforce. Developing ties between EOS and the National Institute of Education will further enhance teacher training. With a highly centralized curriculum, small land area, high-performing student population, and key stakeholders eager to collaborate with EOS, Singapore presents an unusual opportunity to impact classrooms on a national scale.

  12. Emotions in prospective secondary teachers when teaching science content, distinguishing by gender

    Science.gov (United States)

    Belén Borrachero, Ana; Brígido, María; Mellado, Lucía; Costillo, Emilio; Mellado, Vicente

    2014-05-01

    Background:Until recently, the affective components of education had long been undervalued. Today, one finds ever more studies on cognitive and affective interrelationships that are lending support to the idea that affect and cognition are best understood when viewed as independent and complementary mental functions. Purpose:The present work analyses the emotions of prospective secondary education teachers, distinguishing them by gender, in relation to the teaching of Biology, Geology, Physics and Chemistry in order to contribute to designing subsequent interventions targeted at improving science teachers' occupational health. Sample:The total sample consisted of 178 students (53 male and 125 female) of the post-graduate teaching certificate course at the University of Extremadura, all of whom were prospective secondary school teachers. We also worked with a sub-sample of 66 Science and Engineering graduates (33 male and 33 female). Design and methods:A questionnaire was prepared that includes items on each of the emotions that the prospective teacher might feel when teaching the science content of the proposed courses. The chi-squared test was used to determine whether a relationship exists between emotions and the variable gender when it came to their teaching Biology, Geology, Physics and Chemistry at the compulsory secondary education level. Results:The results showed that the male teachers more frequently report positive emotions than the female. The latter manifested an increase in negative emotions in teaching Geology, Physics and Chemistry content. And the study of the sub-sample showed positive emotions are more frequently reported than negative ones in all four subjects, with this being particularly so in Biology. Conclusions:The study of emotions is vital in the educational formation of prospective secondary teachers. These students will soon face day-to-day life in the classroom, and many of them, especially the women, declare themselves to be

  13. Curriculum coherence: A comparative analysis of elementary science content standards in People's Republic of China and the USA

    Science.gov (United States)

    Huang, Fang

    This study examines elementary science content standards curriculum coherence between the People's Republic of China and the United States of America. Three aspects of curriculum coherence are examined in this study: topic inclusion, topic duration, and curriculum structure. Specifically this study centers on the following research questions: (1) What science knowledge is intended for elementary students in each country? (2) How long each topic stays in the curriculum? (3) How these topics sequence and connect with each other? (4) And finally, what is the implication for elementary science curriculum development? Four intended science curriculum frameworks were selected respectively for each country. A technique of General Topic Trace Mapping (GTTM) was applied to generate the composite science content standards out of the selected curriculum for each country. In comparison, the composite USA and Chinese elementary science content standards form a stark contrast: a bunch of broad topics vs. a focus on a set of key topics at each grade; an average of 3.4 year topic duration vs. an average of 1.68 year topic duration; a stress on connections among related ideas vs. a discrete disposition of related ideas; laundry list topic organization vs. hierarchical organization of science topics. In analyzing the interrelationships among these characteristics, this study reached implications for developing coherent science content standards: First, for the overall curriculum, the topic inclusion should reflect the logical and sequential nature of knowledge in science. Second, for each grade level, less, rather than more science topics should be focused. Third, however, it should be clarified that a balance should be made between curriculum breadth and depth by considering student needs, subject matter, and child development. Fourth, the topic duration should not be too long. The lengthy topic duration tends to undermine links among ideas as well as lead to superficial treatment

  14. Considerations of multicultural science and curriculum reform: A content analysis of state-adopted biology textbooks in Florida

    Science.gov (United States)

    Delgato, Margaret H.

    The purpose of this investigation was to determine the extent to which multicultural science education, including indigenous knowledge representations, had been infused within the content of high school biology textbooks. The study evaluated the textbook as an instructional tool and framework for multicultural science education instruction by comparing the mainstream content to indigenous knowledge perspectives portrayed in the student and teacher editions of 34 textbooks adopted in Florida within the last four adoption cycles occurring from 1990 to 2006. The investigation involved a content analysis framed from a mixed methods approach. Emphasis was placed, in consideration of the research questions and practicality of interpreting text with the potential for multiple meanings, within qualitative methods. The investigation incorporated five strategies to assess the extent of multicultural content: (1) calculation of frequency of indigenous representations through the use of a tally; (2) assessment of content in the teacher editions by coding the degree of incorporation of multicultural content; (3) development of an archaeology of statements to determine the ways in which indigenous representations were incorporated into the content; (4) use of the Evaluation Coefficient Analysis (ECO) to determine extent of multicultural terminologies within content; and (5) analysis of visuals and illustrations to gauge percentages of depictions of minority groups. Results indicated no solid trend in an increase of inclusion of multicultural content over the last four adoption cycles. Efforts at most reduced the inclusion of indigenous representations and other multicultural content to the level of the teacher edition distributed among the teacher-interleafed pages or as annotations in the margins. Degree of support of multicultural content to the specific goals and objectives remained limited across all four of the adoption cycles represented in the study. Emphasis on

  15. A Science for Citizenship Model: Assessing the Effects of Benefits, Risks, and Trust for Predicting Students' Interest in and Understanding of Science-Related Content

    Science.gov (United States)

    Jack, Brady Michael; Lee, Ling; Yang, Kuay-Keng; Lin, Huann-shyang

    2016-08-01

    This study showcases the Science for Citizenship Model (SCM) as a new instructional methodology for presenting, to secondary students, science-related technology content related to the use of science in society not taught in the science curriculum, and a new approach for assessing the intercorrelations among three independent variables (benefits, risks, and trust) to predict the dependent variable of triggered interest in learning science. Utilizing a 50-minute instructional presentation on nanotechnology for citizenship, data were collected from 301 Taiwanese high school students. Structural equation modeling (SEM) and paired-samples t-tests were used to analyze the fitness of data to SCM and the extent to which a 50-minute class presentation of nanotechnology for citizenship affected students' awareness of benefits, risks, trust, and triggered interest in learning science. Results of SCM on pre-tests and post-tests revealed acceptable model fit to data and demonstrated that the strongest predictor of students' triggered interest in nanotechnology was their trust in science. Paired-samples t-test results on students' understanding of nanotechnology and their self-evaluated awareness of the benefits and risks of nanotechology, trust in scientists, and interest in learning science revealed low significant differences between pre-test and post-test. These results provide evidence that a short 50-minute presentation on an emerging science not normally addressed within traditional science curriculum had a significant yet limited impact on students' learning of nanotechnology in the classroom. Finally, we suggest why the results of this study may be important to science education instruction and research for understanding how the integration into classroom science education of short presentations of cutting-edge science and emerging technologies in support of the science for citizenship enterprise might be accomplished through future investigations.

  16. A Science for Citizenship Model: Assessing the Effects of Benefits, Risks, and Trust for Predicting Students' Interest in and Understanding of Science-Related Content

    Science.gov (United States)

    Jack, Brady Michael; Lee, Ling; Yang, Kuay-Keng; Lin, Huann-shyang

    2017-10-01

    This study showcases the Science for Citizenship Model (SCM) as a new instructional methodology for presenting, to secondary students, science-related technology content related to the use of science in society not taught in the science curriculum, and a new approach for assessing the intercorrelations among three independent variables (benefits, risks, and trust) to predict the dependent variable of triggered interest in learning science. Utilizing a 50-minute instructional presentation on nanotechnology for citizenship, data were collected from 301 Taiwanese high school students. Structural equation modeling (SEM) and paired-samples t-tests were used to analyze the fitness of data to SCM and the extent to which a 50-minute class presentation of nanotechnology for citizenship affected students' awareness of benefits, risks, trust, and triggered interest in learning science. Results of SCM on pre-tests and post-tests revealed acceptable model fit to data and demonstrated that the strongest predictor of students' triggered interest in nanotechnology was their trust in science. Paired-samples t-test results on students' understanding of nanotechnology and their self-evaluated awareness of the benefits and risks of nanotechology, trust in scientists, and interest in learning science revealed low significant differences between pre-test and post-test. These results provide evidence that a short 50-minute presentation on an emerging science not normally addressed within traditional science curriculum had a significant yet limited impact on students' learning of nanotechnology in the classroom. Finally, we suggest why the results of this study may be important to science education instruction and research for understanding how the integration into classroom science education of short presentations of cutting-edge science and emerging technologies in support of the science for citizenship enterprise might be accomplished through future investigations.

  17. Teacher, text, and inquiry science: Mediating instructional conversations on content, reasoning, and informational text

    Science.gov (United States)

    Pesko, Ellen Lawrence

    This dissertation is a case study of an accomplished elementary teacher and her fourth grade students as they work in an inquiry science environment using a text in the form of a scientist's notebook. The text was specifically designed to interplay with students' first-hand investigations. It is a descriptive study of the instructional moves and decisions of this teacher as she negotiated the competing goals of learning how to read informational text, learning science content, and engaging in scientific reasoning. The goal is to provide research on the mediation of text that is discipline specific and designed to complement a first-hand inquiry in the context of an elementary classroom. Although the focus of the study is on the teacher's instructional moves, it is impossible to talk about teacher mediation without discussing the kinds of challenges her students experience in learning from the text. Earlier research with the notebook texts on the topic of light (Cutter, Vincent, Magnusson & Palincsar, 2001; Ford, 1999; Palincsar, Magnusson & Hapgood, 2001) captured the role of the teacher in mediating interactions with text. Findings related to the role of teachers were: (1) teachers help to make explicit connections between the texts and students' first hand experiences, and (2) teachers guide and shape discussions in multiple ways (e.g. modeling their thinking about the scientist's questions, procedures, data and claims) (Magnusson & Palincsar, 2004). It is hoped that this dissertation will extend and add to what we know about teacher mediation of these texts, especially the mediation of features such as figures and tables. Findings of the study include the type of learning community that facilitated instructional goals, the content and reasoning opportunities that were taken up or omitted, and the teacher's instructional moves that supported learning from informational text.

  18. Improving technological pedagogical content knowledge development among pre-service science teachers

    Science.gov (United States)

    Habowski, Thomas A.

    Many teacher education programs provide pre-service teachers with a limited field experience during the professional block semester prior to student teaching. These programs require few hours in the classroom, mainly composed of observations. Many teacher education programs contain a technology-integration methods course that is not subject-specific and mainly focuses on the use of various technologies, in the absence of content and pedagogy. The purpose of this EPP was to examine a Professional Development School (PDS) Program with respect to technology integration among pre-service science teachers. This examination set out to measure differences in pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) before and after the first-semester internship in the program, and utilized various data collection instruments in the process. The primary instrument used was a survey which provided quantitative data for measuring changes in TPACK among the interns throughout the first-semester internship. A set of open-ended questions on the survey provided descriptive details concerning models of TPACK observed and co-taught by the interns. Additionally, a focus group and a PDS conference provided descriptive data concerning observed models of technology, the impact of a subject-specific technology integration course, comparisons between the PDS and traditional teacher education programs, and insight into the comfort and success levels with using technology in the science classroom. The survey responses, the focus group responses, and the PDS conference data all suggested that the increased time requirement, in conjunction with the required technology integration course, and the mentorship provided by a co-teaching model led to exposure to valuable models of technology, an increase in self-assessed TPACK, and a feeling of increased confidence as reported by the interns during the first-semester internship of the PDS Program.

  19. Bridging the language gap: Exploring science teachers' dual role as teachers of content and English literacy

    Science.gov (United States)

    Arnold, Suzanne C.

    Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all

  20. Teaching about ozone layer depletion in Turkey: pedagogical content knowledge of science teachers.

    Science.gov (United States)

    Bozkurt, Orçun; Kaya, Osman Nafiz

    2008-04-01

    The purpose of this study was to investigate the pedagogical content knowledge of Prospective Science Teachers (PSTs) on the topic of "ozone layer depletion." In order to explore PSTs' subject matter knowledge on ozone layer depletion, they were given a form of multiple-choice test where they needed to write the reasons behind their answers. This test was completed by 140 PSTs in their final year at the College of Education. Individual interviews were carried out with 42 randomly selected PSTs to determine their pedagogical knowledge about ozone layer depletion. Data were obtained from the study which indicate that the PSTs did not have adequate subject matter and pedagogical knowledge to teach the topic of ozone layer depletion to middle school students. It was also evident that the PSTs held various misconceptions related to ozone layer depletion. PSTs' inadequate pedagogical knowledge was found in the areas of the curriculum, learning difficulties of students, and instructional strategies and activities. This study provides some pedagogical implications for the training of science teachers.

  1. An analysis of the relationship between teachers' acquisition of physics content knowledge and their level of science teaching efficacy

    Science.gov (United States)

    Marion, Virginia Frances

    1998-12-01

    The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and

  2. CONTENTS

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    The Development and Evolution of the Idea of the Mandate of Heaven in the Zhou Dynasty The changes in the idea of Mandate of Heaven during the Shang and Zhou dynasties are of great significance in the course of the development of traditional Chinese culture. The quickening and awakening of the humanistic spirit was not the entire content of the Zhou idea of Mandate of Heaven. In the process of annihilating the Shang dynasty and setting up their state, the Zhou propagated the idea of the Mandate of Heaven out of practical needs. Their idea of the Mandate of Heaven was not very different from that of the Shang. From the Western Zhou on, the Zhou idea of Mandate of Heaven by no means developed in a linear way along a rational track. The intermingling of rationality and irrationality and of awakening and non-awakening remained the overall state of the Zhou intellectual superstructure after their "spiritual awakening".

  3. Content Area Literacy: Individualizing Student Instruction in Second-Grade Science

    Science.gov (United States)

    Connor, Carol McDonald; Kaya, Sibel; Luck, Melissa; Toste, Jessica R.; Canto, Angela; Rice, Diana; Tani, Novell; Underwood, Phyllis S.

    2010-01-01

    This study describes a second-grade science curriculum designed to individualize student instruction (ISI-Science) so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. ISI-Science relies on the 5-E Learning Cycle as a framework and incorporates flexible, homogeneous, literacy skills-based…

  4. Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    Science.gov (United States)

    Peters, Erin E.

    2012-01-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

  5. Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    Science.gov (United States)

    Peters, Erin E.

    2012-01-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

  6. Preservation of Earth Science Data History with Digital Content Repository Technology

    Science.gov (United States)

    Wei, Y.; Pan, J.; Shrestha, B.; Cook, R. B.

    2011-12-01

    An increasing need for derived and on-demand data product in Earth Science research makes the digital content more difficult for providers to manage and preserve and for users to locate, understand, and consume. Specifically, this increasing need presents additional challenges in managing data processing history information and delivering such information to end users. For example, the North American Carbon Program (NACP) Multi-scale Synthesis and Terrestrial Model Intercomparison Project (MsTMIP) chose a modified SYNMAP land cover data as one of the input driver data for participating terrestrial biospheric models. The global 1km resolution SYNMAP data was created by harmonizing 3 remote sensing-based land cover products: GLCC, GLC2000, and the MODIS land cover product. The original SYNMAP land cover data was aggregated into half and quarter degree resolution. It was then enhanced with more detailed grassland and cropland types. Currently, there lacks an effective mechanism to convey this data processing information to different modeling teams for them to determine if a data product meets their needs. It still highly relies on offline human interaction. The NASA-sponsored ORNL DAAC has leveraged the contemporary digital object repository technology to promote the representation, management, and delivery of data processing history and provenance information. Within digital object repository, different data products are managed as objects, with metadata as attributes and content delivery and management services as dissemination methods. Derivation relationships among data products can be semantically referenced between digital objects. Within the repository, data users can easily track a derived data product back to its origin, explorer metadata and documents about each intermediate data product, and discover processing details involved in each derivation step. Coupled with Drupal Web Content Management System, the digital repository interface was enhanced to

  7. Contents

    Directory of Open Access Journals (Sweden)

    Editor IJRED

    2012-11-01

    Full Text Available International Journal of Renewable Energy Development www.ijred.com Volume 1             Number 3            October 2012                ISSN 2252- 4940   CONTENTS OF ARTICLES page Design and Economic Analysis of a Photovoltaic System: A Case Study 65-73 C.O.C. Oko , E.O. Diemuodeke, N.F. Omunakwe, and E. Nnamdi     Development of Formaldehyde Adsorption using Modified Activated Carbon – A Review 75-80 W.D.P Rengga , M. Sudibandriyo and M. Nasikin     Process Optimization for Ethyl Ester Production in Fixed Bed Reactor Using Calcium Oxide Impregnated Palm Shell Activated Carbon (CaO/PSAC 81-86 A. Buasri , B. Ksapabutr, M. Panapoy and N. Chaiyut     Wind Resource Assessment in Abadan Airport in Iran 87-97 Mojtaba Nedaei       The Energy Processing by Power Electronics and its Impact on Power Quality 99-105 J. E. Rocha and B. W. D. C. Sanchez       First Aspect of Conventional Power System Assessment for High Wind Power Plants Penetration 107-113 A. Merzic , M. Music, and M. Rascic   Experimental Study on the Production of Karanja Oil Methyl Ester and Its Effect on Diesel Engine 115-122 N. Shrivastava,  , S.N. Varma and M. Pandey  

  8. Characterization and analysis of Devonian shales as related to release of gaseous hydrocarbons. Well K-4 Johnson County, Kentucky

    Energy Technology Data Exchange (ETDEWEB)

    Kalyoncu, R.S.; Snyder, M.J.

    1979-08-15

    Various characterization tasks were performed on 54 cored shale samples from Johnson County, Kentucky. Core samples were obtained from depths of 967 to 1510 feet. A total of 126 samples were canned for several DOE contractors, including Battelle Columbus. Free gas analyses indicate the presence of significant quantities of higher chain hydrocarbon gases in the K-4 shales. Hydrocarbon gas release rates and kinetic studies indicate that diffusion coefficients are inversely proportional to the square root of the molecular weight of diffusing species. Although wide scatter is observed in the chemical and physical characterization data, good correlations exist between the hydrocarbon gas contents and various laboratory characterization values (physical and chemical). A number of one-to-one relationships are pointed out and discussed. Lithologically, inorganic portions of K-4 shales are composed predominantly of quartz and illite with small quantities of pyrite and various carbonate minerals.

  9. The Journal of Earth System Science Education: Peer Review for Digital Earth and Digital Library Content

    Science.gov (United States)

    Johnson, D.; Ruzek, M.; Weatherley, J.

    2001-05-01

    The Journal of Earth System Science Education is a new interdisciplinary electronic journal aiming to foster the study of the Earth as a system and promote the development and exchange of interdisciplinary learning resources for formal and informal education. JESSE will serve educators and students by publishing and providing ready electronic access to Earth system and global change science learning resources for the classroom and will provide authors and creators with professional recognition through publication in a peer reviewed journal. JESSE resources foster a world perspective by emphasizing interdisciplinary studies and bridging disciplines in the context of the Earth system. The Journal will publish a wide ranging variety of electronic content, with minimal constraints on format, targeting undergraduate educators and students as the principal readership, expanding to a middle and high school audience as the journal matures. JESSE aims for rapid review and turn-around of resources to be published, with a goal of 12 weeks from submission to publication for resources requiring few changes. Initial publication will be on a quarterly basis until a flow of resource submissions is established to warrant continuous electronic publication. JESSE employs an open peer review process in which authors and reviewers discuss directly the acceptability of a resource for publication using a software tool called the Digital Document Discourse Environment. Reviewer comments and attribution will be available with the resource upon acceptance for publication. JESSE will also implement a moderated peer commentary capability where readers can comment on the use of a resource or make suggestions. In the development phase, JESSE will also conduct a parallel anonymous review of content to validate and ensure credibility of the open review approach. Copyright of materials submitted remains with the author, granting JESSE the non-exclusive right to maintain a copy of the resource

  10. Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

    Science.gov (United States)

    Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

    2016-11-01

    This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.

  11. Every teacher an English teacher? Literacy strategy teaching and research in the content area of science education

    Science.gov (United States)

    Buckingham, Thomas

    Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the bulk of school day instruction. While there have been small studies and field reports of what content teachers are or are not teaching in the way of literacy instruction (Fisher and Ivey, 2005; Verplaste, 1996, 1998; Vacca and Vacca 1989), researchers have not had success measuring the literacy practices of content area teachers in a broad-based study. This study focuses specifically on what many researchers in both the content literacy and ESL fields have emphasized for promoting literacy in the classroom---teaching metacognitive strategies. Twelve metacognitive functions derived from a literacy strategies handbook are employed as a means to ascertain strategy usage within the lessons whether specifically known content strategies are named or not. The initial analysis is performed on over 100 lesson plans hosted at four prominent university science education sites, all within a five year period (2003-7). In addition to the lesson plan analysis, a review of 100 articles taken from five on-line science education journals reveal what the science education field addresses this issue. Findings suggest that while 80% of science teachers include some type of strategic teaching and learning in their lessons, only about 20% of science teachers explicitly utilize strategies as listed in content literacy manuals and promoted by literacy and ESL experts. Rather, most science teachers implicitly include these strategies within their lessons and/or promote their own subject-specific strategies in content teaching. Analysis of science education research and publications shows that there is a focus on literacy and specifically strategic

  12. Developing Content Knowledge in Students Through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    Science.gov (United States)

    Peters, Erin E.

    2012-06-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to determine if both nature of science knowledge and content knowledge could be increased with an explicit, reflective nature of science intervention utilizing self-regulation over an implicit group. Results showed that the explicit group significantly outperformed the implicit group on both nature of science and content knowledge assessments. Students in the explicit group also demonstrated a greater use of detail in their inquiry work and reported a higher respect for evidence in making conclusions than the implicit group. Implications suggest that science educators could enhance nature of science instruction using goal setting and self-monitoring of student work during inquiry lessons.

  13. Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

    Science.gov (United States)

    Niepold, F.; Byers, A.

    2009-12-01

    The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.

  14. How do staff members at science and technology centres consider the impact of sponsors on the scientific content of exhibitions?

    DEFF Research Database (Denmark)

    Davidsson, Eva; Sørensen, Helene

    2009-01-01

    or historical museums. But in what ways may sponsors impact exhibition content and design at science and technology centres? This study seeks to explore how staff members consider the impact of sponsors and donors on exhibit content and design. The data collection involves a survey, interviews and a focus group...... to the choice of scientific content and design and thereby interfere directly. Indirect impact, on the other hand, refers to implicit demands of sponsors where staff members take into account for what they believe are views of the sponsors through self-censorship....

  15. The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

    Science.gov (United States)

    Barron, Paul E.

    In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge

  16. Biomedical laboratory science education: standardising teaching content in resource-limited countries

    Directory of Open Access Journals (Sweden)

    Wendy Arneson

    2013-03-01

    Full Text Available Background: There is a worldwide shortage of qualified laboratory personnel to provide adequate testing for the detection and monitoring of diseases. In an effort to increase laboratory capacity in developing countries, new skills have been introduced into laboratory services. Curriculum revision with a focus on good laboratory practice is an important aspect of supplying entry-level graduates with the competencies needed to meet the current needs.Objectives: Gaps in application and problem-solving competencies of newly graduated laboratory personnel were discovered in Ethiopia, Tanzania and Kenya. New medical laboratory teaching content was developed in Ethiopia, Tanzania and Kenya using national instructors, tutors, and experts and consulting medical laboratory educators from the United States of America (USA.Method: Workshops were held in Ethiopia to create standardised biomedical laboratory science (BMLS lessons based on recently-revised course objectives with an emphasis on application of skills. In Tanzania, course-module teaching guides with objectives were developed based on established competency outcomes and tasks. In Kenya, example interactive presentations and lesson plans were developed by the USA medical laboratory educators prior to the workshop to serve as resources and templates for the development of lessons within the country itself.Results: The new teaching materials were implemented and faculty, students and other stakeholders reported successful outcomes.Conclusions: These approaches to updating curricula may be helpful as biomedical laboratory schools in other countries address gaps in the competencies of entry-level graduates.

  17. Science on Stage: Engaging and teaching scientific content through performance art

    Science.gov (United States)

    Posner, Esther

    2016-04-01

    Engaging teaching material through performance art and music can improve the long-term retention of scientific content. Additionally, the development of effective performance skills are a powerful tool to communicate scientific concepts and information to a broader audience that can have many positive benefits in terms of career development and the delivery of professional presentations. While arts integration has been shown to increase student engagement and achievement, relevant artistic materials are still required for use as supplemental activities in STEM (science, technology, engineering, mathematics) courses. I will present an original performance poem, "Tectonic Petrameter: A Journey Through Earth History," with instructions for its implementation as a play in pre-university and undergraduate geoscience classrooms. "Tectonic Petrameter" uses a dynamic combination of rhythm and rhyme to teach the geological time scale, fundamental concepts in geology and important events in Earth history. I propose that using performance arts, such as "Tectonic Petrameter" and other creative art forms, may be an avenue for breaking down barriers related to teaching students and the broader non-scientific community about Earth's long and complex history.

  18. Learning About the Nature of Science Using Newspaper Articles with Scientific Content

    Science.gov (United States)

    García-Carmona, Antonio; Acevedo Díaz, José Antonio

    2016-08-01

    This article presents a study aiming at assessing the efficacy of reading newspaper articles with scientific content in order to incorporate nature of science (NOS) aspects in initial primary teacher education. To this aim, a short teaching intervention based on newspaper articles was planned and performed under regular class conditions. First, prospective teachers read two newspaper articles related to a recent and controversial scientific research report in the field of physics. Next, they responded reflectively in small groups to various questions related to NOS aspects insinuated in the articles in order for researchers to diagnose their prior ideas about these. Each group then presented their responses in class, and a discussion among groups was encouraged in order to provide feedback. Based on this, the groups revised their initial responses. The evolution of the written responses of the groups was analyzed through an interpretive approach using the methods of inter-rater and intra-rater analysis and low-inference descriptors. The findings showed that these prospective teachers in general improved their NOS views. In the absence of further research, these first findings make evident the pedagogical potential of reading certain newspaper articles for learning about NOS under usual classroom conditions. Finally, some educational implications and perspectives derived from the study are discussed.

  19. Learning science content through socio-scientific issues-based instruction: a multi-level assessment study

    Science.gov (United States)

    Sadler, Troy D.; Romine, William L.; Sami Topçu, Mustafa

    2016-07-01

    Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of studies that have been conducted in this area and the quality of research. This research sought to answer two questions: (1) To what extent does SSI-based instruction support student learning of science content? and (2) How do assessments at variable distances from the curriculum reveal patterns of learning associated with SSI-based instruction? Sixty-nine secondary students taught by three teachers participated in the study. Three teachers implemented an SSI intervention focused on the use of biotechnology for identifying and treating sexually transmitted diseases. We found that students demonstrated statistically and practically significant gains in content knowledge as measured by both proximal and distal assessments. These findings support the claim that SSI-based teaching can foster content learning and improved performance on high-stakes tests.

  20. Library and Information Science Research Areas: A Content Analysis of Articles from the Top 10 Journals 2007-8

    Science.gov (United States)

    Aharony, Noa

    2012-01-01

    The current study seeks to describe and analyze journal research publications in the top 10 Library and Information Science journals from 2007-8. The paper presents a statistical descriptive analysis of authorship patterns (geographical distribution and affiliation) and keywords. Furthermore, it displays a thorough content analysis of keywords and…

  1. Preservice Elementary Teachers' Beliefs about Nature of Science and Constructivist Teaching in the Content-Specific Context

    Science.gov (United States)

    Yoon, Hye-Gyoung; Kim, Byoung Sug

    2016-01-01

    The purpose of this study was to explore how Korean preservice elementary teachers' beliefs about nature of science (NOS) and their beliefs about constructivist teaching were structured and related and if any relation was prevalent in the content-specific contexts. As the same format, three versions of questionnaires were developed in three…

  2. Content Analysis of 1998-2012 Empirical Studies in Science Reading Using a Self-Regulated Learning Lens

    Science.gov (United States)

    Hsu, Ying-Shao; Yen, Miao-Hsuan; Chang, Wen-Hua; Wang, Chia-Yu; Chen, Sufen

    2016-01-01

    There is an increasing interest in conducting reading-related studies in science education using a self-regulated learning (SRL) lens. This exploration involved a content analysis of 34 articles (38 studies in total) in highly regarded journals from 1998 to 2012 using an SRL interpretative framework to reveal critical features and relationships in…

  3. Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-Health Students

    Science.gov (United States)

    Mylott, Elliot; Kutschera, Ellynne; Dunlap, Justin C.; Christensen, Warren; Widenhorn, Ralf

    2016-01-01

    We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia…

  4. But science is international! Finding time and space to encourage intercultural learning in a content-driven physiology unit

    OpenAIRE

    Etherington, Sarah J.

    2014-01-01

    Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom, particularly in scientific disciplines. This study addressed one major challenge to promoting intercultural competence among undergraduate science stude...

  5. Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-Health Students

    Science.gov (United States)

    Mylott, Elliot; Kutschera, Ellynne; Dunlap, Justin C.; Christensen, Warren; Widenhorn, Ralf

    2016-01-01

    We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia…

  6. Preservice Elementary Teachers' Beliefs about Nature of Science and Constructivist Teaching in the Content-Specific Context

    Science.gov (United States)

    Yoon, Hye-Gyoung; Kim, Byoung Sug

    2016-01-01

    The purpose of this study was to explore how Korean preservice elementary teachers' beliefs about nature of science (NOS) and their beliefs about constructivist teaching were structured and related and if any relation was prevalent in the content-specific contexts. As the same format, three versions of questionnaires were developed in three…

  7. Mitogen-activated protein kinase kinase 4 (MAP2K4 promotes human prostate cancer metastasis.

    Directory of Open Access Journals (Sweden)

    Janet M Pavese

    Full Text Available Prostate cancer (PCa is the second leading cause of cancer death in the US. Death from PCa primarily results from metastasis. Mitogen-activated protein kinase kinase 4 (MAP2K4 is overexpressed in invasive PCa lesions in humans, and can be inhibited by small molecule therapeutics that demonstrate favorable activity in phase II studies. However, MAP2K4's role in regulating metastatic behavior is controversial and unknown. To investigate, we engineered human PCa cell lines which overexpress either wild type or constitutive active MAP2K4. Orthotopic implantation into mice demonstrated MAP2K4 increases formation of distant metastasis. Constitutive active MAP2K4, though not wild type, increases tumor size and circulating tumor cells in the blood and bone marrow. Complementary in vitro studies establish stable MAP2K4 overexpression promotes cell invasion, but does not affect cell growth or migration. MAP2K4 overexpression increases the expression of heat shock protein 27 (HSP27 protein and protease production, with the largest effect upon matrix metalloproteinase 2 (MMP-2, both in vitro and in mouse tumor samples. Further, MAP2K4-mediated increases in cell invasion are dependent upon heat shock protein 27 (HSP27 and MMP-2, but not upon MAP2K4's immediate downstream targets, p38 MAPK or JNK. We demonstrate that MAP2K4 increases human PCa metastasis, and prolonged over expression induces long term changes in cell signaling pathways leading to independence from p38 MAPK and JNK. These findings provide a mechanistic explanation for human studies linking increases in HSP27 and MMP-2 to progression to metastatic disease. MAP2K4 is validated as an important therapeutic target for inhibiting human PCa metastasis.

  8. Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

    Science.gov (United States)

    Tolbert, Sara E.

    2011-12-01

    This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

  9. Influence of subject matter discipline and science content knowledge on National Board Certified science teachers' conceptions, enactment, and goals for inquiry

    Science.gov (United States)

    Breslyn, Wayne Gene

    The present study investigated differences in the continuing development of National Board Certified Science Teachers' (NBCSTs) conceptions of inquiry across the disciplines of biology, chemistry, earth science, and physics. The central research question of the study was, "How does a NBCST's science discipline (biology, chemistry, earth science, or physics) influence their conceptions, enactment, and goals for inquiry-based teaching and learning?" A mixed methods approach was used that included an analysis of the National Board portfolio entry, Active Scientific Inquiry, for participants (n=48) achieving certification in the 2007 cohort. The portfolio entry provided detailed documentation of teachers' goals and enactment of an inquiry lesson taught in their classroom. Based on the results from portfolio analysis, participant interviews were conducted with science teachers (n=12) from the 2008 NBCST cohort who represented the science disciplines of biology, chemistry, earth science, and physics. The interviews provided a broader range of contexts to explore teachers' conceptions, enactment, and goals of inquiry. Other factors studied were disciplinary differences in NBCSTs' views of the nature of science, the relation between their science content knowledge and use of inquiry, and changes in their conceptions of inquiry as result of the NB certification process. Findings, based on a situated cognitive framework, suggested that differences exist between biology, chemistry, and earth science teachers' conceptions, enactment, and goals for inquiry. Further, individuals teaching in more than one discipline often held different conceptions of inquiry depending on the discipline in which they were teaching. Implications for the research community include being aware of disciplinary differences in studies on inquiry and exercising caution in generalizing findings across disciplines. In addition, teachers who teach in more than one discipline can highlight the contextual

  10. Impaired removal of H3K4 methylation affects cell fate determination and gene transcription

    DEFF Research Database (Denmark)

    Lussi, Yvonne C; Mariani, Luca; Rundsten, Carsten Friis;

    2016-01-01

    implicated in development, but how the regulation of H3K4me3 level controls developmental processes is not fully established. Here, we show that the H3K4 demethylase RBR-2, the unique member of the KDM5 family in C. elegans, acts cell-autonomously and in a catalytic-dependent manner to control vulva...

  11. The GluK4 kainate receptor subunit regulates memory, mood, and excitotoxic neurodegeneration.

    Science.gov (United States)

    Lowry, E R; Kruyer, A; Norris, E H; Cederroth, C R; Strickland, S

    2013-04-01

    Though the GluK4 kainate receptor subunit shows limited homology and a restricted expression pattern relative to other kainate receptor subunits, its ablation results in distinct behavioral and molecular phenotypes. GluK4 knockout mice demonstrated impairments in memory acquisition and recall in a Morris water maze test, suggesting a previously unreported role for kainate receptors in spatial memory. GluK4 knockout mice also showed marked hyperactivity and impaired pre-pulse inhibition, thereby mirroring two of the hallmark endophenotypes of patients with schizophrenia and bipolar disorder. Furthermore, we found that GluK4 is a key mediator of excitotoxic neurodegeneration: GluK4 knockout mice showed robust neuroprotection in the CA3 region of the hippocampus following intrahippocampal injection of kainate and widespread neuroprotection throughout the hippocampus following hypoxia-ischemia. Biochemical analysis of kainate- or sham-treated wild-type and GluK4 knockout hippocampal tissue suggests that GluK4 may act through the JNK pathway to regulate the molecular cascades that lead to excitotoxicity. Together, our findings suggest that GluK4 may be relevant to the understanding and treatment of human neuropsychiatric and neurodegenerative disorders.

  12. [Synthesis, spectral analysis and photocatalysis of Ag/K4Nb6,O17 heterojunction catalysts].

    Science.gov (United States)

    Zhang, Feng-li; Cao, Yan-ning; Ying, Song; Chen, Rong; Zhang, Han-hui; Zheng, Qi

    2010-10-01

    K4Nb6O17 photocatalyst was successfully synthesized by low-temperature hydrothermal method with layer structure. Considering that a large number of hydroxyl (Nb-OH) and oxygen species (Nb==O, Nb--O-) exist on the surface of K4Nb6O17 synthesized by hydrothermal method, Ag(en)2+ precursors were employed to synthesize Ag/K4Nb6O17 heterostructure photo-catalysts with highly dispersed Ag. Photocatalytic performance evaluation results show that the photodegradation rate of MO for K4Nb6O17 was remarkably improved when a small amont of Ag was loaded. The best loading dose of Ag is 0.5 at%. Based on various characterizations results of XRD, FTIR, UV-Vis DRS, XRF and TEM, the photocatalytic mechanism of Ag/ K4Nb6O17 heterostructure catalysts was illuminated in detail and the conclusions were drawn as follows: (1) K4Nb6O17 nanocrystals serve as electron and hole sources for degradation of an organic dye; (2) Ag nanoparticles on the surface of K4Nb6O17 nanocrystals act as a sink for the electrons, promote interfacial charge-transfer kinetics between the metal and semiconductor, improve the separation of photogenerated electron-hole pairs, and thus enhance the photocatalytic activity of Ag/K4Nb6O17 photocatalyst.

  13. Research trends on argumentation in science education: a journal content analysis from 1998–2014

    National Research Council Canada - National Science Library

    Erduran, Sibel; Ozdem, Yasemin; Park, Jee-Young

    2015-01-01

    ...) has emerged as a significant educational goal. Argumentation is a critically important discourse process in science and it should be taught and learned in the science classroom as part of scientific inquiry and literacy...

  14. Model for decision making about the curricular contents of Knowledge Organization in academic programs of Library Science, Documentation or Information Science

    Directory of Open Access Journals (Sweden)

    Ana María Martínez Tamayo

    2014-04-01

    Full Text Available A model is introduced for decision making on curricular contents of Knowledge Organization for academic programs of Library Science, Documentation and Information Science, orientated to the Mercosur region. The design of the model has taken into account the core contents recommended by the Mercosur meetings of directors and teachers from library schools, the so called ISKO trend, and the contributions of several authors related to both sources. The model has three primary categories: foundations, applications and ethics of Knowledge Organization. The foundations are considered from a multidimensional approach. The applications are divided into three secondary categories: a construction of knowledge organization systems, b content description, and c quality management of Knowledge Organization. The ethics is also divided into three secondary categories: ethical commitment, ethical values and ethical problems. The model should be understood as an empty mold that needs to be filled with the contents determined by each academic program or curricular space, and it is expected that facilitates the assessment, updating and comparison of those contents. The limitation of the model is that it is based on the Mercosur recommendations and ISKO trends, which are not accepted by all the specialists.

  15. Negotiating the integration of new literacies in math and science content: The lived experience of classroom teachers

    Science.gov (United States)

    Wimmer, Jennifer Joy

    The purpose of this phenomenological study was to investigate the lived experience of integrating new literacies in math and science content by upper elementary and middle school teachers. This study highlights the lived experience of six teachers including two elementary math teachers, two middle school math teachers, and two middle school science teachers. Data sources included five in-depth interviews, teachers' weekly reflection journals, weekly classroom observations, and one principal interview at each of the three high-needs schools. Data were analyzed through an analytic and thematic approach. A reconstructed story was created for each teacher which provides insight into the teacher as an individual. Additionally, a thematic analysis resulted in the identification of five essential themes across all six stories which included: technology exclusively, rethinking who they are as teachers, stabilizing rather than challenging content, rethinking student learning, circumstances, and futures, and serving official context and discourse. The findings indicate that the teachers' lived experience of integrating new literacies in math and science content was filled with uncertainty and a search for stability. A key implication of this study is the need for quality professional development that provides teachers with the opportunity to learn about, question, and rethink the intersection of new literacies, content area literacy, and teacher knowledge.

  16. Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

    Science.gov (United States)

    Mavhunga, Elizabeth; Rollnick, Marissa

    2016-12-01

    In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

  17. Going the Distance for Rural Science Teachers: California Consortium Develops Strategies to Provide Science Content Professional Development for Isolated Teachers

    Science.gov (United States)

    Wilson, Judi; Ringstaff, Cathy

    2010-01-01

    Teachers in rural settings find it difficult to access quality professional development that can improve student science achievement. These teachers are serving the 10 million students, or about 19% percent of the nation's total public school enrollment, who attend school in a rural district. Studies show that long-term, in-depth methods of…

  18. Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes

    Science.gov (United States)

    Somers, Judy L.

    This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of concept maps to indicate organization and understanding of science content, mapping strategies to indicate perceptions of teaching practice, and the influence of concept maps on reflective process. There is also a comparison of preservice teachers' perceptions of concept map usage with the purposes and practices of maps as described by experienced teachers. Data were collected primarily through interviews, observations, a pre and post concept mapping activity, and an analysis of those concept maps using a rubric developed for this study. Findings showed that concept map usage clarified students' understanding of the organization and relationships within content area and that the process of creating the concept maps increased participants' understanding of the selected content. The participants felt that the visual element of concept mapping was an important factor in improving content understanding. These participants saw benefit in using concept maps as planning tools and as instructional tools. They did not recognize the use of concept maps as assessment tools. When the participants were able to find personal relevance in and through their concept maps they were better able to be reflective about the process. The experienced teachers discussed student understanding and skill development as the primary purpose of concept map usage, while they were able to use concept maps to accomplish multiple purposes in practice.

  19. DVIG ENERGETSKE UČINKOVITOSTI PREMOGOVNEGA KOTLA K4 V TOVARNI VIPAP

    OpenAIRE

    Lekše, Aleš

    2014-01-01

    Diplomsko delo se nanaša na znižanje lastne rabe energije na postrojenju kotla K4 ter na dvig deleža pridobljene energije iz OVE v podjetju Vipap Videm Krško. Na podlagi ugotovitev, da so izvedeni ukrepi znižali lastno rabo električne energije, večji delež OVE v strukturi goriva pa je zagotovil željeno toplotno moč kotla K4, nam zaključni del naloge potrjuje, da so vsi izvedeni ukrepi upravičili ekonomsko in ekološko upravičenost posodobitve postrojenja kotla K4.

  20. On a $\\{K_4,L(Q_3)\\}_{K_3}$-ultrahomogeneous graph

    CERN Document Server

    Dejter, Italo J

    2010-01-01

    A construction based on the Biggs-Smith graph is shown to produce an edge-disjoint union of 102 copies of $K_4$ forming a $\\{K_4,L(Q_3)\\}_{K_3}$-ultrahomogeneous graph as well as the non-line-graphical Menger graph of a self-dual $(102_4)$-configuration. This stands in contrast to and is a follow-up of the self-dual $(42_4)$-configuration of \\cite{D1}, whose Menger graph is a non-line-graphical $\\{K_4,$ $K_{2,2,2}\\}_{K_2}$-ultrahomogeneous graph.

  1. Web-Scale Discovery Services Retrieve Relevant Results in Health Sciences Topics Including MEDLINE Content

    Directory of Open Access Journals (Sweden)

    Elizabeth Margaret Stovold

    2017-06-01

    Full Text Available A Review of: Hanneke, R., & O’Brien, K. K. (2016. Comparison of three web-scale discovery services for health sciences research. Journal of the Medical Library Association, 104(2, 109-117. http://dx.doi.org/10.3163/1536-5050.104.2.004 Abstract Objective – To compare the results of health sciences search queries in three web-scale discovery (WSD services for relevance, duplicate detection, and retrieval of MEDLINE content. Design – Comparative evaluation and bibliometric study. Setting – Six university libraries in the United States of America. Subjects – Three commercial WSD services: Primo, Summon, and EBSCO Discovery Service (EDS. Methods – The authors collected data at six universities, including their own. They tested each of the three WSDs at two data collection sites. However, since one of the sites was using a legacy version of Summon that was due to be upgraded, data collected for Summon at this site were considered obsolete and excluded from the analysis. The authors generated three questions for each of six major health disciplines, then designed simple keyword searches to mimic typical student search behaviours. They captured the first 20 results from each query run at each test site, to represent the first “page” of results, giving a total of 2,086 total search results. These were independently assessed for relevance to the topic. Authors resolved disagreements by discussion, and calculated a kappa inter-observer score. They retained duplicate records within the results so that the duplicate detection by the WSDs could be compared. They assessed MEDLINE coverage by the WSDs in several ways. Using precise strategies to generate a relevant set of articles, they conducted one search from each of the six disciplines in PubMed so that they could compare retrieval of MEDLINE content. These results were cross-checked against the first 20 results from the corresponding query in the WSDs. To aid investigation of overall

  2. Impact of Inquiry Based Distance Learning and Availability of Classroom Materials on Physical Science Content Knowledge of Teachers and Students in Central Appalachia

    Science.gov (United States)

    Bradshaw, Timothy John

    2012-01-01

    Physical science is important for developing scientific literacy yet a majority of teachers responsible for physical science courses do not have an academic degree in physical science. Programs aimed at increasing teacher content knowledge can be time consuming. This dissertation examines the impact of an inquiry based, professional development…

  3. Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-Based Neuroscience Professional Development

    Science.gov (United States)

    Pecore, John L.; Kirchgessner, Mandy L.; Carruth, Laura L.

    2013-01-01

    Informal learning environments often host teachers for learning opportunities, but little is known about the impact of these experiences on teacher professional development (PD). This article describes a unique collaborative PD experience between zoological park personnel and university faculty, examining the impact on teacher content knowledge,…

  4. `Didn't Get Expected Answer, Rectify It.': Teaching science content in an elementary science classroom using hands-on activities

    Science.gov (United States)

    Tan, Aik-Ling; Wong, Hwei-Ming

    2012-01-01

    The call for inquiry science to be a part of the school science curriculum is popular in many parts of the world. While some research in this area revealed success stories of students' learning when they are engaged in student-directed, open-ended scientific inquiry activities, others are more sceptical about how these activities impact students' learning in and of science. Using the microanalysis of classroom talk in a grade-six science classroom dealing with the conversion of energy, we illustrate the dilemma in communicative approach used by a teacher when using an inductive hands-on activity to teach canonical science content. We unravel the complexity between dialogic-authoritative approaches in establishing learning as well as the need to fulfil the teaching purposes set for each lesson. Here we illustrate how the use of fine grain analysis of classroom talk and interaction can reveal the details of classroom learning, such as mismatch of teaching purposes and adopting appropriate approach to fulfil the intended teaching purpose.

  5. A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science

    Science.gov (United States)

    Tekkumru-Kisa, Miray; Stein, Mary Kay; Schunn, Christian

    2015-01-01

    Many countries, including the United States, emphasize the importance of developing students' scientific habits of mind and their capacity to think deeply about scientific ideas in an integrated fashion. Recent science education policies in the United States portray a related vision of science teaching and learning that is meant to guide the…

  6. Promotion of Cultural Content Knowledge through the Use of the History and Philosophy of Science

    Science.gov (United States)

    Galili, Igal

    2012-01-01

    Historical excurse was suggested as a beneficial form of using the history and philosophy of science in the modules of learning materials developed within the History and Philosophy in Science Teaching project. The paper briefly describes the theoretical framework of the produced modules, addressing ontological and epistemological aspects of…

  7. History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

    Science.gov (United States)

    Seker, Hayati; Guney, Burcu G.

    2012-01-01

    Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in…

  8. Promotion of Cultural Content Knowledge through the Use of the History and Philosophy of Science

    Science.gov (United States)

    Galili, Igal

    2012-01-01

    Historical excurse was suggested as a beneficial form of using the history and philosophy of science in the modules of learning materials developed within the History and Philosophy in Science Teaching project. The paper briefly describes the theoretical framework of the produced modules, addressing ontological and epistemological aspects of…

  9. "It's Her Body". When Students' Argumentation Shows Displacement of Content in a Science Classroom

    Science.gov (United States)

    Orlander Arvola, Auli; Lundegard, Iann

    2012-01-01

    This paper approaches learning as a response instead of the acquisition of something previously expected. More specifically, it describes a process of argumentation on socioscientific issues in a classroom situation in school science amongst 15-year-old students in Sweden. The analysis of an argumentation on abortion in a science classroom…

  10. History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

    Science.gov (United States)

    Seker, Hayati; Guney, Burcu G.

    2012-01-01

    Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in…

  11. State of Delaware Science Curriculum Framework Content Standards [and] Performance Indicators, 6-8.

    Science.gov (United States)

    Delaware State Dept. of Education, Dover.

    Part of the Delaware Department of Education's ongoing efforts to provide assistance and support to local school districts in their development of a standards-based curriculum, this document presents the eight science standards for middle school. The standards for grades 6-8 are: (1) nature and application of science and technology; (2) materials…

  12. The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge

    Science.gov (United States)

    Bodzin, Alec; Peffer, Tamara; Kulo, Violet

    2012-01-01

    Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy…

  13. Effects of nickel treatment on H3K4 trimethylation and gene expression.

    Directory of Open Access Journals (Sweden)

    Kam-Meng Tchou-Wong

    Full Text Available Occupational exposure to nickel compounds has been associated with lung and nasal cancers. We have previously shown that exposure of the human lung adenocarcinoma A549 cells to NiCl(2 for 24 hr significantly increased global levels of trimethylated H3K4 (H3K4me3, a transcriptional activating mark that maps to the promoters of transcribed genes. To further understand the potential epigenetic mechanism(s underlying nickel carcinogenesis, we performed genome-wide mapping of H3K4me3 by chromatin immunoprecipitation and direct genome sequencing (ChIP-seq and correlated with transcriptome genome-wide mapping of RNA transcripts by massive parallel sequencing of cDNA (RNA-seq. The effect of NiCl(2 treatment on H3K4me3 peaks within 5,000 bp of transcription start sites (TSSs on a set of genes highly induced by nickel in both A549 cells and human peripheral blood mononuclear cells were analyzed. Nickel exposure increased the level of H3K4 trimethylation in both the promoters and coding regions of several genes including CA9 and NDRG1 that were increased in expression in A549 cells. We have also compared the extent of the H3K4 trimethylation in the absence and presence of formaldehyde crosslinking and observed that crosslinking of chromatin was required to observe H3K4 trimethylation in the coding regions immediately downstream of TSSs of some nickel-induced genes including ADM and IGFBP3. This is the first genome-wide mapping of trimethylated H3K4 in the promoter and coding regions of genes induced after exposure to NiCl(2. This study may provide insights into the epigenetic mechanism(s underlying the carcinogenicity of nickel compounds.

  14. CFP1 Regulates Histone H3K4 Trimethylation and Developmental Potential in Mouse Oocytes

    Directory of Open Access Journals (Sweden)

    Chao Yu

    2017-08-01

    Full Text Available Trimethylation of histone H3 at lysine-4 (H3K4me3 is associated with eukaryotic gene promoters and poises their transcriptional activation during development. To examine the in vivo function of H3K4me3 in the absence of DNA replication, we deleted CXXC finger protein 1 (CFP1, the DNA-binding subunit of the SETD1 histone H3K4 methyltransferase, in developing oocytes. We find that CFP1 is required for H3K4me3 accumulation and the deposition of histone variants onto chromatin during oocyte maturation. Decreased H3K4me3 in oocytes caused global downregulation of transcription activity. Oocytes lacking CFP1 failed to complete maturation and were unable to gain developmental competence after fertilization, due to defects in cytoplasmic lattice formation, meiotic division, and maternal-zygotic transition. Our study highlights the importance of H3K4me3 in continuous histone replacement for transcriptional regulation, chromatin remodeling, and normal developmental progression in a non-replicative system.

  15. The Effect of Nature of Science Metacognitive Prompts on Science Students' Content and Nature of Science Knowledge, Metacognition, and Self-Regulatory Efficacy

    Science.gov (United States)

    Peters, Erin; Kitsantas, Anastasia

    2010-01-01

    The purpose of the present explanatory mixed-method design is to examine the effectiveness of a developmental intervention, Embedded Metacognitive Prompts based on Nature of Science (EMPNOS) to teach the nature of science using metacognitive prompts embedded in an inquiry unit. Eighty-three (N = 83) eighth-grade students from four classrooms were…

  16. Acyclic chromatic indices of K4-minor free graphs%没有K4-图子式的图的无圈边色数

    Institute of Scientific and Technical Information of China (English)

    王维凡; 舒巧君

    2011-01-01

    一个图G的无圈k-边染色是指G的一个正常的不产生双色圈的k-边染色.G的无圈边色数a1(G)定义为使得G有一个无圈k-边染色的最小的整数k.本文完全刻画了最大度不为4的没有K4-图子式的图的无圈边色数.%An acyclic edge coloring of a graph G is a proper edge coloring such that no Dichromatic cycles are produced. The acyclic chromatic index a'(G) of G is the smallest integer k such that G has an acyclic edge coloring using k colors. In this paper, we determine completely the acyclic chromatic indices of K4-minor free graphs with maximum degree not equal to 4.

  17. Dealing with an information overload of health science data: structured utilisation of libraries, distributed knowledge in databases and Web content.

    Science.gov (United States)

    Hoelzer, Simon; Schweiger, Ralf K; Rieger, Joerg; Meyer, Michael

    2006-01-01

    The organizational structures of web contents and electronic information resources must adapt to the demands of a growing volume of information and user requirements. Otherwise the information society will be threatened by disinformation. The biomedical sciences are especially vulnerable in this regard, since they are strongly oriented toward text-based knowledge sources. Here sustainable improvement can only be achieved by using a comprehensive, integrated approach that not only includes data management but also specifically incorporates the editorial processes, including structuring information sources and publication. The technical resources needed to effectively master these tasks are already available in the form of the data standards and tools of the Semantic Web. They include Rich Site Summaries (RSS), which have become an established means of distributing and syndicating conventional news messages and blogs. They can also provide access to the contents of the previously mentioned information sources, which are conventionally classified as 'deep web' content.

  18. Effect of stearic acid on the properties of metronidazole/methocel K4M floating matrices

    Directory of Open Access Journals (Sweden)

    Belem Lara-Hernández

    2009-09-01

    Full Text Available The properties of metronidazole/Methocel K4M sustained release floating tablets have been studied varying the proportion of the lubricant, stearic acid, on formulations with and without sodium bicarbonate. The variables studied include technological properties of the tablets such as tablet hardness and ejection pressure, the drug release profile, the hydration kinetics and the floating behaviour. The presence of stearic acid and sodium bicarbonate improves the floating behaviour for more than 8 hours. The hydration volume, the tablet hardness and the ejection pressure decrease as the stearic acid content increases and the polymer content decreases. Drug dissolution increases with increasing proportions of stearic acid and decreasing proportions of the polymer in the tablets. The presence of sodium bicarbonate extends the differences in dissolution produced by stearic acid. These results are attributed to decreasing matrices coherence with an increasing quantity of stearic acid and a reducing polymer proportion. The carbon dioxide bubbles produced by sodium bicarbonate expand the matrices facilitating the dissolution, although their presence obstructs also the diffusion path through the hydrated gel layer.Estudaram-se as propriedades de comprimidos flutuantes de metronidazol/Methocel K4M de liberação controlada, variando-se a proporção do lubrificante, ácido esteárico, nas formulações com e sem bicarbonato de sódio. As variáveis estudadas incluem propriedades tecnológicas dos comprimidos, tais como dureza, pressão de ejeção, perfil de liberação do fármaco, cinética de hidratação e comportamento de flutuação. A presença de ácido esteárico e do bicarbonato de sódio melhora o comportamento de flutuação para mais de 8 horas. O volume de hidratação, a dureza e a pressão de ejeção do comprimido decrescem à medida que o conteúdo de ácido esteárico e de polímero diminui. A dissolução do fármaco aumenta com o

  19. A Content Comprehension Approach to Reading English for Science and Technology.

    Science.gov (United States)

    Hudson, Thom

    1991-01-01

    Reports on an English-for-special-purposes (ESP) reading project that emphasizes the role of content comprehension. The project results suggest that the content comprehension approach can improve reading comprehension as well as knowledge of reading grammar and general reading ability. (45 references) (GLR)

  20. Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

    Science.gov (United States)

    Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

    2013-01-01

    Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with…

  1. Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

    Science.gov (United States)

    Mthethwa-Kunene, Eunice; Onwu, Gilbert Oke; de Villiers, Rian

    2015-01-01

    This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base…

  2. An Investigation of Pre-Service Science Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Can, Bilge; Erokten, Secil; Bahtiyar, Asiye

    2017-01-01

    In order to reflect the integration of the teachers' content knowledge, pedagogical knowledge, and technology usage skills to the class context and to provide the expected outputs for the program's purposes, it is needed to be revealed the different dimensions of Technological Pedagogical Content Knowledge (TPACK). In this study, it was aimed to…

  3. Rutherford's Enlarged: A Content-Embedded Activity To Teach about Nature of Science.

    Science.gov (United States)

    Abd-El-Khalick, Fouad

    2002-01-01

    Describes an activity that can be used to help middle and secondary school students develop more informed understandings of some important aspects of the nature of science in the context of teaching Rutherford's experiments and atomic structure. (Author/MM)

  4. Kids Capture Their Universe: An Afterschool Bridge from Science Content to Youth Development

    Science.gov (United States)

    Hartman, M.; Porro, I.; Reinfeld, E.; Dussault, M.

    2010-08-01

    The Kids Capture Their Universe astronomy apprenticeship is an example of an afterschool program that is designed to complement the science learning that takes place in the classroom and support positive youth development. This paper presents an overview of the program and the variety of implementation models designed to accommodate professional, amateur and student astronomers with different interest levels and time constraints to engage local youth in meaningful science programming through partnerships with out-of-school-time organizations.

  5. Research and trends in science education from 1998 to 2002: a content analysis of publication in selected journals

    Science.gov (United States)

    Tsai, Chin-Chung; Wen, Meichun Lydia

    2005-01-01

    This study conducted a series of content analyses of the articles published by International Journal of Science Education, Science Education, and Journal of Research in Science Teaching from 1998 to 2002. A total of 802 research papers were analyzed in terms of the authors' nationality, research types and topics. It was found that researchers in four major English-speaking countries, including the US, the UK, Australia, and Canada, contributed to a majority of the publications, but the researchers from other non-English countries may have, to a certain extent, gradually played a valuable role on the published work. This probably implies that science education research may have progressively become an important field recognized by the international academic community. This study also found that most of the published articles were categorized as empirical studies, while position, theoretical and review papers were rarely presented in the journals. Although the research topic of students' conceptions and conceptual change was the most frequently investigated one in these five years, a declining trend was observed when analyzed by year. Moreover, in 1998-2002, the research topics related to student learning contexts, and social, cultural and gender issues were also received relatively more attention among science educators.

  6. A comparison of literature-based and content-based guided reading materials on elementary student reading and science achievement

    Science.gov (United States)

    Guns, Christine

    Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with

  7. A Science Education that Promotes the Characteristics of Science and Scientists: Features of Content, Activities and Materials

    Directory of Open Access Journals (Sweden)

    Michael P. Clough

    2015-04-01

    Full Text Available Those involved in STEM research are well aware of why what they are investigating is worth pursuing. They also conceptually understand the rationale for the research activities and tasks they undertake and why the equipment and other materials they employ are needed in their work. Similarly, STEM education students should understand what makes the content they are studying worthwhile, the conceptual basis for the activities and tasks they partake, and conceptually understand the role materials play in their work. Moreover, STEM educators at all levels should deliberately think about their rationale for all of this, and overtly draw students’ attention to, and have them reflect on, the conceptual nature of these issues.

  8. The Design and Use of Planetary Science Video Games to Teach Content while Enhancing Spatial Reasoning Skills

    Science.gov (United States)

    Ziffer, Julie; Nadirli, Orkhan; Rudnick, Benjamin; Pinkham, Sunny; Montgomery, Benjamin

    2016-10-01

    Traditional teaching of Planetary Science requires students to possess well developed spatial reasoning skills (SRS). Recent research has demonstrated that SRS, long known to be crucial to math and science success, can be improved among students who lack these skills (Sorby et al., 2009). Teaching spatial reasoning is particularly valuable to women and minorities who, through societal pressure, often doubt their abilities (Hill et al., 2010). To address SRS deficiencies, our team is developing video games that embed SRS training into Planetary Science content. Our first game, on Moon Phases, addresses the two primary challenges faced by students trying to understand the Sun-Earth-Moon system: 1) visualizing the system (specifically the difference between the Sun-Earth orbital plane and the Earth-Moon orbital plane) and 2) comprehending the relationship between time and the position-phase of the Moon. In our second video game, the student varies an asteroid's rotational speed, shape, and orientation to the light source while observing how these changes effect the resulting light curve. To correctly pair objects to their light curves, students use spatial reasoning skills to imagine how light scattering off a three dimensional rotating object is imaged on a sensor plane and is then reduced to a series of points on a light curve plot. These two games represent the first of our developing suite of high-interest video games designed to teach content while increasing the student's competence in spatial reasoning.

  9. Primary Contextualization of Science Learning through Immersion in Content-Rich Settings

    Science.gov (United States)

    Giamellaro, Michael

    2014-11-01

    This paper reports on a study of primary contextualization processes during science immersion trips and the resultant student learning. Four High School Ecology classes (n = 67) and teachers participated. Through a pre-/post-assessment of science concept knowledge (Pathfinder Network Modeling) and follow-up interviews with students, it was determined that (1) significant learning was associated with these immersion experiences, though overcontextualization was problematic for some, (2) there was a positive interaction between degree of contextualization (primary vs. secondary) and degree of learning, and (3) key primary contextualization processes included the situating of knowledge in time and place as well as the collection of personalized visual or embodied evidence for science concepts. The study contributes to our understanding of contextualization in the learning process and has the potential to inform field, classroom, and virtual learning environments.

  10. Isolation of an Escherichia coli K4 kfoC mutant over-producing capsular chondroitin

    Directory of Open Access Journals (Sweden)

    De Rosa Mario

    2010-05-01

    Full Text Available Abstract Background Chondroitin sulphate is a complex polysaccharide having important structural and protective functions in animal tissues. Extracted from animals, this compound is used as a human anti-inflammatory drug. Among bacteria, Escherichia coli K4 produces a capsule containing a non-sulphate chondroitin and its development may provide an efficient and cheap fermentative production of the polysaccharide. Results A random N-methyl-N'-nitro-N-nitrosoguanidine mutagenesis was performed on E. coli K4 to isolate mutants showing an increased production of chondroitin. Several mutants were isolated, one of which, here named VZ15, produced about 80% more chondroitin than the wild type E. coli. We found that the mutant has a missense mutation in the codon 313 of kfoC, the gene encoding chondroitin polymerase (K4CP, with a change from arginine to glutamine. A docking analysis to explain the increased productivity of the K4CP enzyme is presented. Conclusion The enhanced chondroitin production by the E. coli K4 mutant reported here shows the validity of the strain improvement strategy for more cost-friendly fermentative processes in the production of this pharmaceutically important but so-far expensive polysaccharide.

  11. Blended Media: Student-Generated Mash-Ups to Promote Engagement with Science Content

    Science.gov (United States)

    Hoban, Garry; Nielsen, Wendy; Hyland, Christopher

    2016-01-01

    The aim of this study was to gather university student perspectives on a new type of assessment task requesting them to create "blended media". Blended media is a new form of student-generated multimedia whereby students devise a narration or voiceover to explain a science concept complemented by any combination of visuals such as video,…

  12. The Content and Integrative Component of Capstone Experiences: An Analysis of Political Science Undergraduate Programs

    Science.gov (United States)

    Hummer, Jill Abraham

    2014-01-01

    In 1991, the APSA Task Force on Political Science recommended elements of a curricular structure that would best promote student learning. The report stated that there should be a capstone experience at the end of the senior year and that the capstone should require students to integrate their whole learning experience in the major. This article…

  13. Virtual Laboratory as an Element of Visualization When Teaching Chemical Contents in Science Class

    Science.gov (United States)

    Herga, Nataša Rizman; Grmek, Milena Ivanuš; Dinevski, Dejan

    2014-01-01

    Using a variety of visualization tools for teaching and learning science and chemistry is necessary because pupils better understand chemical phenomena and formulate appropriate mental models. The purpose of the presented study was to determine the importance of a virtual laboratory as a visualization element when addressing chemical contents…

  14. The Content and Integrative Component of Capstone Experiences: An Analysis of Political Science Undergraduate Programs

    Science.gov (United States)

    Hummer, Jill Abraham

    2014-01-01

    In 1991, the APSA Task Force on Political Science recommended elements of a curricular structure that would best promote student learning. The report stated that there should be a capstone experience at the end of the senior year and that the capstone should require students to integrate their whole learning experience in the major. This article…

  15. Using the Socioscientific Context of Climate Change to Teach Chemical Content and the Nature of Science

    Science.gov (United States)

    Flener-Lovitt, Charity

    2014-01-01

    A thematic course called "Climate Change: Chemistry and Controversy" was developed for upper-level non-STEM students. This course used the socioscientific context of climate change to teach chemical principles and the nature of science. Students used principles of agnotology (direct study of misinformation) to debunk climate change…

  16. Elementary Teachers' Use of Content Knowledge to Evaluate Students' Thinking in the Life Sciences

    Science.gov (United States)

    Sabel, Jaime L.; Forbes, Cory T.; Flynn, Leslie

    2016-01-01

    Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students' sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown…

  17. Using the Socioscientific Context of Climate Change to Teach Chemical Content and the Nature of Science

    Science.gov (United States)

    Flener-Lovitt, Charity

    2014-01-01

    A thematic course called "Climate Change: Chemistry and Controversy" was developed for upper-level non-STEM students. This course used the socioscientific context of climate change to teach chemical principles and the nature of science. Students used principles of agnotology (direct study of misinformation) to debunk climate change…

  18. Virtual Visualisation Laboratory for Science and Mathematics Content (Vlab-SMC) with Special Reference to Teaching and Learning of Chemistry

    Science.gov (United States)

    Badioze Zaman, Halimah; Bakar, Norashiken; Ahmad, Azlina; Sulaiman, Riza; Arshad, Haslina; Mohd. Yatim, Nor Faezah

    Research on the teaching of science and mathematics in schools and universities have shown that available teaching models are not effective in instilling the understanding of scientific and mathematics concepts, and the right scientific and mathematics skills required for learners to become good future scientists (mathematicians included). The extensive development of new technologies has a marked influence on education, by facilitating the design of new learning and teaching materials, that can improve the attitude of learners towards Science and Mathematics and the plausibility of advanced interactive, personalised learning process. The usefulness of the computer in Science and Mathematics education; as an interactive communication medium that permits access to all types of information (texts, images, different types of data such as sound, graphics and perhaps haptics like smell and touch); as an instrument for problem solving through simulations of scientific and mathematics phenomenon and experiments; as well as measuring and monitoring scientific laboratory experiments. This paper will highlight on the design and development of the virtual Visualisation Laboratory for Science & Mathematics Content (VLab-SMC) based on the Cognitivist- Constructivist-Contextual development life cycle model as well as the Instructional Design (ID) model, in order to achieve its objectives in teaching and learning. However, this paper with only highlight one of the virtual labs within VLab-SMC that is, the Virtual Lab for teaching Chemistry (VLab- Chem). The development life cycle involves the educational media to be used, measurement of content, and the authoring and programming involved; whilst the ID model involves the application of the cognitivist, constructivist and contextual theories in the modeling of the modules of VLab-SMC generally and Vlab-Chem specifically, using concepts such as 'learning by doing', contextual learning, experimental simulations 3D and real

  19. Effect of culturally relevant pedagogy on Latino students' engagement and content mastery on states of matter unit in physical science

    Science.gov (United States)

    Cao, Jennifer

    This research, in response to the lack of empirical evidence of the impact of culturally relevant pedagogy (CRP) on Latino students in science education, examined the effect CRP on Latino students' engagement and content mastery. Quantitative research was conducted with a treatment group that received an intervention unit on states of matter with CRP approaches and a comparison group that did not receive the intervention. The sample comprised approximately 189 eighth-grade students from a Southern Californian middle school. The research findings reveal that CRP approaches had a statistically significant positive effect on student engagement of all ethnic groups in this study, particularly Latino students, while CRP approaches had a statistically significant negative effect on Latino students' content mastery. Three recommendations result from this study, including professional development of CRP for educators, professional development of CRP for educational leaders, and using CRP to address multiculturalism.

  20. One of the 10 cells of AA Injection Kicker K4

    CERN Multimedia

    1979-01-01

    The 3.5 GeV/c Antiproton Accumulator (AA) had 2 delay-line type injection kickers, K3 (12 cells) and K4 (10 cells). Here we see one of the K4 cells, with ferrite between stainless-steel plates. Pulse voltage: 61 kV; rise/fall-time 86 ns; flat-top 460 ns; top flatness +-2%. During injection, the open side of the C-shaped kickers was closed off with a fast shutter, so that their stray field would not perturb the stack of already accumulated antiprotons.

  1. Partnering and teamwork to create content for spherical display systems to enhance public literacy in earth system and ocean sciences

    Science.gov (United States)

    Beaulieu, S. E.; Patterson, K.; Joyce, K.; Silva, T.; Madin, K.; Spargo, A.; Brickley, A.; Emery, M.

    2013-12-01

    Spherical display systems, also known as digital globes, are technologies that, in person or online, can be used to help visualize global datasets and earth system processes. Using the InterRidge Global Database of Active Submarine Hydrothermal Vent Fields and imagery from deep-sea vehicles, we are creating content for spherical display systems to educate and excite the public about dynamic geophysical and biological processes and exploration in the deep ocean. The 'Global Viewport for Virtual Exploration of Deep-Sea Hydrothermal Vents' is a collaboration between the Woods Hole Oceanographic Institution and the Ocean Explorium at New Bedford Seaport, hosting a Magic Planet and Science On a Sphere (SOS), respectively. The main activities in the first year of our project were geared towards team building and content development. Here we will highlight the partnering and teamwork involved in creating and testing the effectiveness of our new content. Our core team is composed of a lead scientist, educators at both institutions, graphic artists, and a professional evaluator. The new content addresses key principles of Earth Science Literacy and Ocean Literacy. We will share the collaborative, iterative process by which we developed two educational pieces, 'Life without sunlight' and 'Smoke and fire underwater' - each focusing on a different set of 3 literacy principles. We will share how we conducted our front-end and formative evaluations and how we focused on 2 NSF Informal Education Impact Categories for our evaluation questionnaire for the public. Each educational piece is being produced as a stand-alone movie and as an interactive, docent-led presentation integrating a number of other datasets available from NOAA's SOS Users Network. The proximity of our two institutions enables a unique evaluation of the learning attained with a stand-alone spherical display vs. live presentations with an SOS.

  2. Enhancing 5th Graders' Science Content Knowledge and Self-Efficacy through Game-Based Learning

    Science.gov (United States)

    Meluso, Angela; Zheng, Meixun; Spires, Hiller A.; Lester, James

    2012-01-01

    Many argue that games can positively impact learning by providing an intrinsically motivating and engaging learning environment for students in ways that traditional school cannot. Recent research demonstrates that games have the potential to impact student learning in STEM content areas and that collaborative gameplay may be of particular…

  3. Text Genre and Science Content: Ease of Reading, Comprehension, and Reader Preference

    Science.gov (United States)

    Cervetti, Gina N.; Bravo, Marco A.; Hiebert, Elfrieda H.; Pearson, P. David; Jaynes, Carolyn A.

    2009-01-01

    This study examined ease of reading, comprehension, and recall and preference for the same scientific content under two conditions: an informational text and a fictional narrative text. Seventy-four third and fourth graders were assessed individually around the reading of fictional narrative and informational texts that were about either snails or…

  4. Closing down the Conversation: Discouraging Student Talk on Unfamilar Science Content

    Science.gov (United States)

    Carlsen, William

    2015-01-01

    This paper describes strategies used by novice biology teachers to exert sociolinguistic control over conversations when teaching unfamiliar subject-matter content. These discourse control strategies were identified in a year-long study of teacher subject-matter knowledge and its effects on teaching, and are illustrated in three lessons taught by…

  5. Students' Perceptions of Their Science Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Halim, Lilia; Abdullah, Sharifah Intan Sharina Syed; Meerah, T. Subahan Mohd

    2014-01-01

    Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. Only a limited number of studies have investigated the components of…

  6. The Teacher Trainer as Researcher: Exploring the Initial Pedagogical Content Concerns of Prospective Science Teachers.

    Science.gov (United States)

    de Jong, Onno

    2000-01-01

    Examined preservice teachers' concerns about transforming their academic knowledge into teaching activities (pedagogical content concerns). Prospective chemistry teachers individually prepared high school chemistry lessons. During group meetings, they presented and discussed the lesson plans. Data from interviews during individual and group…

  7. Targeting change: Assessing a faculty learning community focused on increasing statistics content in life science curricula.

    Science.gov (United States)

    Parker, Loran Carleton; Gleichsner, Alyssa M; Adedokun, Omolola A; Forney, James

    2016-11-12

    Transformation of research in all biological fields necessitates the design, analysis and, interpretation of large data sets. Preparing students with the requisite skills in experimental design, statistical analysis, and interpretation, and mathematical reasoning will require both curricular reform and faculty who are willing and able to integrate mathematical and statistical concepts into their life science courses. A new Faculty Learning Community (FLC) was constituted each year for four years to assist in the transformation of the life sciences curriculum and faculty at a large, Midwestern research university. Participants were interviewed after participation and surveyed before and after participation to assess the impact of the FLC on their attitudes toward teaching, perceived pedagogical skills, and planned teaching practice. Overall, the FLC had a meaningful positive impact on participants' attitudes toward teaching, knowledge about teaching, and perceived pedagogical skills. Interestingly, confidence for viewing the classroom as a site for research about teaching declined. Implications for the creation and development of FLCs for science faculty are discussed. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):517-525, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

  8. The Role of Content and Context in PISA Interest Scales: A study of the embedded interest items in the PISA 2006 science assessment

    Science.gov (United States)

    Drechsel, Barbara; Carstensen, Claus; Prenzel, Manfred

    2011-01-01

    This paper focuses interest in science as one of the attitudinal aspects of scientific literacy. Large-scale data from the Programme for International Student Assessment (PISA) 2006 are analysed in order to describe student interest more precisely. So far the analyses have provided a general indicator of interest, aggregated over all contexts and contents in the science test. With its innovative approach PISA embeds interest items within the cognitive test unit and its contents and contexts. The main difference from conventional interest measures is that in most questionnaires, a relatively small number of interest items cover broad fields of contents and contexts. The science units represent a number of systematically differentiated scientific contexts and contents. The units' stimulus texts allow for concrete descriptions of relevant content aspects, applications, and contexts. In the analyses, multidimensional item response models are applied in order to disentangle student interest. The results indicate that multidimensional models fit the data. A two-dimensional model separating interest into two different knowledge of science dimensions described in the PISA science framework is further analysed with respect to gender, performance differences, and country. The findings give a comprehensive description of students' interest in science. The paper deals with methodological problems and describes requirements of the test construction for further assessments. The results are discussed with regard to their significance for science education.

  9. Pedagogical content knowledge development in teaching science: A case study of an elementary school teacher in an urban classroom

    Science.gov (United States)

    Suh, Yewon

    This study aims to explore an elementary school teacher's Pedagogical Content Knowledge (PCK) development in teaching science to racial minorities and economically disadvantaged students in New York City. By taking into account the sociocultural issues of teaching science in urban areas, this study focuses on 'contextual knowledge' as a key component of PCK. In this study, PCK is conceptualized as transformed knowledge of subject matter, pedagogy, and context, which makes subject learning suitable for students in particular settings. In order to investigate the teacher's PCK development, this study first examines her existing knowledge base of PCK in terms of three knowledge domains, and then observes her PCK development through the relationship between contextual knowledge and other two knowledge domains during classroom practices. A case study method was used to obtain a holistic and in-depth understanding of the teacher's PCK development. Data were collected in the form of teacher interview, participant observation, documentation, and physical artifacts, to enrich the case, and was analyzed in an inductive process. Findings illustrate the ways that the three knowledge domains are related and developed as PCK through the whole teaching process. Specifically, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. The teacher's contextual knowledge about the administrative policies and school test system in the district facilitated her to make a decision and plan to teach science before the instruction. During the classroom teaching, her knowledge about students' sociocultural backgrounds and living conditions in an urban setting helped her to identify specific teaching strategies and resources suitable to students' needs and interests. These findings imply that science teaching can be meaningful in coping with the demands of diverse learning populations if teachers make an effort to become knowledgeable

  10. The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach

    Science.gov (United States)

    Weiland, Ingrid S.; Morrison, Judith A.

    2013-01-01

    To examine the notion of environmental education (EE) as context for integrating the elementary curricula, we engaged in a multi-case study analysis (Yin 2009) of two preservice elementary science methods courses that utilized an experiential reflective approach--case one (University A) through a science content focus (i.e., sustainability) and…

  11. Content Analysis of Science Books for Upper Primary Stage in Jordan and Intermediate Stage in Saudi Arabia from an Islamic Perspective: Analytical Comparative Study

    Science.gov (United States)

    Aldossari, Ali Tarad; Al Khaldi, Jamal Khalil; Altarawneh, Mohammad Hasan

    2016-01-01

    This study aims to identify the current situation of science books in Jordan and Saudi Arabia from an Islamic perspective. For this end, the content analysis approach has been used through the analysis of the unit concept in the science books for the seventh, eighth and ninth grades in the academic year (2015/2016) in Jordan and Saudi Arabia. The…

  12. Building a biodiversity content management system for science, education, and outreach

    Directory of Open Access Journals (Sweden)

    C S Parr

    2006-01-01

    Full Text Available We describe the system architecture and data template design for the Animal Diversity Web (http://www.animaldiversity.org, an online natural history resource serving three audiences: 1 the scientific community, 2 educators and learners, and 3 the general public. Our architecture supports highly scalable, flexible resource building by combining relational and object-oriented databases. Content resources are managed separately from identifiers that relate and display them. Websites targeting different audiences from the same database handle large volumes of traffic. Content contribution and legacy data are robust to changes in data models. XML and OWL versions of our data template set the stage for making ADW data accessible to other systems.

  13. Science Concierge: A Fast Content-Based Recommendation System for Scientific Publications.

    Directory of Open Access Journals (Sweden)

    Titipat Achakulvisut

    Full Text Available Finding relevant publications is important for scientists who have to cope with exponentially increasing numbers of scholarly material. Algorithms can help with this task as they help for music, movie, and product recommendations. However, we know little about the performance of these algorithms with scholarly material. Here, we develop an algorithm, and an accompanying Python library, that implements a recommendation system based on the content of articles. Design principles are to adapt to new content, provide near-real time suggestions, and be open source. We tested the library on 15K posters from the Society of Neuroscience Conference 2015. Human curated topics are used to cross validate parameters in the algorithm and produce a similarity metric that maximally correlates with human judgments. We show that our algorithm significantly outperformed suggestions based on keywords. The work presented here promises to make the exploration of scholarly material faster and more accurate.

  14. Science Concierge: A Fast Content-Based Recommendation System for Scientific Publications.

    Science.gov (United States)

    Achakulvisut, Titipat; Acuna, Daniel E; Ruangrong, Tulakan; Kording, Konrad

    2016-01-01

    Finding relevant publications is important for scientists who have to cope with exponentially increasing numbers of scholarly material. Algorithms can help with this task as they help for music, movie, and product recommendations. However, we know little about the performance of these algorithms with scholarly material. Here, we develop an algorithm, and an accompanying Python library, that implements a recommendation system based on the content of articles. Design principles are to adapt to new content, provide near-real time suggestions, and be open source. We tested the library on 15K posters from the Society of Neuroscience Conference 2015. Human curated topics are used to cross validate parameters in the algorithm and produce a similarity metric that maximally correlates with human judgments. We show that our algorithm significantly outperformed suggestions based on keywords. The work presented here promises to make the exploration of scholarly material faster and more accurate.

  15. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?

    Science.gov (United States)

    Wagner, Brandon Joel

    Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.

  16. How Science/Technology/Society relations are approached in the contents of organic functions in high school chemistry

    Directory of Open Access Journals (Sweden)

    Carmem Lúcia Costa Amaral

    2009-03-01

    Full Text Available This paper aimed to verify how the relation between Science/Technology/Society (STS is present in Chemistry textbooks recommended by the Brazilian Ministry of Education. The interest in textbooks is due to the fact that they constitute important resources used by teachers to prepare their classes. Thus, researches in this area are necessary to indicate how the authors could improve the quality of their books. We believe that one way to do this is the introduction of the STS relation, which took place because of the necessity in establishing new ways of teaching, specially the teaching of science. One of the goals of STS education is to create conditions to develop abilities and competences that qualify the students for discussions concerning scientific and technologic questions of everyday life. The analysis of testbooks used the descriptors and indicators developed by Fracalanza and Megid-Neto (2006 as reference. In order to carry out the study, we chose the area of Organic Chemistry, more specifically contents referring to organic functions, with great use in society. In general, the results showed that STS relations are not totally observed in the investigated contents, contributing to the development of Chemistry classes through activities apart from the students social context.

  17. Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

    Science.gov (United States)

    Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

    2015-05-01

    This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

  18. H3K4 demethylase activities repress proliferative and postmitotic aging

    Science.gov (United States)

    Alvares, Stacy M; Mayberry, Gaea A; Joyner, Ebony Y; Lakowski, Bernard; Ahmed, Shawn

    2014-01-01

    Homeostasis of postmitotic and proliferating cells is maintained by pathways that repress stress. We found that the Caenorhabditis elegans histone 3 lysine 4 (H3K4) demethylases RBR-2 and SPR-5 promoted postmitotic longevity of stress-resistant daf-2 adults, altered pools of methylated H3K4, and promoted silencing of some daf-2 target genes. In addition, RBR-2 and SPR-5 were required for germ cell immortality at a high temperature. Transgenerational proliferative aging was enhanced for spr-5; rbr-2 double mutants, suggesting that these histone demethylases may function sequentially to promote germ cell immortality by targeting distinct H3K4 methyl marks. RBR-2 did not play a comparable role in the maintenance of quiescent germ cells in dauer larvae, implying that it represses stress that occurs as a consequence of germ cell proliferation, rather than stress that accumulates in nondividing cells. We propose that H3K4 demethylase activities promote the maintenance of chromatin states during stressful growth conditions, thereby repressing postmitotic aging of somatic cells as well as proliferative aging of germ cells. PMID:24134677

  19. Purification of chondroitin precursor from Escherichia coli K4 fermentation broth using membrane processing.

    Science.gov (United States)

    Schiraldi, Chiara; Carcarino, Immacolata Loredana; Alfano, Alberto; Restaino, Odile Francesca; Panariello, Andrea; De Rosa, Mario

    2011-04-01

    Recently the possibility of producing the capsular polysaccharide K4, a fructosylated chondroitin, in fed-batch experiments was assessed. In the present study, a novel downstream process to obtain chondroitin from Escherichia coli K4 fermentation broth was developed. The process is simple, scalable and economical. In particular, downstream procedures were optimized with a particular aim of purifying a product suitable for further chemical modifications, in an attempt to develop a biotechnological platform for chondroitin sulfate production. During process development, membrane devices (ultrafiltration/diafiltration) were exploited, selecting the right cassette cut-offs for different phases of purification. The operational conditions (cross-flow rate and transmembrane pressure) used for the process were determined on an ÄKTA cross-flow instrument (GE Healthcare, USA), a lab-scale automatic tangential flow filtration system. In addition, parameters such as selectivity and throughput were calculated based on the analytical quantification of K4 and defructosylated K4, as well as the major contaminants. The complete downstream procedure yielded about 75% chondroitin with a purity higher than 90%.

  20. Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4

    Science.gov (United States)

    Vaughn, Sharon; Linan-Thompson, Sylvia

    2007-01-01

    At last, a truly helpful, practical guide for K-4 teachers who want to ensure that their approach to teaching young English language learners is based on research and grounded in proven classroom practices. The authors of ASCD's best-selling book "Research-Based Methods of Reading Instruction, Grades K-3" explain how you can help the English…

  1. Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4

    Science.gov (United States)

    Vaughn, Sharon; Linan-Thompson, Sylvia

    2007-01-01

    At last, a truly helpful, practical guide for K-4 teachers who want to ensure that their approach to teaching young English language learners is based on research and grounded in proven classroom practices. The authors of ASCD's best-selling book "Research-Based Methods of Reading Instruction, Grades K-3" explain how you can help the English…

  2. Future-saving audiovisual content for Data Science: Preservation of geoinformatics video heritage with the TIB|AV-Portal

    Science.gov (United States)

    Löwe, Peter; Plank, Margret; Ziedorn, Frauke

    2015-04-01

    of Science and Technology. The web-based portal allows for extended search capabilities based on enhanced metadata derived by automated video analysis. By combining state-of-the-art multimedia retrieval techniques such as speech-, text-, and image recognition with semantic analysis, content-based access to videos at the segment level is provided. Further, by using the open standard Media Fragment Identifier (MFID), a citable Digital Object Identifier is displayed for each video segment. In addition to the continuously growing footprint of contemporary content, the importance of vintage audiovisual information needs to be considered: This paper showcases the successful application of the TIB|AV-Portal in the preservation and provision of a newly discovered version of a GRASS GIS promotional video produced by US Army -Corps of Enginers Laboratory (US-CERL) in 1987. The video is provides insight into the constraints of the very early days of the GRASS GIS project, which is the oldest active Free and Open Source Software (FOSS) GIS project which has been active for over thirty years. GRASS itself has turned into a collaborative scientific platform and a repository of scientific peer-reviewed code and algorithm/knowledge hub for future generation of scientists [1]. This is a reference case for future preservation activities regarding semantic-enhanced Web 2.0 content from geospatial software projects within Academia and beyond. References: [1] Chemin, Y., Petras V., Petrasova, A., Landa, M., Gebbert, S., Zambelli, P., Neteler, M., Löwe, P.: GRASS GIS: a peer-reviewed scientific platform and future research Repository, Geophysical Research Abstracts, Vol. 17, EGU2015-8314-1, 2015 (submitted)

  3. Lights, Camera, Action Research: The Effects of Didactic Digital Movie Making on Students' Twenty-First Century Learning Skills and Science Content in the Middle School Classroom

    Science.gov (United States)

    Ochsner, Karl

    2010-01-01

    Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and…

  4. Lights, Camera, Action Research: The Effects of Didactic Digital Movie Making on Students' Twenty-First Century Learning Skills and Science Content in the Middle School Classroom

    Science.gov (United States)

    Ochsner, Karl

    2010-01-01

    Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and…

  5. Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

    Science.gov (United States)

    Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

    2017-01-01

    With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

  6. Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary, and Reading Skill Gains

    Science.gov (United States)

    Connor, Carol McDonald; Rice, Diana C.; Canto, Angela I.; Southerland, Sherry A.; Underwood, Phyllis; Kaya, Sibel; Fishman, Barry; Morrison, Frederick J.

    2012-01-01

    The associations among second- and third-grade students' content-area knowledge, vocabulary, and reading gains and the science instruction they received were examined in this exploratory longitudinal study. We also asked whether there were child characteristics x instruction interaction effects on students' content-area literacy. Second graders (n…

  7. Analysis of chemistry textbook content and national science education standards in terms of air quality-related learning goals

    Science.gov (United States)

    Naughton, Wendy

    In this study's Phase One, representatives of nine municipal agencies involved in air quality education were interviewed and interview transcripts were analyzed for themes related to what citizens need to know or be able to do regarding air quality concerns. Based on these themes, eight air quality Learning Goal Sets were generated and validated via peer and member checks. In Phase Two, six college-level, liberal-arts chemistry textbooks and the National Science Education Standards (NSES) were analyzed for congruence with Phase One learning goals. Major categories of desired citizen understandings highlighted in agency interviews concerned air pollution sources, impact, detection, and transport. Identified cognitive skills focused on information-gathering and -evaluating skills, enabling informed decision-making. A content match was found between textbooks and air quality learning goals, but most textbooks fail to address learning goals that remediate citizen misconceptions and inabilities---particularly those with a "personal experience" focus. A partial match between NSES and air quality learning goals was attributed to differing foci: Researcher-derived learning goals deal specifically with air quality, while NSES focus is on "fundamental science concepts," not "many science topics." Analysis of findings within a situated cognition framework suggests implications for instruction and NSES revision.

  8. Minimal (C4,K4;7)-P-graphs%极小(C4,K4;7)-平面图

    Institute of Scientific and Technical Information of China (English)

    段春燕

    2014-01-01

    An (H1 ,H2;n)-P-graph is a graph with order n,which does not contain a subgraph isomorphic to H1 ,and its complement has no subgraph isomorphic to H2 .G is a minimal (H1 ,H2;n)-P-graph,if G is an (H1 ,H2;n)-P-graph and G′obtained by deleting any one edge from G is not an (H1 ,H2;n)-P-graph.In this paper,the minimal (C4 ,K4;7 )-P-graphs are given.%若平面图G没有与H1同构的子图,且G珔没有与H2同构的子图,则G称为(H1,H2)-平面图。(H1,H2;n)-平面图表示n阶的(H1,H2)-平面图。若G是(H1,H2;n)-平面图,去掉G的任意一条边,都不再是(H1,H2;n)-平面图,则G称为极小(H1,H2;n)-平面图。本文给出了所有的极小(C4,K4;7)-平面图,有助于证明PR(C4,K8)。

  9. But science is international! Finding time and space to encourage intercultural learning in a content-driven physiology unit.

    Science.gov (United States)

    Etherington, Sarah J

    2014-06-01

    Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom, particularly in scientific disciplines. This study addressed one major challenge to promoting intercultural competence among undergraduate science students: finding time to scaffold such learning within the context of content-heavy, time-poor units. Small changes to enhance global and intercultural awareness were incorporated into existing assessments and teaching activities within a second-year biomedical physiology unit. Interventions were designed to start a conversation about global and intercultural perspectives on physiology, to embed the development of global awareness into the assessment and to promote cultural exchanges through peer interactions. In student surveys, 40% of domestic and 60% of international student respondents articulated specific learning about interactions in cross-cultural groups resulting from unit activities. Many students also identified specific examples of how cultural beliefs would impact on the place of biomedical physiology within the global community. In addition, staff observed more widespread benefits for student engagement and learning. It is concluded that a significant development of intercultural awareness and a more global perspective on scientific understanding can be supported among undergraduates with relatively modest, easy to implement adaptations to course content.

  10. The science of ecological economics: a content analysis of Ecological Economics, 1989-2004.

    Science.gov (United States)

    Luzadis, Valerie A; Castello, Leandro; Choi, Jaewon; Greenfield, Eric; Kim, Sung-kyun; Munsell, John; Nordman, Erik; Franco, Carol; Olowabi, Flavien

    2010-01-01

    The Ecological Economics journal is a primary source for inquiry on ecological economics and sustainability. To explore the scholarly pursuit of ecological economics, we conducted a content analysis of 200 randomly sampled research, survey, and methodological articles published in Ecological Economics during the 15-year period of 1989-2004. Results of the analysis were used to investigate facets of transdisciplinarity within the journal. A robust qualitative approach was used to gather and examine data to identify themes representing substantive content found within the span of sampled journal papers. The extent to which each theme was represented was counted as well as additional data, such as author discipline, year published, etc. Four main categories were revealed: (1) foundations (self-reflexive themes stemming from direct discussions about ecological economics); (2) human systems, represented by the themes of values, social indicators of well-being, intergenerational distribution, and equity; (3) biophysical systems, including themes, such as carrying capacity and scarcity, energy, and resource use, relating directly to the biophysical aspects of systems; and (4) policy and management encompassing themes of development, growth, trade, accounting, and valuation, as well as institutional structures and management. The results provide empirical evidence for discussing the future direction of ecological economic efforts.

  11. Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom

    Science.gov (United States)

    Ochsner, Karl

    Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and ISTE NET*S, along with the framework from the Partnership for 21st Century Learning Standards, our society demands students not only to learn curriculum, but to think critically, problem solve effectively, and become adept at communicating and collaborating. Didactic digital movie making in the science classroom may be one way that these twenty-first century learning skills may be implemented. An action research study using a mixed-methods approach to collect data was used to investigate if didactic moviemaking can help eighth grade students learn physical science content while incorporating 21st century learning skills of collaboration, communication, problem solving and critical thinking skills through their group production. Over a five week period, students researched lessons, wrote scripts, acted, video recorded and edited a didactic movie that contained a narrative plot to teach a science strand from the Arizona State Standards in physical science. A pretest/posttest science content test and KWL chart was given before and after the innovation to measure content learned by the students. Students then took a 21st Century Learning Skills Student Survey to measure how much they perceived that communication, collaboration, problem solving and critical thinking were taking place during the production. An open ended survey and a focus group of four students were used for qualitative analysis. Three science teachers used a project evaluation rubric to measure science content and production values from the movies. Triangulating the science content test, KWL chart, open ended questions and the project evaluation rubric, it

  12. Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science

    Science.gov (United States)

    Ronelus, Wednaud J.

    The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this

  13. The Rosetta Science Archive: Status and Plans for Enhancing the Archive Content

    Science.gov (United States)

    Heather, David; Barthelemy, Maud; Besse, Sebastien; Fraga, Diego; Grotheer, Emmanuel; O'Rourke, Laurence; Taylor, Matthew; Vallat, Claire

    2017-04-01

    On 30 September 2016, Rosetta completed its incredible mission by landing on the surface of Comet 67P/Churyumov-Gerasimenko. Although this marked an end to the spacecraft's active operations, intensive work is still ongoing with instrument teams preparing their final science data deliveries for ingestion into ESA's Planetary Science Archive (PSA). In addition, ESA is establishing contracts with some instrument teams to enhance their data and documentation in an effort to provide the best long-term archive possible for the Rosetta mission. Currently, the majority of teams have delivered all of their data from the nominal mission (end of 2015), and are working on their remaining increments from the 1-year mission extension. The aim is to complete the nominal archiving with data from the complete mission by the end of this year, when a full mission archive review will be held. This review will assess the complete data holdings from Rosetta and ensure that the archive is ready for the long-term. With the resources from the operational mission coming to an end, ESA has established a number of 'enhanced archiving' contracts to ensure that the best possible data are delivered to the archive before instrument teams disband. Updates are focused on key aspects of an instrument's calibration or the production of higher level data / information, and are therefore specific to each instrument's needs. These contracts are currently being kicked off, and will run for various lengths depending upon the activities to be undertaken. The full 'archive enhancement' process will run until September 2019, when the post operations activities for Rosetta will end. Within these contracts, most instrument teams will work on providing a Science User Guide for their data, as well as updating calibrations. Several teams will also be delivering higher level and derived products. For example, the VIRTIS team will be updating both their spectral and geometrical calibrations, and will aim to

  14. Information-seeking strategies and science content understandings of sixth-grade students using on-line learning environments

    Science.gov (United States)

    Hoffman, Joseph Loris

    1999-11-01

    This study examined the information-seeking strategies and science content understandings learners developed as a result of using on-line resources in the University of Michigan Digital Library and on the World Wide Web. Eight pairs of sixth grade students from two teachers' classrooms were observed during inquiries for astronomy, ecology, geology, and weather, and a final transfer task assessed learners' capabilities at the end of the school year. Data included video recordings of students' screen activity and conversations, journals and completed activity sheets, final artifacts, and semi-structured interviews. Learners' information-seeking strategies included activities related to asking, planning, tool usage, searching, assessing, synthesizing, writing, and creating. Analysis of data found a majority of learners posed meaningful, openended questions, used technological tools appropriately, developed pertinent search topics, were thoughtful in queries to the digital library, browsed sites purposefully to locate information, and constructed artifacts with novel formats. Students faced challenges when planning activities, assessing resources, and synthesizing information. Possible explanations were posed linking pedagogical practices with learners' growth and use of inquiry strategies. Data from classroom-lab video and teacher interviews showed varying degrees of student scaffolding: development and critique of initial questions, utilization of search tools, use of journals for reflection on activities, and requirements for final artifacts. Science content understandings included recalling information, offering explanations, articulating relationships, and extending explanations. A majority of learners constructed partial understandings limited to information recall and simple explanations, and these occasionally contained inaccurate conceptualizations. Web site design features had some influence on the construction of learners' content understandings. Analysis of

  15. Electrochemical Catalysis of Inorganic Complex K4[Fe(CN)6] by Shewanella oneidensis MR-1

    DEFF Research Database (Denmark)

    Zheng, Zhiyong; Wu, Ranran; Xiao, Yong

    to the redox proteins localized to the outer-membrane, for example, the MtrC, MtrB,MtrA and CymA2. Here we investigate its electrochemical properties towards redox inorganic redox compounds. It shows strong electrocatalysis toward electrochemical oxidation of K4[Fe(CN)6]. As a redox molecule, K4[Fe(CN)6] gives...... on the selectivity and electrocatalysis mechanisms of Shewanella oneidensis MR-1 are under investigation. The ability of Shewanella oneidensis MR-1 to catalyze redox action of inorganic metal complex compounds will provide an insight on metal cycles in nature....... disappearance of the cathodic peak and strengthen of the anodic peak, which is a typical catalysis feature of electrochemical oxidation. Further experiments show that Shewanella oneidensis MR-1 does not give such electrocatalysis to redox compounds such as Ru[(NH3)6]Cl3 and Resorufin. Systematic study...

  16. Timing of transcriptional quiescence during gametogenesis is controlled by global histone H3K4 demethylation.

    Science.gov (United States)

    Xu, Mengshu; Soloveychik, Maria; Ranger, Mathieu; Schertzberg, Michael; Shah, Zarna; Raisner, Ryan; Venkatasubrahmanyan, Shivkumar; Tsui, Kyle; Gebbia, Marinella; Hughes, Tim; van Bakel, Harm; Nislow, Corey; Madhani, Hiten D; Meneghini, Marc D

    2012-11-13

    Gametes are among the most highly specialized cells produced during development. Although gametogenesis culminates in transcriptional quiescence in plants and animals, regulatory mechanisms controlling this are unknown. Here, we confirm that gamete differentiation in the single-celled yeast Saccharomyces cerevisiae is accompanied by global transcriptional shutoff following the completion of meiosis. We show that Jhd2, a highly conserved JARID1-family histone H3K4 demethylase, activates protein-coding gene transcription in opposition to this programmed transcriptional shutoff, sustaining the period of productive transcription during spore differentiation. Moreover, using genome-wide nucleosome, H3K4me, and transcript mapping experiments, we demonstrate that JHD2 globally represses intergenic noncoding transcription during this period. The widespread transcriptional defects of JHD2 mutants are associated with precocious differentiation and the production of stress-sensitive spores, demonstrating that Jhd2 regulation of the global postmeiotic transcriptional program is critical for the production of healthy meiotic progeny.

  17. Using collaborative technology to enhance pre-service teachers' pedagogical content knowledge in Science

    Science.gov (United States)

    Donnelly, Dermot Francis; Hume, Anne

    2015-01-01

    Background:Supporting pre-service teacher (PT) collaboration as a means of professional learning is a challenging but essential task for effective practice. However, teacher placements or practicums in schools, which is common practice within teacher education programmes, can often isolate PTs from sharing their experiences with each other. Further, the articulation of effective pedagogical practices by high-quality teachers is limited, restricting PTs' ability to access such professional knowledge. Purpose:This study investigates how the introduction of a collaborative technology, a wiki, may enhance existing and new opportunities for pre-service teachers' (PTs) to develop pedagogical content knowledge (PCK). Sample:Seven PT chemistry teachers of varied backgrounds participated in this study. Design and method:The PTs were learning to collaboratively formulate and document their early topic-specific teaching knowledge using a pedagogical tool known as Content Representation (CoRe) design. Once scaffolded into this process, the PTs continued and extended this collaborative work online through the introduction of a wiki. Data were collected for qualitative analysis through the CoRe artefacts, a semi-structured focus group interview, and PTs' reflective essays about their collaborative experiences representing their teaching knowledge in CoRes through the wiki. Results:Data analysis highlighted that while wiki use showed some potential for collaborative representation when participants were not face-to-face, the PTs were hesitant in critiquing each other's work. As such, the online representations remained relatively static without face-to-face interaction. However, developing artefacts online was favoured over established practice and the access to artefacts of their peers on the wiki enhanced PTs' consideration for their own PCK. Conclusion:Wikis show some potential in the hosting of CoRes, but issues in simultaneous posting and lack of chat functionality may

  18. 不再当大男孩儿 KIA K4

    Institute of Scientific and Technical Information of China (English)

    张伟平

    2014-01-01

    东风悦达·起亚K系家族给我留下的印象,就好比是一群大男孩儿,各个都拥有一副帅气的容貌且充满活力。不过从今天开始,K系家族出现了一名"另类",一款相对成熟、稳重的车型——K4!

  19. Supplement to CCM.D-K4 'Hydrometer' report: linkage of EURAMET.M.D-K4 comparison, SIM.M.D-K4 comparison and the supplementary SIM.M.D-S2 to CCM.D-K4 'Hydrometer'

    Science.gov (United States)

    Lorefice, S.; Becerra, L. O.

    2017-01-01

    Evaluation of different types of comparisons to a common set of reference values of a CIPM key comparison is essential to satisfy the concept of the CIPM Mutual Recognition Arrangement (CIPM MRA), where the DoEs of any participant who took part in comparisons should be within the Calibration and Measurement Capability (CMC) section of the CIPM MRA Key Comparison Data Base. The subject of this supplementary report is therefore to present the equivalence of each National Metrological Institute (NMI) participant in the CCM.D-K4 'Hydrometer' key comparison, which was performed in the density range 600 kg/m3 to 2000 kg/m3 at the temperature of 20 °C, and the linkage of the European and Inter-American NMI results performed in the RMO.M.D-K4 comparisons as well as those of the supplementary SIM.M.D-S2 to the common set of KCRVs of the CCM.D-K4 'Hydrometer'. The linking procedure has been obtained by numerical simulation, based on the Monte Carlo method, in which the differences in the results of the different comparison between the intended laboratory and one or more linking laboratory/ies, which took part in both comparisons, are correlated with a continuous function describing the DoEs of the linking laboratory/ies with respect to the common set of KCRVs of the CCM.D-K4. Main text To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by the CCM, according to the provisions of the CIPM Mutual Recognition Arrangement (CIPM MRA).

  20. KEY COMPARISON: Final report on key comparison APMP.QM-K4.1: Ethanol in nitrogen

    Science.gov (United States)

    Kato, Kenji; Maruyama, Masaaki; Seog Kim, Jin; Hyub, Oh Sang; Woo, Jin-Chun; Kim, Yongdoo; Bae, Hyunkil; Han, Qiao; Zhou, Zeyi

    2008-01-01

    The aim of this comparison was to compare capabilities for the preparation and value assignment of gas mixture standards for ethanol in nitrogen, maintained at national metrology institutes (NMIs). The measurements in this key comparison took place in 2006. There were three participants and one coordinating laboratory. The key comparison reference value (KCRV) was based on the gravimetric preparation for all components. The range of the nominal amount-of-substance fractions of the comparison standard is 100 µmol/mol to 130 µmol/mol. The Chemical Evaluation Research Institute (CERI, Japan) prepared gravimetric mixture samples of ethanol in nitrogen in 10 L aluminium cylinders and the homogeneity and long-term stability of these samples were evaluated at CERI before and after the shipment of the cylinders to the participants. Each participating laboratory was shipped one cylinder to be analyzed and then returned to the CERI. Each sample was reanalyzed to verify whether the contents were stable throughout the comparison. These measurements showed no significant change in the amount fraction within the estimated uncertainty of the measurements. Two of the three participants submitted results that were within 0.1% of the relevant reference value. In these cases, the estimated uncertainty was larger than the deviation from the reference value. CERI was the link laboratory between CCQM-K4 and APMP.QM-K4. Main text. To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by the CCQM, according to the provisions of the CIPM Mutual Recognition Arrangement (MRA).

  1. Drosophila KDM2 is a H3K4me3 demethylase regulating nucleolar organization

    Directory of Open Access Journals (Sweden)

    Birchler James A

    2009-10-01

    Full Text Available Abstract Background CG11033 (dKDM2 is the Drosophila homolog of the gene KDM2B. dKDM2 has been known to possess histone lysine demethylase activity towards H3K36me2 in cell lines and it regulates H2A ubiquitination. The human homolog of the gene has dual activity towards H3K36me2 as well as H3K4me3, and plays an important role in cellular senescence. Findings We have used transgenic flies bearing an RNAi construct for the dKDM2 gene. The knockdown of dKDM2 gene was performed by crossing UAS-RNAi-dKDM2 flies with actin-Gal4 flies. Western blots of acid extracted histones and immunofluoresence analysis of polytene chromosome showed the activity of the enzyme dKDM2 to be specific for H3K4me3 in adult flies. Immunofluoresence analysis of polytene chromosome also revealed the presence of multiple nucleoli in RNAi knockdown mutants of dKDM2 and decreased H3-acetylation marks associated with active transcription. Conclusion Our findings indicate that dKDM2 is a histone lysine demethylase with specificity for H3K4me3 and regulates nucleolar organization.

  2. Semantic-JSON: a lightweight web service interface for Semantic Web contents integrating multiple life science databases.

    Science.gov (United States)

    Kobayashi, Norio; Ishii, Manabu; Takahashi, Satoshi; Mochizuki, Yoshiki; Matsushima, Akihiro; Toyoda, Tetsuro

    2011-07-01

    Global cloud frameworks for bioinformatics research databases become huge and heterogeneous; solutions face various diametric challenges comprising cross-integration, retrieval, security and openness. To address this, as of March 2011 organizations including RIKEN published 192 mammalian, plant and protein life sciences databases having 8.2 million data records, integrated as Linked Open or Private Data (LOD/LPD) using SciNetS.org, the Scientists' Networking System. The huge quantity of linked data this database integration framework covers is based on the Semantic Web, where researchers collaborate by managing metadata across public and private databases in a secured data space. This outstripped the data query capacity of existing interface tools like SPARQL. Actual research also requires specialized tools for data analysis using raw original data. To solve these challenges, in December 2009 we developed the lightweight Semantic-JSON interface to access each fragment of linked and raw life sciences data securely under the control of programming languages popularly used by bioinformaticians such as Perl and Ruby. Researchers successfully used the interface across 28 million semantic relationships for biological applications including genome design, sequence processing, inference over phenotype databases, full-text search indexing and human-readable contents like ontology and LOD tree viewers. Semantic-JSON services of SciNetS.org are provided at http://semanticjson.org.

  3. Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher's Journey

    Science.gov (United States)

    Hanuscin, Deborah L.

    2013-10-01

    While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and development of PCK for NOS has not yet been investigated in any systematic way. This study addresses that gap by identifying critical incidents in the development of PCK for NOS of a prospective elementary teacher as she transitions from her methods course to student teaching. Analysis of data collected over a 2-year period illuminates pedagogical dilemmas faced by the prospective teacher in enacting NOS instruction within a school culture of primarily “traditional” science teaching. Through construction of critical incident vignettes, narrative inquiry is employed to illustrate the changes in her PCK for NOS over time, and the experiences that facilitated these changes. Implications for supporting the development of PCK for NOS within teacher education are discussed.

  4. Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-health Students

    Science.gov (United States)

    Mylott, Elliot; Kutschera, Ellynne; Dunlap, Justin C.; Christensen, Warren; Widenhorn, Ralf

    2016-04-01

    We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia materials online and prior to engaging in classroom activities. Pre-lecture questions on both the medical content covered in the video media and the physics concepts in the written material were designed to engage students and probe their understanding of physics. The course featured group discussion and peer-lead instruction. Following in-class instruction, students engaged with homework assignments which explore the connections of physics and the medical field in a quantitative manner. Course surveys showed a positive response by the vast majority of students. Students largely indicated that the course helped them to make a connection between physics and the biomedical field. The biomedical focus and different course format were seen as an improvement to previous traditional physics instruction.

  5. A comparison of graphic and visual test accommodations in measuring urban fifth-grade English language learners' science content acquisition

    Science.gov (United States)

    Shanahan, Therese Boulanger

    This randomized control-group posttest only experimental study investigated the effects of several kinds of test accommodations in measuring English Language Learners' (EL) science content acquisition. These accommodations included embedding contextual clues such as visuals and graphic organizers (i.e., graphs, charts, or tables) in a 20-question multiple choice life science test for 86 urban Fifth-grader English Language Learners. Each of the three randomly distributed parallel test forms contained the same text but each differed in their use of pictures and charts. The results demonstrated that there was no significant difference between the percentages of correct responses for the traditional, visual, and graphic organizer test items when English Learners and Native English Speakers were compared. However, there was a significant but moderate positive correlation between the percentages of visual responses and those of graphic organizers for these students. There was a significant but moderate correlation between the ability to read in another language and the percentage of correct visual responses and the ability to read in another language and the percentage of correct graphic organizer responses. The students' language proficiency level was significantly correlated to the total number of their correct responses as well as to their percentage of correct visual responses. Most students received science instruction in English. There was a significant correlation between the amount of time teachers spent teaching content related to that found on the examination and the percentage of total correct responses by their students regardless of the test accommodation. The results suggest that assessment designers include more questions with visuals to provide context. The results also imply that elementary teachers should incorporate visuals and graphic organizers in their instruction and their own classroom assessments. In addition, because students with higher

  6. The development of pedagogical content knowledge in science teachers: New opportunities through technology-mediated reflection and peer-exchange

    Science.gov (United States)

    Madeira, M. Cheryl-Ann

    This design-based research study investigates the development of pedagogical content knowledge among nine teacher-participants (N = 9) in three design phases. PCK is a particular type of teacher knowledge that addresses not only the teacher's understanding of the content to be instructed, but also ways of how to teach that content effectively. This knowledge has been well documented over several decades, and is seen as central to teacher expertise. However, its actual development has been difficult for researchers to investigate. This study offers a detailed perspective on how teachers developed PCK with their engagement in lesson planning and enactment of a project-based technology-enhanced lesson. The study includes two specific interventions designed to enhance teachers' development of PCK: (1) scaffolded reflection that occurs throughout the practices; and (2) peer-exchange of lesson plans, enactment ideas, and completed reflections. The findings demonstrate that teachers improve their planning and enactment of project-based technology-enhanced lessons with scaffolded reflection and peer exchange. Positive correlations were seen between teachers' engagement in the reflections and the quality of their lesson planning. Teachers who participated more deeply in the scaffolded reflections were able to understand how their lesson plans and enactment patterns fostered student understanding of relevant science concepts. Positive correlations were also seen between community influence and teacher lesson plans and enactment. Additionally, positive correlations were confirmed between teachers' level of participation in the peer exchange activities and the quality of their lesson planning and enactments. Teachers who contributed more deeply within the online and face-to-face peer community meetings benefited from the different perspectives of their peers about student learning and the best ways to succeed with project-based instruction. This study allowed some insight into

  7. Inducible Deletion of Protein Kinase Map4k4 in Obese Mice Improves Insulin Sensitivity in Liver and Adipose Tissues.

    Science.gov (United States)

    Danai, Laura V; Flach, Rachel J Roth; Virbasius, Joseph V; Menendez, Lorena Garcia; Jung, Dae Young; Kim, Jong Hun; Kim, Jason K; Czech, Michael P

    2015-07-01

    Studies in vitro suggest that mitogen-activated protein kinase kinase kinase kinase 4 (Map4k4) attenuates insulin signaling, but confirmation in vivo is lacking since Map4k4 knockout is lethal during embryogenesis. We thus generated mice with floxed Map4k4 alleles and a tamoxifen-inducible Cre/ERT2 recombinase under the control of the ubiquitin C promoter to induce whole-body Map4k4 deletion after these animals reached maturity. Tamoxifen administration to these mice induced Map4k4 deletion in all tissues examined, causing decreased fasting blood glucose concentrations and enhanced insulin signaling to AKT in adipose tissue and liver but not in skeletal muscle. Surprisingly, however, mice generated with a conditional Map4k4 deletion in adiponectin-positive adipocytes or in albumin-positive hepatocytes displayed no detectable metabolic phenotypes. Instead, mice with Map4k4 deleted in Myf5-positive tissues, including all skeletal muscles tested, were protected from obesity-induced glucose intolerance and insulin resistance. Remarkably, these mice also showed increased insulin sensitivity in adipose tissue but not skeletal muscle, similar to the metabolic phenotypes observed in inducible whole-body knockout mice. Taken together, these results indicate that (i) Map4k4 controls a pathway in Myf5-positive cells that suppresses whole-body insulin sensitivity and (ii) Map4k4 is a potential therapeutic target for improving glucose tolerance and insulin sensitivity in type 2 diabetes.

  8. Synthesizing research and education: Ecology and genetics of independent fern gametophytes and teaching science inquiry and content through simulations

    Science.gov (United States)

    Duffy, Aaron M.

    Two of the main areas of focus in university academics are research and education. The mission statements of Utah State University and the Department of Biology emphasize both areas, as do the requirements of funding agencies. I attempted to integrate research and education by using tools that I developed to support and inform my biological research projects to teach science. Ferns have a life cycle with alternating haploid and diploid life stages, both of which are free-living and potentially long-lived. The haploid gametophytes of some ferns reproduce asexually and may have different environmental requirements than the diploid sporophytes, so it is possible for populations of gametophytes to exist without sporophytes. This dissertation includes a description of surveys for Hymenophyllum wrightii, a fern with independent gametophytes in the Pacific Northwest, and improves our understanding of the range, distribution, and habitat requirements of these plants which were previously assumed to be rare. It also describes an attempt to explore the population genetics of gametophytes of Crepidomanes intricatum, a widespread fern in the Appalachian Mountains for which no sporophytes have ever been found. To help visualize evolutionary processes in independent gametophyte populations I developed the Virtual Population Genetics Simulator (VPGsim) to simulate populations of ferns in a 3-dimensional environment. This dissertation includes a description of VPGsim, a learning module using it to teach undergraduate genetics, and a study demonstrating its effectiveness at improving students' understanding of science content and confidence in their ability to perform science inquiry. That simulation tool led to a collaboration to find other ways to teach science with simulations, and to the development of a Virtual Plant Community simulator (VPCsim) for teaching middle school students about the effects of the environment and human impacts on living organisms. This dissertation

  9. Genomic distribution of CHD7 on chromatin tracks H3K4 methylation patterns.

    Science.gov (United States)

    Schnetz, Michael P; Bartels, Cynthia F; Shastri, Kuntal; Balasubramanian, Dheepa; Zentner, Gabriel E; Balaji, Ravishankar; Zhang, Xiaodong; Song, Lingyun; Wang, Zhenghe; Laframboise, Thomas; Crawford, Gregory E; Scacheri, Peter C

    2009-04-01

    CHD7 is a member of the chromodomain helicase DNA binding domain family of ATP-dependent chromatin remodeling enzymes. De novo mutation of the CHD7 gene is a major cause of CHARGE syndrome, a genetic disease characterized by a complex constellation of birth defects (Coloboma of the eye, Heart defects, Atresia of the choanae, severe Retardation of growth and development, Genital abnormalities, and Ear abnormalities). To gain insight into the function of CHD7, we mapped the distribution of the CHD7 protein on chromatin using the approach of chromatin immunoprecipitation on tiled microarrays (ChIP-chip). These studies were performed in human colorectal carcinoma cells, human neuroblastoma cells, and mouse embryonic stem (ES) cells before and after differentiation into neural precursor cells. The results indicate that CHD7 localizes to discrete locations along chromatin that are specific to each cell type, and that the cell-specific binding of CHD7 correlates with a subset of histone H3 methylated at lysine 4 (H3K4me). The CHD7 sites change concomitantly with H3K4me patterns during ES cell differentiation, suggesting that H3K4me is part of the epigenetic signature that defines lineage-specific association of CHD7 with specific sites on chromatin. Furthermore, the CHD7 sites are predominantly located distal to transcription start sites, most often contained within DNase hypersensitive sites, frequently conserved, and near genes expressed at relatively high levels. These features are similar to those of gene enhancer elements, raising the possibility that CHD7 functions in enhancer mediated transcription, and that the congenital anomalies in CHARGE syndrome are due to alterations in transcription of tissue-specific genes normally regulated by CHD7 during development.

  10. The Role of GluK4 in Synaptic Plasticity and Affective Behavior in Mice

    Science.gov (United States)

    Catches, Justin Samuel

    Kainate receptors (KARs) are glutamate-gated ion channels that signal through both ionotropic and metabotropic pathways (Contractor et al., 2011). Combinations of five KAR subunits (GluK1-5) form tetrameric receptors with GluK1, GluK2, and GluK3 able to form functional homomeric channels. The high-affinity subunits, GluK4 and GluK5, do not form homomeric channels but modify the properties of heteromeric receptors. Expression of the GluK4 receptor subunit in the forebrain is restricted to the CA3 region of the hippocampus and dentate gyrus regions where KARs modulate synaptic plasticity. In this study, ablation of Grik4, which encodes GluK4, in mice reduced KAR synaptic currents and altered activation properties of postsynaptic receptors but left two forms of presynaptic short-term plasticity intact. Disruption of both Grik4 and Grik5 caused complete loss of the postsynaptic ionotropic KAR current and impaired presynaptic frequency facilitation. Additionally, KAR surface expression was altered at pre- and postsynaptic sites at the MF synapse. Despite the loss of ionotropic signaling, KAR-mediated inhibition of the slow afterhyperpolarization current, which is dependent on metabotropic signaling, was intact in CA3 neurons. Long-term potentiation at the MF-CA3 synapse was reduced, likely through a loss of KAR modulation of excitability of the presynaptic MF axons. Genetic variants in the human GRIK4 gene alter the susceptibility for affective disorders (Bloss and Hunter, 2010). We found that ablation of Grik4 in mice resulted in reduced anxiety and an antidepressant-like phenotype. In the elevated zero-maze, a test for anxiety and risk taking behavior, and in two anxiogenic tests, marble-burying and novelty-induced suppression of feeding, anxiety-like behavior was consistently reduced in knockout animals. In the forced swim, a test of learned helplessness used to determine depression-like behavior, knockout mice demonstrated significantly less immobility suggesting

  11. Synthesis and characterization of the ternary telluroargentate K4[Ag18Te11

    KAUST Repository

    Davaasuren, Bambar

    2014-10-19

    The ternary potassium telluroargentate(I), K4[Ag18Te11], was prepared by solvothermal synthesis in ethylenediamine at 160 °C. It crystallizes in the cubic space group Fm3¯ m (no. 225) with the cell parameter a = 18.6589(6) Å. The crystal structure can be described as a [Ag18Te11]4- three-dimensional anionic framework with the voids accommodating potassium cations. Chemical bonding analysis reveals polar covalent Ag-Te bonds and considerable Ag-Ag interactions, which support the complex anionic character of the structure. The compound is thermally stable up to 450 °C in an inert atmosphere.

  12. Long-term impact of undergraduate science reform courses on the pedagogical content knowledge of kindergarten through sixth grade inservice teachers

    Science.gov (United States)

    Turner, Donna P.

    This study explores the long-term impact of faculty-created reformed undergraduate science courses on the pedagogical content knowledge of kindergarten-6th grade inservice elementary teachers who took these reform courses during their undergraduate programs. On-site case studies were completed with 35 faculty instructors teaching entry-level undergraduate science courses at 20 higher education institutions, and 91 elementary inservice teachers. The sample was selected from a national population of diverse colleges and universities that had undergone reform in one or more of their undergraduate science courses. The data collection protocol involved classroom observations, interviews, artifact analysis, semi-structured interviews, and field notes from multiple instruments and sources. Data were collected during on-site visits from instructors and their graduated students. Quantitative and qualitative analysis identified variations in faculty instructors', as well as inservice teachers', perceptions and observations of the intended and enacted teaching goals, instruction, student difficulties, and rationale for teaching a specific science concept in observed science lessons. These perceptions and observations, identified as science pedagogical content knowledge (PCK), varied significantly among both faculty instructors and inservice elementary teachers who experienced the undergraduate reformed science courses taught by these same faculty instructors.

  13. Structural insight into the recognition of the H3K4me3 mark by the TFIID subunit TAF3

    NARCIS (Netherlands)

    van Ingen, H.|info:eu-repo/dai/nl/297054651; van Schaik, F.M.A.; Wienk, H.|info:eu-repo/dai/nl/203884884; Ballering, J.|info:eu-repo/dai/nl/325784876; Rehmann, H.; Dechesne, A.C.|info:eu-repo/dai/nl/304841684; Kruijzer, J.A.W.; Liskamp, R.M.J.|info:eu-repo/dai/nl/069091315; Timmers, H.T.M.; Boelens, R.|info:eu-repo/dai/nl/070151407

    2008-01-01

    Trimethylation of lysine residue K4 of histone H3 (H3K4me3) strongly correlates with active promoters for RNA polymerase II-transcribed genes. Several reader proteins, including the basal transcription factor TFIID, for this nucleosomal mark have been identified. Its TAF3 subunit specifically binds

  14. Research Trends in Science Education from 2008 to 2012: A Systematic Content Analysis of Publications in Selected Journals

    Science.gov (United States)

    Lin, Tzu-Chiang; Lin, Tzung-Jin; Tsai, Chin-Chung

    2014-01-01

    This paper presents the third study of research trends in science education. In this review, a total of 990 papers published in the "International Journal of Science Education," the "Journal of Research in Science Teaching," and "Science Education" from 2008 to 2012 were analyzed. The results indicate that in the…

  15. Inquiry of Construction of Kindergarten Science Education Content%幼儿园科学教育内容的建构

    Institute of Scientific and Technical Information of China (English)

    吴桐

    2015-01-01

    近年来幼儿园科学教育内容存在着很大的弊端,诸如科学教育内容的单调化、知识面不够广泛、教学内容简单、对幼儿的教育脱离了现实生活等问题,这些弊端对幼儿的科学教育有着很大的影响,而且在一定程度上严重制约着幼儿园科学教育内容的构建和研究。本文主要是从增加幼儿科学教育内容的科研成分、人文性和将教育内容回归生活等几个方面来解决幼儿园科学教育内容存在的问题。若幼儿园科学教育内容存在的问题能及时得以解决,一方面不仅有助于老师的教学模式改进,还可以对幼儿进行合理正确的科学教育;另一方面有利于帮助幼儿正确学习,构建科学的幼儿教育体系。%In recent years, science education content kindergarten there are significant drawbacks, such as the contents of the monotony of science education, knowledge is not wide enough, teaching content simple, children's education from the real-life problems, these drawbacks of scientific education of young children have a very big impact, and to some extent, severely re-stricting the construction of kindergarten science education and research content. This article is from the aspects of content to increase preschool science education research component, humanity and life will return to educational content kindergarten sci-ence to solve the problems of educational content. If the content of science education kindergarten Problems can be resolved in a timely manner, on the one hand not only helps to improve teacher teaching mode, you can also reasonably correct child science education;on the other hand could help children learn the correct build scientific child education system.

  16. Electrochemical Catalysis of Inorganic Complex K4[Fe(CN)6] by Shewanellaoneidensis MR-1

    DEFF Research Database (Denmark)

    Zheng, Zhiyong; Wu, Ranran; Xiao, Yong

    The interaction between metal and bacteria is a universal and important biogeochemical processin environment. As a dissimilatory metal reduction bacterium, the electrochemically activebacteriium Shewanella oneidensis MR-1 can transfer intracellular electrons to minerals. This ability is attribute...... andelectrocatalysis mechanisms of S. oneidensis MR-1 are under investigation. The ability of S. oneidensis MR-1 to catalyze redoxaction of inorganic metal complex compounds will provide an insight on metal cycles in nature....... to the redox proteins localized on the outer-membrane, for example, the MtrC, MtrB, MtrA and CymA2. Here we investigate its electrochemical properties towards redoxinorganic redox compounds. It shows strong electrocatalysis toward electrochemical oxidation of K4[Fe(CN)6]. As a redox molecule, K4[Fe(CN)6] gives......, with almost disappearance of the cathodic peak and strengthen of the anodic peak, which is a typical catalysis feature of electrochemical oxidation. Further experiments show that S. oneidensis MR-1 does not give such electrocatalysis toredox compounds such as Ru[(NH3)6]Cl3and Resorufin. Selectivity...

  17. Relationship of biomedical science content acquisition performance to students' level of PBL group interaction: are students learning during PBL group?

    Science.gov (United States)

    Romito, Laura M; Eckert, George J

    2011-05-01

    This study assessed biomedical science content acquisition from problem-based learning (PBL) and its relationship to students' level of group interaction. We hypothesized that learning in preparation for exams results primarily from individual study of post-case learning objectives and that outcomes would be unrelated to students' group involvement. During dental curricular years 1 and 2, student-generated biomedical learning issues (LIs) were identified from six randomly chosen PBL cases. Knowledge and application of case concepts were assessed with quizzes based on the identified LIs prior to dissemination of the learning objectives. Students and facilitators were surveyed on students' level of group involvement for the assessed LI topics. Year 1 students had significantly higher assessment scores (p=0.0001). For both student classes, means were significantly higher for the recall item (Q1) than for the application item (Q2). Q1 scores increased along with the student's reported role for Year 1 (p=0.04). However, there was no relationship between the student's reported role and Q1 for Year 2 (p=0.20). There was no relationship between the student's reported role and Q2 for Year 1 (p=0.09) or Year 2 (p=0.19). This suggests that students' level of group involvement on the biomedical learning issues did not significantly impact students' assessment performance.

  18. LLNL-Generated Content for the California Academy of Sciences, Morrison Planetarium Full-Dome Show: Earthquake

    Energy Technology Data Exchange (ETDEWEB)

    Rodgers, A J; Petersson, N A; Morency, C E; Simmons, N A; Sjogreen, B

    2012-01-23

    The California Academy of Sciences (CAS) Morrison Planetarium is producing a 'full-dome' planetarium show on earthquakes and asked LLNL to produce content for the show. Specifically the show features numerical ground motion simulations of the M 7.9 1906 San Francisco and a possible future M 7.05 Hayward fault scenario earthquake. The show also features concepts of plate tectonics and mantle convection using images from LLNL's G3D global seismic tomography. This document describes the data that was provided to the CAS in support of production of the 'Earthquake' show. The CAS is located in Golden Gate Park, San Francisco and hosts over 1.6 million visitors. The Morrison Planetarium, within the CAS, is the largest all digital planetarium in the world. It features a 75-foot diameter spherical section projection screen tilted at a 30-degree angle. Six projectors cover the entire field of view and give a three-dimensional immersive experience. CAS shows strive to use scientifically accurate digital data in their productions. The show, entitled simply 'Earthquake', will debut on 26 May 2012. They are working on graphics and animations based on the same data sets for display on LLNL powerwalls and flat-screens as well as for public release.

  19. Data Science Programs in U.S. Higher Education: An Exploratory Content Analysis of Program Description, Curriculum Structure, and Course Focus

    Science.gov (United States)

    Tang, Rong; Sae-Lim, Watinee

    2016-01-01

    In this study, an exploratory content analysis of 30 randomly selected Data Science (DS) programs from eight disciplines revealed significant gaps in current DS education in the United States. The analysis centers on linguistic patterns of program descriptions, curriculum requirements, and DS course focus as pertaining to key skills and domain…

  20. The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

    Science.gov (United States)

    Kaya, Osman N.

    2009-01-01

    The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter…

  1. The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

    Science.gov (United States)

    Kaya, Osman N.

    2009-01-01

    The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter…

  2. Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher's Journey

    Science.gov (United States)

    Hanuscin, Deborah L.

    2013-01-01

    While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and…

  3. A Model for Beliefs, Tool Acceptance Levels and Web Pedagogical Content Knowledge of Science and Technology Preservice Teachers towards Web Based Instruction

    Science.gov (United States)

    Horzum, Mehmet Baris; Canan Gungoren, Ozlem

    2012-01-01

    One of the applications applied most nowadays is web based instruction (WBI). Although there are many studies on WBI, no study which researched the relations between beliefs for WBI, WBI tools acceptance levels and web pedagogical content knowledge (WPCK) of science and technology pre-service teachers was found among these studies. The aim of this…

  4. The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

    Science.gov (United States)

    Kaya, Osman N.

    2009-01-01

    The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter knowledge…

  5. A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

    Science.gov (United States)

    Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

    2011-01-01

    This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

  6. High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content

    Science.gov (United States)

    Berland, Leema; Steingut, Rebecca; Ko, Pat

    2014-01-01

    Research and policy documents increasingly advocate for incorporating engineering design into K-12 classrooms in order to accomplish two goals: (1) provide an opportunity to engage with science content in a motivating real-world context; and (2) introduce students to the field of engineering. The present study uses multiple qualitative data…

  7. Do Variations of Science Teaching Approaches Make Difference in Shaping Student Content and Problem Solving Achievement across Different Racial/Ethnic Groups?

    Science.gov (United States)

    Gao, Su; Wang, Jian

    2016-01-01

    Students' frequent exposure to inquiry-based science teaching is presumed more effective than their exposure to traditional didactic instruction in helping improve competence in content knowledge and problem solving. Framed through theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, this study examines this…

  8. Impact of inquiry based distance learning and availability of classroom materials on physical science content knowledge of teachers and students in central Appalachia

    Science.gov (United States)

    Bradshaw, Timothy John

    Physical science is important for developing scientific literacy yet a majority of teachers responsible for physical science courses do not have an academic degree in physical science. Programs aimed at increasing teacher content knowledge can be time consuming. This dissertation examines the impact of an inquiry based, professional development program offered via distance learning on teacher content knowledge and the role of teacher content knowledge on student understanding and attitudes toward science. Seventy-three teachers participated in the study, including Group I teachers (n = 39) who completed a distance learning course, a control group (Group II) with no intervention (n = 17), and Group III teachers (n = 17) who received classroom materials and no course intervention. A multiple-choice assessment was administered to teachers at the beginning and end of the summer. A similar multiple-choice assessment was administered during the school year to students (n=3,790) of those teachers. A teacher survey assessing the frequency of activity use and teachers' perceptions of the kit was administered to teachers at the end of the school year. A student survey assessing frequency of activities in the classroom, opinions of how to learn science, and attitudes toward science was administered to students during the school year. While Group II (50.6%) and Group III (52.2%) teacher scores were both lower than Group I teacher scores (67.4%), students in Group III (42.9%) outperformed students in Group II (39.4%) following instruction, at a level equal to Group I students (43.6%). Thus, providing materials/activities was as effective at increasing student understanding as providing materials/activities and increasing teacher understanding. However, while teachers in Group I and III report similar use of and satisfaction with the materials/activities, the percentage of Group I students reporting frequent use of inquiry based activities in the classroom, strong belief that

  9. High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content

    Science.gov (United States)

    Berland, Leema; Steingut, Rebecca; Ko, Pat

    2014-12-01

    Research and policy documents increasingly advocate for incorporating engineering design into K-12 classrooms in order to accomplish two goals: (1) provide an opportunity to engage with science content in a motivating real-world context; and (2) introduce students to the field of engineering. The present study uses multiple qualitative data sources (i.e., interviews, artifact analysis) in order to examine the ways in which engaging in engineering design can support students in participating in engineering practices and applying math and science knowledge. This study suggests that students better understand and value those aspects of engineering design that are more qualitative (i.e., interviewing users, generating multiple possible solutions) than the more quantitative aspects of design which create opportunities for students to integrate traditional math and science content into their design work (i.e., modeling or systematically choosing between possible design solutions). Recommendations for curriculum design and implementation are discussed.

  10. Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project

    Science.gov (United States)

    Wells, Jennifer Gayle

    The Next Generation Science Standards represent a significant challenge for K--12 school reform in the United States in the science, technology, engineering and mathematics (STEM) disciplines (NSTA, 2012). One important difference between the National Science Education Standards (NRC, 1996) and the Next Generation Science Standards (Achieve, 2013) is the more extensive inclusion of nanoscale science and technology. Teacher PD is a key vehicle for implementing this STEM education reform effort (NRC, 2012; Smith, 2001). The context of this dissertation study is Project Nanoscience and Nanotechnology Outreach (NANO), a secondary level professional development program for teachers that provides a summer workshop, academic year coaching and the opportunity for teacher participants to borrow a table-top Phenom scanning electron microscope and a research grade optical microscope for use in their classrooms. This designed-based descriptive case study examined the thinking of secondary teachers in the 2012 Project NANO cohort as they negotiated the inclusion of novel science concepts and technology into secondary science curriculum. Teachers in the Project NANO 2012 summer workshop developed a two-week, inquiry-based unit of instruction drawing upon one or more of nine big ideas in nanoscale science and technology as defined by Stevens, Sutherland, and Krajcik (2011). This research examined teacher participants' metastrategic thinking (Zohar, 2006) which they used to inform their pedagogical content knowledge (Shulman, 1987) by focusing on the content knowledge teachers chose to frame their lessons, their rationales for such choices as well as the teaching strategies that they chose to employ in their Project NANO unit of instruction. The study documents teachers various entry points on a learning progression as teachers negotiated the inclusion of nanoscale science and technology into the curriculum for the first time. Implications and recommendations for teacher

  11. A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

    Science.gov (United States)

    Torres, Hector Neftali, Sr.

    2000-11-01

    The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

  12. Analysis of the Mitogen-activated protein kinase kinase 4 (MAP2K4 tumor suppressor gene in ovarian cancer

    Directory of Open Access Journals (Sweden)

    Ryland Georgina L

    2011-05-01

    Full Text Available Abstract Background MAP2K4 is a putative tumor and metastasis suppressor gene frequently found to be deleted in various cancer types. We aimed to conduct a comprehensive analysis of this gene to assess its involvement in ovarian cancer. Methods We screened for mutations in MAP2K4 using High Resolution Melt analysis of 149 primary ovarian tumors and methylation at the promoter using Methylation-Specific Single-Stranded Conformation Polymorphism analysis of 39 tumors. We also considered the clinical impact of changes in MAP2K4 using publicly available expression and copy number array data. Finally, we used siRNA to measure the effect of reducing MAP2K4 expression in cell lines. Results In addition to 4 previously detected homozygous deletions, we identified a homozygous 16 bp truncating deletion and a heterozygous 4 bp deletion, each in one ovarian tumor. No promoter methylation was detected. The frequency of MAP2K4 homozygous inactivation was 5.6% overall, and 9.8% in high-grade serous cases. Hemizygous deletion of MAP2K4 was observed in 38% of samples. There were significant correlations of copy number and expression in three microarray data sets. There was a significant correlation between MAP2K4 expression and overall survival in one expression array data set, but this was not confirmed in an independent set. Treatment of JAM and HOSE6.3 cell lines with MAP2K4 siRNA showed some reduction in proliferation. Conclusions MAP2K4 is targeted by genetic inactivation in ovarian cancer and restricted to high grade serous and endometrioid carcinomas in our cohort.

  13. Use of tactual materials on the achievement of content specific vocabulary and terminology acquisition within an intermediate level science curriculum

    Science.gov (United States)

    Terry, Brian H.

    In this quasi-experimental study, the researcher investigated the effectiveness of three tactual strategies and one non-tactual strategy of content specific vocabulary acquisition. Flash cards, task cards, and learning wheels served as the tactual strategies, and vocabulary review sheets served as a non-tactual strategy. The sample (n=85) consisted of all middle school students in a small high performing middle school located in the northern suburbs of New York City. All of the vocabulary words and terms came from the New York State Intermediate Level Science Core Curriculum. Pre-tests and post-tests were used to collect the data. A repeated measures ANOVA was conducted on the gain scores from each of the treatments. Multiple paired sample t-tests were conducted to analyze the results. Repeated measures ANOVAs were used to determine if there was a variance between the academic achievement levels of the students, gender, and grade level for each of the treatments. All of the treatments significantly improved the science achievement of the students, but significance was found between them. Significance was found between the achievement groups with the above average students attaining a higher mean on the pre-test and post-test for each treatment, whereas the below average students had the lowest mean on both assessments. The sixth grade students showed significant improvement over the seventh grade students while using the flash cards (p=.004) and learning wheel (p=.007). During the learning wheel treatment, the males scored significantly better (p=.021) than the females on the pre-test and post-test. During the worksheet treatment, significance (p=.034) was found between gender and achievement group. The below average male students had the greatest gain from the pre-test to the post-test, but the post-test mean was still the lowest of the groups. Limitations, implications for future research and current practice are discussed. Key words are: flash cards, task cards

  14. Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    Science.gov (United States)

    Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

  15. The Integration of Traditional Ecological Knowledge in Science Curriculum in Canada: Content analysis of grades 7 and 8 official curriculum documents

    Science.gov (United States)

    Kim, Eun-Ji Amy

    While Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK. Keywords: Traditional Ecological Knowledge, Science Education in Canada, Intermediate Official Curriculum Documents

  16. Exploring elementary school teachers' perception of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study

    Science.gov (United States)

    Jones-Moore, Lisa Michelle

    2011-12-01

    This mixed-methods study explored third, fourth, and fifth grade teachers' perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants' thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction, and prompted critical reflections. The three-tiered observation instrument categorized strategies used by teachers in tiers according to the focus of the strategy. Tier I strategies were those identified as strategies good readers use, typically taught with narrative text. The inoculation theory posits these skills transfer to reading informational and expository text. Tier II strategies were those identified as strategies appropriate for informational or expository text. Use of these strategies acknowledged that narrative and informational/expository text require different strategies, but does not differentiate between expository text drawn from particular content area. Tier III strategies were those identified as strategies particularly suited to informational or expository text drawn from specific content areas. These strategies embody cognitive processes used to comprehend text drawn from specific content areas. The findings showed the participating teachers used a preferential Tier of strategy instruction. Some participants felt that reading comprehension was more important than content. They viewed reading as a subject instead of an integral part of science and social studies instruction.

  17. 关于多重多部图λKn(t)的(K4-e,λ)—分解%Decomposition of Complete Multipartite Multi-graph λKn(t) into K4-e

    Institute of Scientific and Technical Information of China (English)

    赵彤

    2001-01-01

    Hoffman在文献[6]中已经完全解决了多重完全图λKn(t)的(K4-e,λ)一分解问题.本文将Hoffman的结果从多重完全图推广到多重多部图,证明了λKn(t)的(K4-e,λ)-分解存在的充分必要条件.

  18. [Science cultures in the global perspective. Thoughts on content design and operation of the Leopoldina Study Center].

    Science.gov (United States)

    Labisch, Alfons

    2014-01-01

    The Leopoldina Center for the Study of the History of Science and Science Academies is a place to openly discuss the cooperation between science and society across all of the disciplines represented at the Leopoldina and beyond. This dialogue shall, by all means, also include researchers who are not members of the Leopoldina and people from outside of the academia who are interested in the topic. Like the Leopoldina, its Study Center builds bridges: between various academic disciplines, across generations and in local, national, and international communities. All interested members of the Leopoldina--not just members from the humanities, the social sciences or the behavioral sciences, but also scientists from the areas of the natural sciences, technology, the life sciences and physicians--are kindly invited to incorporate their research interests, with regard to the history and theory of their respective academic disciplines, in the research portfolio of the Leopoldina Study Center. In so doing, the Leopoldina Center for the Study of the History of Science and Science Academies should and will become a source of energy for permanent reflection and innovation when contemplating the issues of science and society.

  19. Inhibition of H3K4me2 Demethylation Protects Auditory Hair Cells from Neomycin-Induced Apoptosis.

    Science.gov (United States)

    He, Yingzi; Yu, Huiqian; Cai, Chengfu; Sun, Shan; Chai, Renjie; Li, Huawei

    2015-08-01

    Aminoglycoside-induced hair cell loss is a major cause of hearing impairment in children and deserves more attention in medical research. Epigenetic mechanisms have been shown to protect hair cells from ototoxic drugs. In this study, we focused on the role of dimethylated histone H3K4 (H3K4me2) in hair cell survival. To investigate the effects of lysine-specific demethylase 1 (LSD1)--the histone demethylase primarily responsible for demethylating H3K4me2--on neomycin-induced hair cell loss, isolated cochleae were pretreated with LSD1 inhibitors followed by neomycin exposure. There was a severe loss of hair cells in the organ of Corti after neomycin exposure, and inhibition of LSD1 significantly protected against neomycin-induced hair cell loss. H3K4me2 expression in the nuclei of hair cells decreased after exposure to neomycin, and blocking the decreased expression of H3K4me2 with LSD1 inhibitors prevented hair cell loss. Local delivery of these inhibitors in vivo also protected hair cells from neomycin-induced ototoxicity and maintained the hearing threshold in mice as determined by auditory brain stem response. This inhibition of neomycin-induced apoptosis occurs via reduced caspase-3 activation. Together, our findings demonstrate the protective role for H3K4me2 against neomycin-induced hair cell loss and hearing loss.

  20. The impact of using student-dictated oral review stories on science vocabulary, content knowledge, and non-fiction writing skills of first grade students

    Science.gov (United States)

    Bishoff, Sandra Wells

    The purpose of this study was to determine if using an intervention called Student Dictated Oral Review Stories (SDORS) had an effect on science vocabulary usage and content knowledge for ninety-three students in six first grade classrooms and the subgroup of economically disadvantaged students in a mid-sized north Texas school district. The five science units involved in the study were written incorporating the strand of physical science. Data from pre- and posttests from each unit and an end-of-study assessment were compiled and analyzed. This study also looked at integration of science with literacy through analysis of students' science journal writings. Journal writings were analyzed for vocabulary usage and non-fiction writing skills of capitalization and punctuation. Average sentence length was also analyzed for Units 1--5 of the treatment group. It was anticipated that the outcomes of this study would allow school districts and curriculum writers to determine how to best integrate key concepts and important vocabulary with literacy particularly in the area of science. Results from the study showed significant differences in the end-of-study assessment, vocabulary usage as evidenced in journal writings, and average sentence length. Although there was gain over time for every student in the study in vocabulary and content knowledge, these gains could not be attributed to the intervention. This study also hoped to establish whether students were using science vocabulary routinely in their discussions and their writings and were building and continually assessing their own schemas about scientific concepts through using Student Dictated Oral Review Stories.

  1. Water in Comet 2/2003 K4 (LINEAR) with Spitzer

    CERN Document Server

    Woodward, Charles E; Bockelee-Morvan, Dominique; Gehrz, R D

    2007-01-01

    We present sensitive 5.5 to 7.6 micron spectra of comet C/2003 K4 (LINEAR) obtained on 16 July 2004 (r_{h} = 1.760 AU, Delta_{Spitzer} = 1.409 AU, phase angle 35.4 degrees) with the Spitzer Space Telescope. The nu_{2} vibrational band of water is detected with a high signal-to-noise ratio (> 50). Model fitting to the best spectrum yields a water ortho-to-para ratio of 2.47 +/- 0.27, which corresponds to a spin temperature of 28.5^{+6.5}_{-3.5} K. Spectra acquired at different offset positions show that the rotational temperature decreases with increasing distance from the nucleus, which is consistent with evolution from thermal to fluorescence equilibrium. The inferred water production rate is (2.43 +/- 0.25) \\times 10^{29} molec. s^{-1}. The spectra do not show any evidence for emission from PAHs and carbonate minerals, in contrast to results reported for comets 9P/Tempel 1 and C/1995 O1 (Hale-Bopp). However, residual emission is observed near 7.3 micron the origin of which remains unidentified.

  2. Improved immunoelectron microscopic method for localizing cytoskeletal proteins in Lowicryl K4M embedded tissues.

    Science.gov (United States)

    Loesser, K E; Doane, K J; Wilson, F J; Roisen, F J; Malamed, S

    1986-11-01

    We have modified the Lowicryl K4M low-temperature dehydration and embedding procedure for immunoelectron microscopy to provide improved ultrastructural detail and facilitate the localization of actin and tubulin in isolated rat adrenocortical cells, chick spinal cord with attached dorsal root ganglia (SC-DRG), and cultured dorsal root ganglia (DRG). Cells and tissues were fixed for immunocytochemistry either in a mixture of 2% paraformaldehyde and 0.25% glutaraldehyde (0.1 M PIPES buffer, pH 7.3) or in a mixture of 0.3% glutaraldehyde and 1.0% ethyldimethylaminopropylcarbodiimide (0.1 M phosphate buffered saline, pH 7.3). Dehydration was in ethanol at progressively lower temperatures to -35 degrees C. Infiltration at -35 degrees C was followed by ultraviolet polymerization at -20 degrees C. Comparable samples were fixed in glutaraldehyde and osmium tetroxide and embedded in Epon 812 or Epon-Araldite. Post-embedding immunostaining of thin sections utilized commercially available monoclonal antibodies to tubulin and actin followed by the protein A-gold technique (Roth et al., Endocrinology 108:247, 1981). Actin immunoreactivity was observed at the periphery of mitochondria and between mitochondria and lipid droplets in rat adrenocortical cells and at the periphery of neuronal cell processes of SC-DRG. Tubulin immunoreactivity was associated with microtubules throughout neurites of cultured DRG. Our modified technique allows preservation of ultrastructural details as well as localization of antigens by immunoelectron microscopy.

  3. Bioinformatics in the secondary science classroom: A study of state content standards and students' perceptions of, and performance in, bioinformatics lessons

    Science.gov (United States)

    Wefer, Stephen H.

    The proliferation of bioinformatics in modern Biology marks a new revolution in science, which promises to influence science education at all levels. This thesis examined state standards for content that articulated bioinformatics, and explored secondary students' affective and cognitive perceptions of, and performance in, a bioinformatics mini-unit. The results are presented as three studies. The first study analyzed secondary science standards of 49 U.S States (Iowa has no science framework) and the District of Columbia for content related to bioinformatics at the introductory high school biology level. The bionformatics content of each state's Biology standards were categorized into nine areas and the prevalence of each area documented. The nine areas were: The Human Genome Project, Forensics, Evolution, Classification, Nucleotide Variations, Medicine, Computer Use, Agriculture/Food Technology, and Science Technology and Society/Socioscientific Issues (STS/SSI). Findings indicated a generally low representation of bioinformatics related content, which varied substantially across the different areas. Recommendations are made for reworking existing standards to incorporate bioinformatics and to facilitate the goal of promoting science literacy in this emerging new field among secondary school students. The second study examined thirty-two students' affective responses to, and content mastery of, a two-week bioinformatics mini-unit. The findings indicate that the students generally were positive relative to their interest level, the usefulness of the lessons, the difficulty level of the lessons, likeliness to engage in additional bioinformatics, and were overall successful on the assessments. A discussion of the results and significance is followed by suggestions for future research and implementation for transferability. The third study presents a case study of individual differences among ten secondary school students, whose cognitive and affective percepts were

  4. The Role of H3K4me3 in Transcriptional Regulation Is Altered in Huntington's Disease.

    Directory of Open Access Journals (Sweden)

    Xianjun Dong

    Full Text Available Huntington's disease (HD is an autosomal-dominant neurodegenerative disorder resulting from expansion of CAG repeats in the Huntingtin (HTT gene. Previous studies have shown mutant HTT can alter expression of genes associated with dysregulated epigenetic modifications. One of the most widely studied chromatin modifications is trimethylated lysine 4 of histone 3 (H3K4me3. Here, we conducted the first comprehensive study of H3K4me3 ChIP-sequencing in neuronal chromatin from the prefrontal cortex of six HD cases and six non-neurologic controls, and its association with gene expression measured by RNA-sequencing. We detected 2,830 differentially enriched H3K4me3 peaks between HD and controls, with 55% of them down-regulated in HD. Although H3K4me3 signals are expected to be associated with mRNA levels, we found an unexpected discordance between altered H3K4me3 peaks and mRNA levels. Gene ontology (GO term enrichment analysis of the genes with differential H3K4me3 peaks, revealed statistically significantly enriched GO terms only in the genes with down-regulated signals in HD. The most frequently implicated biological process terms are organ morphogenesis and positive regulation of gene expression. More than 9,000 H3K4me3 peaks were located not near any recognized transcription start sites and approximately 36% of these "distal" peaks co-localized to known enhancer sites. Six transcription factors and chromatin remodelers are differentially enriched in HD H3K4me3 distal peaks, including EZH2 and SUZ12, two core subunits of the polycomb repressive complex 2 (PRC2. Moreover, PRC2 repressive state was significantly depleted in HD-enriched peaks, suggesting the epigenetic role of PRC2 inhibition associated with up-regulated H3K4me3 in Huntington's disease. In summary, our study provides new insights into transcriptional dysregulation of Huntington's disease by analyzing the differentiation of H3K4me3 enrichment.

  5. The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

    Science.gov (United States)

    Renfrow, S.; Wood, E. L.

    2011-12-01

    Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

  6. A Community College Instructor's Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course

    Science.gov (United States)

    Krajewski, Sarah J.; Schwartz, Renee

    2014-08-01

    Research supports an explicit-reflective approach to teaching about nature of science (NOS), but little is reported on teachers' journeys as they attempt to integrate NOS into everyday lessons. This participatory action research paper reports the challenges and successes encountered by an in-service teacher, Sarah, implementing NOS for the first time throughout four units of a community college biology course (genetics, molecular biology, evolution, and ecology). Through the action research cycles of planning, implementing, and reflecting, Sarah identified areas of challenge and success. This paper reports emergent themes that assisted her in successfully embedding NOS within the science content. Data include weekly lesson plans and pre/post reflective journaling before and after each lesson of this lecture/lab combination class that met twice a week. This course was taught back to back semesters, and this study is based on the results of a year-long process. Developing pedagogical content knowledge (PCK) for NOS involves coming to understand the overlaps and connections between NOS, other science subject matter, pedagogical strategies, and student learning. Sarah found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah's development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.

  7. Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers' Pedagogical Content Knowledge for Teaching Nature of Science

    Science.gov (United States)

    Akerson, Valarie L.; Pongsanon, Khemmawadee; Park Rogers, Meredith A.; Carter, Ingrid; Galindo, Enrique

    2017-01-01

    This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers…

  8. Can Improvement of Retention of the Science Content Area Be Had by the Addition of Study Skills?

    Science.gov (United States)

    Grimaldi, Candace M.

    A study explored whether instruction involving an emphasis on study skills could help seventh grade students retain material encountered in science classes. Subjects were 32 students from two intact science classes in a predominately white, middle class school in New Jersey. The experimental group received an advance organizer as an overall…

  9. Subject service by revealing Nature/Science contents%基于Nature/Science内容揭示的学科服务实践

    Institute of Scientific and Technical Information of China (English)

    缪融

    2014-01-01

    介绍了南通大学图书馆基于Nature/Science目录揭示和《Nature/Science信息导报---医学与生命科学专辑》推送的学科服务实践过程,用问卷调查了用户对其的利用情况,提出了图书馆深化学科服务的新思路。%After a description of subject service by revealing Nature/Science contents and pushing Information Bulletin of Nature/Science-special issue of medical and life sciences in Library of Nantong University, its utilization was inves-tigated with questionnaire, and some novel ideas were put forward for deepening subject service in libraries.

  10. A Large-Scale Inquiry-Based Astronomy Intervention Project: Impact on Students' Content Knowledge Performance and Views of their High School Science Classroom

    Science.gov (United States)

    Fitzgerald, Michael; McKinnon, David H.; Danaia, Lena; Deehan, James

    2016-12-01

    In this paper, we present the results from a study of the impact on students involved in a large-scale inquiry-based astronomical high school education intervention in Australia. Students in this intervention were led through an educational design allowing them to undertake an investigative approach to understanding the lifecycle of stars more aligned with the `ideal' picture of school science. Through the use of two instruments, one focused on content knowledge gains and the other on student views of school science, we explore the impact of this design. Overall, students made moderate content knowledge gains although these gains were heavily dependent on the individual teacher, the number of times a teacher implemented and the depth to which an individual teacher went with the provided materials. In terms of students' views, there were significant global changes in their views of their experience of the science classroom. However, there were some areas where no change or slightly negative changes of which some were expected and some were not. From these results, we comment on the necessity of sustained long-period implementations rather than single interventions, the requirement for similarly sustained professional development and the importance of monitoring the impact of inquiry-based implementations. This is especially important as inquiry-based approaches to science are required by many new curriculum reforms, most notably in this context, the new Australian curriculum currently being rolled out.

  11. Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI).

    Science.gov (United States)

    Dombek, Jennifer; Crowe, Elizabeth C; Spencer, Mercedes; Tighe, Elizabeth L; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

    2017-04-01

    With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (d=2.2) and science (d=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (d=.125).

  12. Predicting the probability of H3K4me3 occupation at a base pair from the genome sequence context.

    Science.gov (United States)

    Ha, Misook; Hong, Soondo; Li, Wen-Hsiung

    2013-05-01

    Histone modifications regulate chromatin structure and gene expression. Although nucleosome formation is known to be affected by primary DNA sequence composition, no sequence signature has been identified for histone modifications. It is known that dense H3K4me3 nucleosome sites are accompanied by a low density of other nucleosomes and are associated with gene activation. This observation suggests a different sequence composition of H3K4me3 from other nucleosomes. To understand the relationship between genome sequence and chromatin structure, we studied DNA sequences at histone modification sites in various human cell types. We found sequence specificity for H3K4me3, but not for other histone modifications. Using the sequence specificities of H3 and H3K4me3 nucleosomes, we developed a model that computes the probability of H3K4me3 occupation at each base pair from the genome sequence context. A comparison of our predictions with experimental data suggests a high performance of our method, revealing a strong association between H3K4me3 and specific genomic DNA context. The high probability of H3K4me3 occupation occurs at transcription start and termination sites, exon boundaries and binding sites of transcription regulators involved in chromatin modification activities, including histone acetylases and enhancer- and insulator-associated factors. Thus, the human genome sequence contains signatures for chromatin modifications essential for gene regulation and development. Our method may be applied to find new sequence elements functioning by chromatin modulation. Software and supplementary data are available at Bioinformatics online.

  13. Comparative Analyses of H3K4 and H3K27 Trimethylations Between the Mouse Cerebrum and Testis

    KAUST Repository

    Cui, Peng

    2012-06-08

    The global features of H3K4 and H3K27 trimethylations (H3K4me3 and H3K27me3) have been well studied in recent years, but most of these studies were performed in mammalian cell lines. In this work, we generated the genome-wide maps of H3K4me3 and H3K27me3 of mouse cerebrum and testis using ChIP-seq and their high-coverage transcriptomes using ribominus RNA-seq with SOLiD technology. We examined the global patterns of H3K4me3 and H3K27me3 in both tissues and found that modifications are closely-associated with tissue-specific expression, function and development. Moreover, we revealed that H3K4me3 and H3K27me3 rarely occur in silent genes, which contradicts the findings in previous studies. Finally, we observed that bivalent domains, with both H3K4me3 and H3K27me3, existed ubiquitously in both tissues and demonstrated an invariable preference for the regulation of developmentally-related genes. However, the bivalent domains tend towards a “winner-takes-all” approach to regulate the expression of associated genes. We also verified the above results in mouse ES cells. As expected, the results in ES cells are consistent with those in cerebrum and testis. In conclusion, we present two very important findings. One is that H3K4me3 and H3K27me3 rarely occur in silent genes. The other is that bivalent domains may adopt a “winner-takes-all” principle to regulate gene expression.

  14. Predicting the probability of H3K4me3 occupation at a base pair from the genome sequence context

    Science.gov (United States)

    Ha, Misook; Hong, Soondo; Li, Wen-Hsiung

    2013-01-01

    Motivation: Histone modifications regulate chromatin structure and gene expression. Although nucleosome formation is known to be affected by primary DNA sequence composition, no sequence signature has been identified for histone modifications. It is known that dense H3K4me3 nucleosome sites are accompanied by a low density of other nucleosomes and are associated with gene activation. This observation suggests a different sequence composition of H3K4me3 from other nucleosomes. Approach: To understand the relationship between genome sequence and chromatin structure, we studied DNA sequences at histone modification sites in various human cell types. We found sequence specificity for H3K4me3, but not for other histone modifications. Using the sequence specificities of H3 and H3K4me3 nucleosomes, we developed a model that computes the probability of H3K4me3 occupation at each base pair from the genome sequence context. Results: A comparison of our predictions with experimental data suggests a high performance of our method, revealing a strong association between H3K4me3 and specific genomic DNA context. The high probability of H3K4me3 occupation occurs at transcription start and termination sites, exon boundaries and binding sites of transcription regulators involved in chromatin modification activities, including histone acetylases and enhancer- and insulator-associated factors. Thus, the human genome sequence contains signatures for chromatin modifications essential for gene regulation and development. Our method may be applied to find new sequence elements functioning by chromatin modulation. Availability: Software and supplementary data are available at Bioinformatics online. Contact: misook.ha@samsung.com or wli@uchicago.edu Supplementary information: Supplementary data are available at Bioinformatics online. PMID:23511541

  15. The Application of Red Pigments from Streptomyces K-4B and Dayak Onions (Eleutherine palmifolia (L.) Merr.) In Colouring Glycerine Soap

    Science.gov (United States)

    Herlina; Asnani, A.; Diastuti, H.

    2017-02-01

    Glycerin soap has been colored with red pigment from Streptomyces K-4 B and Dayak onion (Eleutherine palmifolia (L.) Merr). Both red pigments from Streptomyces K-4B and Dayak onion were extracted with ethanol by maceration method, followed with soxhlet extraction. The concentration of red pigment added was varied (0, 200, 300, 400 μL) to evaluate the best product. The resulted glycerine soaps were characterized and analyzed based on SNI 06-3532-1994. The research results indicated that the glycerine soap has water content ranged from 0.36% to 12.56%; the amount of fatty acid ranged from 14% to 36.75%; the amount of free fatty acids ranged from 0% to 0.37%; the non-saponifiable fat ranged from 0.001 to 0.019%; the pH ranged from 10.33 to 11.06; the foam stability ranged from 0.61% to 89.09%. The results of analysis of variance showed that the effect between treatments significantly different at 95% confidence level (α = 0.05) on the characteristics of glycerine soap. The results of an organoleptic test with parameters observed were color, aroma, texture, foam, rough impression upon usage and rough impression after usage, gave “like to very like soap” with a maximum score of 4.67 (1 to 5 scale). Based on the color assessment, the organoleptic panelists preferred the glycerine soap of SK-4B3 (red pigment from Streptomyces K-4B, 200 μL) with the score of 4.30 (like to very like).

  16. [Public health competencies and contents in Spanish university degree programs of physical therapy, occupational therapy, environmental science, dentistry and veterinary science].

    Science.gov (United States)

    Davó-Blanes, M Carmen; Vives-Cases, Carmen; Alvarez-Dardet, Carlos; Segura-Benedicto A, Andreu; Bosch Llonch, Fèlix; G Benavides, Fernando

    2014-01-01

    To identify the basic competencies and contents related to public health to be included in degree programs according to the perspective of lecturers from various Spanish universities. In the context of the Second Workshop on Public Health Contents in Degree Programs (Mahon, 19 to 20 September 2012), 20 lecturers from different Spanish universities were distributed in five working groups. The lecturers had been selected from the instructional guides on public health and epidemiology published on the web sites of the Rectors' Conference of Spanish Universities. Each group worked on a degree program and the results were discussed in plenary sessions. The activities and competencies related to the three basic functions of public health were identified in all degree programs. Most of the professional competencies identified were related to the function of «assessment of population health needs». The contents proposed by the working groups related to epidemiology, basic concepts in public health, public health intervention, health management, and health policy. The main common topics among the degrees concerned the first three contents. Public health professional competencies and contents were identified in the degree programs examined. These results may serve as a starting point for a more detailed review of public health programs across degree levels and the search for a consensus on the common content that should be included in each of them. Copyright © 2013 SESPAS. Published by Elsevier Espana. All rights reserved.

  17. The Amazing COS FUV (1320 - 1460 A) Spectrum of (lambda) Vel (K4Ib-II)

    Science.gov (United States)

    Carpenter, Kenneth

    2010-01-01

    The FUV spectrum (1320-1460 A) of the K4 lb-11 supergiant (lambda) Vel was observed with the Cosmic Origins Spectrograph (COS) on HST, as part of the Ayres and Redfield Cycle 17 SNAP program "SNAPing Coronal Iron". This spectrum covers a region not previously recorded in (lambda) Vel at high resolution and, in a mere 20 minutes of exposure, reveals a treasure trove of information. It shows a wide variety of strong emission lines, superposed on a bright continuum, with contributions from both atomic and molecular species. Multiple absorptions, including numerous Ni II and Fe II lines, are visible over this continuum, which is likely generated in the chromosphere of the star. Evidence of the stellar wind is seen in the P Cygni profiles of the CII lines near 1335 A and the results of fluorescence processes are visible throughout the region. The spectrum has remarkable similarities to that of (alpha) Boo (K1.5 III), but significant differences as well, including substantial FUV continuum emission, reminiscent of the M2 Iab supergiant (alpha) Ori, but minus the CO fundamental absorption bands seen in the spectrum of the latter star. However, fluoresced CO emission is present, as in the K-giant stars (alpha) Boo and (alpha) Tau (K5 III). The presence of hot plasma in the atmosphere of the star, indicated by previous GHRS observations of Si III] and C III] lines near 1900 A and FUSE observations of O VI 1032 A, is further confirmed by the detection in this COS spectrum of the Si IV UV 1 lines near 1400 A, though both lines are contaminated by overlying fluorescent H2 emission. We present the details of this spectrum, in comparison with stars of similar temperature or luminosity and discuss the implications for the structure of, and the radiative processes active in, the outer atmospheres of these stars.

  18. Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program

    Science.gov (United States)

    Mike, Alyson Mary

    This study examined the professional learning of participants in a science and pedagogical content knowledge-based graduate degree program, specifically the Master of Science in Science Education (MSSE) at Montana State University. The program's blended learning model includes distance learning coursework and laboratory, field and seminar experiences. Three-quarters of the faculty are scientists. The study sought to identify program components that contribute to a graduate course of study that is coherent, has academic rigor, and contributes to educator's professional growth and learning. The study examined the program from three perspectives: recommendations for teachers' professional learning through professional development, components of a quality graduate program, and a framework for distance learning. No large-scale studies on comprehensive models of teacher professional learning leading to change in practice have been conducted in the United States. The literature on teachers' professional learning is small. Beginning with a comprehensive review of the literature, this study sought to identify components of professional learning through professional development for teachers. The MSSE professional learning survey was designed for students and faculty, and 349 students and 24 faculty responded. The student survey explored how course experiences fostered professional learning. Open-ended responses on the student survey provided insight regarding specific program experiences influencing key categories of professional learning. A parallel faculty survey was designed to elicit faculty perspectives on the extent to which their courses fostered science content knowledge and other aspects of professional learning. Case study data and portfolios from MSSE students were used to provide deeper insights into the influential aspects of the program. The study provided evidence of significant professional learning among science teacher participants. This growth occurred in

  19. Aberrant intracellular localization of H3k4me3 demonstrates an early epigenetic phenomenon in Alzheimer’s disease

    Science.gov (United States)

    Mastroeni, Diego; Delvaux, Elaine; Nolz, Jennifer; Tan, Yuyan; Grover, Andrew; Oddo, Salvatore; Coleman, Paul D.

    2016-01-01

    We have previously reported in Alzheimer’s disease (AD) the mislocalization of epigenetic molecules between the cell nucleus and the cytoplasm. We have extended our finding to include the aberrant localization of histone 3 trimethylation on lysine 4 (H3k4me3), an epigenetic mark associated with actively transcribing genes as well as those poised for transcription. These findings raise the question of where the ectopic localization of H3k4me3 fits within the cascade of cell biological events in the progression of AD. We, therefore, examined the expression and intracellular location of H3k4me3 as a function of Braak stage and also in relation to a series of tau markers that are indicative of disease state. Both lines of evidence showed that ectopic localization of H3k4me3 is early in the course of disease. Because of the known role of H3k4me3 in the expression of synaptic genes, our data suggest an epigenetic role in synaptic deficits early in the course of AD. PMID:26553823

  20. Aberrant intracellular localization of H3k4me3 demonstrates an early epigenetic phenomenon in Alzheimer's disease.

    Science.gov (United States)

    Mastroeni, Diego; Delvaux, Elaine; Nolz, Jennifer; Tan, Yuyan; Grover, Andrew; Oddo, Salvatore; Coleman, Paul D

    2015-12-01

    We have previously reported in Alzheimer's disease (AD) the mislocalization of epigenetic molecules between the cell nucleus and the cytoplasm. We have extended our finding to include the aberrant localization of histone 3 trimethylation on lysine 4 (H3k4me3), an epigenetic mark associated with actively transcribing genes as well as those poised for transcription. These findings raise the question of where the ectopic localization of H3k4me3 fits within the cascade of cell biological events in the progression of AD. We, therefore, examined the expression and intracellular location of H3k4me3 as a function of Braak stage and also in relation to a series of tau markers that are indicative of disease state. Both lines of evidence showed that ectopic localization of H3k4me3 is early in the course of disease. Because of the known role of H3k4me3 in the expression of synaptic genes, our data suggest an epigenetic role in synaptic deficits early in the course of AD. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. Differential dynamics of histone H3 methylation at positions K4 and K9 in the mouse zygote

    Directory of Open Access Journals (Sweden)

    Walter Jörn

    2004-09-01

    Full Text Available Abstract Background In the mouse zygote the paternal genome undergoes dramatic structural and epigenetic changes. Chromosomes are decondensed, protamines replaced by histones and DNA is rapidly and actively demethylated. The epigenetic asymmetry between parental genomes remains at least until the 2-cell stage suggesting functional differences between paternal and maternal genomes during early cleavage stages. Results Here we analyzed the timing of histone deposition on the paternal pronucleus and the dynamics of histone H3 methylation (H3/K4mono-, H3/K4tri- and H3/K9di-methylation immediately after fertilization. Whereas maternal chromatin maintains all types of histone H3 methylation throughout the zygotic development, paternal chromosomes acquire new and unmodified histones shortly after fertilization. In the following hours we observe a gradual increase in H3/K4mono-methylation whereas H3/K4tri-methylation is not present before latest pronuclear stages. Histone H3/K9di-methylation is completely absent from the paternal pronucleus, including metaphase chromosomes of the first mitotic stage. Conclusion Parallel to the epigenetic asymmetry in DNA methylation, chromatin modifications are also different between both parental genomes in the very first hours post fertilization. Whereas methylation at H3/K4 gradually becomes similar between both genomes, H3/K9 methylation remains asymmetric.

  2. Association of MAP4K4 gene single nucleotide polymorphism with mastitis and milk traits in Chinese Holstein cattle.

    Science.gov (United States)

    Bhattarai, Dinesh; Chen, Xing; Ur Rehman, Zia; Hao, Xingjie; Ullah, Farman; Dad, Rahim; Talpur, Hira Sajjad; Kadariya, Ishwari; Cui, Lu; Fan, Mingxia; Zhang, Shujun

    2017-02-01

    The objective of the studies presented in this Research Communication was to investigate the association of single nucleotide polymorphisms present in the MAP4K4 gene with different milk traits in dairy cows. Based on previous QTL fine mapping results on bovine chromosome 11, the MAP4K4 gene was selected as a candidate gene to evaluate its effect on somatic cell count and milk traits in ChineseHolstein cows. Milk production traits including milk yield, fat percentage, and protein percentage of each cow were collected using 305 d lactation records. Association between MAP4K4 genotype and different traits and Somatic Cell Score (SCS) was performed using General Linear Regression Model of R. Two SNPs at exon 18 (c.2061T > G and c.2196T > C) with genotype TT in both SNPs were found significantly higher for somatic SCS. We found the significant effect of exon 18 (c.2061T > G) on protein percentage, milk yield and SCS. We identified SNPs at different location of MAP4K4 gene of the cattle and several of them were significantly associated with the somatic cell score and other different milk traits. Thus, MAP4K4 gene could be a useful candidate gene for selection of dairy cattle against mastitis and the identified polymorphisms might potentially be strong genetic markers.

  3. Gene-gene interaction and RNA splicing profiles of MAP2K4 gene in rheumatoid arthritis.

    Science.gov (United States)

    Shchetynsky, Klementy; Protsyuk, Darya; Ronninger, Marcus; Diaz-Gallo, Lina-Marcela; Klareskog, Lars; Padyukov, Leonid

    2015-05-01

    We performed gene-gene interaction analysis, with HLA-DRB1 shared epitope (SE) alleles for 195 SNPs within immunologically important MAP2K, MAP3K and MAP4K gene families, in 2010 rheumatoid arthritis (RA) patients and 2280 healthy controls. We found a significant statistical interaction for rs10468473 with SE alleles in autoantibody-positive RA. Individuals heterozygous for rs10468473 demonstrated higher expression of total MAP2K4 mRNA in blood, compared to A-allele homozygous. We discovered a novel, putatively translated, "cassette exon" RNA splice form of MAP2K4, differentially expressed in peripheral blood mononuclear cells from 88 RA cases and controls. Within the group of RA patients, we observed a correlation of MAP2K4 isoform expression with carried SE alleles, autoantibody, and rheumatoid factor profiles. TNF-dependent modulation of isoform expression pattern was detected in the Jurkat cell line. Our data suggest a genetic interaction between MAP2K4 and HLA-DRB1, and the importance of rs10468473 and MAP2K4 splice variants in the development of autoantibody-positive RA.

  4. Transcriptional regulation of the differentiation-linked human K4 promoter is dependent upon esophageal-specific nuclear factors.

    Science.gov (United States)

    Opitz, O G; Jenkins, T D; Rustgi, A K

    1998-09-11

    The stratified squamous epithelium comprises actively proliferating basal cells that undergo a program of differentiation accompanied by morphological, biochemical, and genetic changes. The transcriptional regulatory signals and the genes that orchestrate this switch from proliferation to differentiation can be studied through the keratin gene family. Given the localization of keratin 4 (K4) to the early differentiated suprabasal compartment and having previously demonstrated that targeted disruption of this gene in murine embryonic stem cells results in impairment of the normal differentiation program in esophageal and corneal epithelial cells, we studied the transcriptional regulation of the human K4 promoter. A panel of K4 promoter deletions were found in transient transfection assays to be predominantly active in esophageal and corneal cell lines. A critical cis-regulatory element resides between -163 and -140 bp and contains an inverted CACACCT motif. A site-directed mutated version of this motif within the K4 promoter renders it inactive, whereas the wild-type version is active in a heterologous promoter system. It specifically binds esophageal-specific zinc-dependent transcriptional factors. Our studies demonstrate that regulation of the human K4 promoter is in part mediated through tissue-specific transcriptional factors.

  5. Over-expression of histone H3K4 demethylase gene JMJ15 enhances salt tolerance in Arabidopsis

    Directory of Open Access Journals (Sweden)

    Yuan eShen

    2014-06-01

    Full Text Available Histone H3 lysine 4 trimethylation (H3K4me3 has been shown to be involved in stress-responsive gene expression and gene priming in plants. However, the role of H3K4me3 resetting in the processes is not clear. In this work we studied the expression and function of Arabidopsis H3K4 demethylase gene JMJ15. We show that the expression of JMJ15 was relatively low and was limited to a number of tissues during vegetative growth but was higher in young floral organs. Over-expression of the gene in gain-of-function mutants reduced the plant height with accumulation of lignin in stems, while the loss-of-function mutation did not produce any visible phenotype. The gain-of-function mutants showed enhanced salt tolerance, whereas the loss-of-function mutant was more sensitive to salt compared to the wild type. Transcriptomic analysis revealed that over-expression of JMJ15 down-regulated many genes which are preferentially marked by H3K4me3 and H3K4me2. Many of the down-regulated genes encode transcription regulators involved in stress responses. The data suggest that increased JMJ15 levels may regulate the gene expression program that enhances stress tolerance.

  6. Inquiry-Based Integrated Science Education: Implementation of Local Content “Soil Washing” Project To Improve Junior High School Students’ Environmental Literacy

    Science.gov (United States)

    Syifahayu

    2017-02-01

    The study was conducted based on teaching and learning problems led by conventional method that had been done in the process of learning science. It gave students lack opportunities to develop their competence and thinking skills. Consequently, the process of learning science was neglected. Students did not have opportunity to improve their critical attitude and creative thinking skills. To cope this problem, the study was conducted using Project-Based Learning model through inquiry-based science education about environment. The study also used an approach called Sains Lingkungan and Teknologi masyarakat - “Saling Temas” (Environmental science and Technology in Society) which promoted the local content in Lampung as a theme in integrated science teaching and learning. The study was a quasi-experimental with pretest-posttest control group design. Initially, the subjects were given a pre-test. The experimental group was given inquiry learning method while the control group was given conventional learning. After the learning process, the subjects of both groups were given post-test. Quantitative analysis was performed using the Mann-Whitney U-test and also a qualitative descriptive. Based on the result, environmental literacy skills of students who get inquiry learning strategy, with project-based learning model on the theme soil washing, showed significant differences. The experimental group is better than the control group. Data analysis showed the p-value or sig. (2-tailed) is 0.000 process becomes more meaningful.

  7. Teacher Education that Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners Through Content-Based Instruction

    Directory of Open Access Journals (Sweden)

    Margo Elisabeth DelliCarpini

    2014-11-01

    Full Text Available Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs in mainstream mathematics and science (subsequently referred to as STEM classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL, but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. We present findings on teachers’ attitudes and current practices related to the inclusion of ELLs in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice. We further describe the rationale behind the development of the course, provide a description of the course and its requirements as they changed throughout its implementation during two semesters, and present findings from the participants enrolled. Additionally, we discuss the lessons learned; researchers’ innovative approaches to implementation of content-based instruction (CBI and teacher collaboration, which we term two-way CBI (DelliCarpini & Alonso, 2013; and implications for teacher education programs.

  8. SET DOMAIN GROUP701 encodes a H3K4-methytransferase and regulates multiple key processes of rice plant development.

    Science.gov (United States)

    Liu, Kunpeng; Yu, Yu; Dong, Aiwu; Shen, Wen-Hui

    2017-07-01

    Chromatin-based epigenetic information plays an important role in developmental gene regulation, in response to environment, and in natural variation of gene expression levels. Histone H3 lysine 4 di/trimethylation (H3K4me2/3) is abundant in euchromatin and is generally associated with transcriptional activation. Strikingly, however, enzymes catalyzing H3K4me2/3 remain poorly characterized in crops so far. Here, we investigated the function of the rice SET DOMAIN GROUP 701 (SDG701) gene by molecular and biochemical characterization of the gene product, and by studying effects of its loss or gain of function on plant growth and development. We demonstrated that SDG701 encodes a methytransferase specifically catalyzing H3K4 methylation. Overexpression and knockdown experiments showed that SDG701 is crucial for proper sporophytic plant development as well as for gametophytic transmission that directly impacts rice grain production. In-depth analysis of plant flowering time revealed that SDG701 promotes rice flowering under either long-day or short-day photoperiods. Consistently, the SDG701 protein was found to bind chromatin to promote H3K4me3 and to enhance expression of the rice Hd3a and RFT1 florigens. Collectively, our results establish SDG701 as a major rice H3K4-specific methyltransferase and provide important insights into function of H3K4me3 deposition in transcription activation of florigens in promoting plant flowering. © 2017 The Authors. New Phytologist © 2017 New Phytologist Trust.

  9. Aberrant intracellular localization of H3k4me3 demonstrates an early epigenetic phenomenon in Alzheimer’s disease

    OpenAIRE

    Mastroeni, Diego; Delvaux, Elaine; Nolz, Jennifer; Tan, Yuyan; Grover, Andrew; Oddo, Salvatore; Coleman, Paul D.

    2015-01-01

    We have previously reported in Alzheimer’s disease (AD) the mislocalization of epigenetic molecules between the cell nucleus and the cytoplasm. We have extended our finding to include the aberrant localization of histone 3 trimethylation on lysine 4 (H3k4me3), an epigenetic mark associated with actively transcribing genes as well as those poised for transcription. These findings raise the question of where the ectopic localization of H3k4me3 fits within the cascade of cell biological events i...

  10. Analisis Cakupan Antenatal Care K4 Program Kesehatan Ibu dan Anak di Wilayah Kerja Dinas Kesehatan Kabupaten Padang Pariaman

    Directory of Open Access Journals (Sweden)

    Elmispendriya Gusna

    2016-01-01

    Full Text Available AbstrakPencapaian target K4 (kunjungan ibu hamil ke tenaga kesehatan yang dilakukan paling sedikit 4 kali selama hamil akan terlaksana jika adanya motivasi bidan di desa ditambah pembinaan dari bidan koordinator yang secara rutin dilakukan dalam bentuk supervisi. Tujuan penelitian ini adalah menganalisis cakupan antenatal care K4 program kesehatan ibu dan anak di wilayah kerja dinas kesehatan kabupaten Padang Pariaman. Penelitian ini menggunakan metode penelitian gabungan antara kuantitatif dan kualitatif. Subjek penelitian untuk penelitian kuantitatif  adalah 49 orang bidan desa, sedangkan informan untuk kualitatif adalah kepala bidang kesehatan keluarga dan Kasie kesehatan ibu dan anak dinas kesehatan kabupaten Padang Pariaman, kepala puskesmas, petugas pemegang program KIA dan bidan pengelola KIA di puskesmas Sungai Limau. Hasil penelitian ini mendapatkan lebih dari separoh (53,1% bidan desa memiliki motivasi rendah, sedangkan lebih dari separoh (67,3% bidan koordinator sudah melakukan supervisi  ke bidan desa dan pada umumnya (91,8% responden memiliki cakupan K4 yang rendah. Tidak terdapat hubungan antara motivasi bidan desa dan supervisi bidan koordinator dengan cakupan antenatal care K4 (p < 0.05. Cakupan antenatal care K4 di Kabupaten Padang Pariaman belum berhasil karena kurangnya peran aktif bidan desa di tengah masyarakat, monitoring dan evaluasi dari dinas kesehatan dan pimpinan puskesmas serta supervisi bidan koordinator belum optimal, serta sumber daya manusia yang belum memaksimalkan perannya dalam melaksanakan tugas ditambah masih kurangnya  kelengkapan sarana dan prasarana. Perlu optimalisasi peran dan fungsi bidan di desa dan optimalisasi kemitraan dengan berbagai pihak dalam komunitas.Kata kunci: cakupan antenatal care K4, motivasi, supervisi AbstractThe achievement of K4 (four time antenatal care target will be success with support from motivation of village midwives and routine supervision of coordinator midwives. The

  11. Research Trends in Science Education International: A Content Analysis for the Last Five Years (2011-2015)

    Science.gov (United States)

    Cavas, B.

    2015-01-01

    The main purpose of this article is to analyse 5 volumes and 20 issues of "Science Education International" ("SEI") according to the authors' nationality and research topics of the articles, published in the journal between 2011 and 2015. In total, 126 articles were published, successfully submitted by 281 authors in 43…

  12. Exploring the Reasons for Using Electric Books and Technologic Pedagogical and Content Knowledge of Taiwanese Elementary Mathematics and Science Teachers

    Science.gov (United States)

    Chen, Ho-Yuan; Jang, Syh-Jong

    2013-01-01

    This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers' reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers' reasons for using…

  13. Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts

    Science.gov (United States)

    Swensen, Kaja Vembe; Silseth, Kenneth; Krange, Ingeborg

    2014-01-01

    In this paper, we will present and discuss data from a research project called MIRACLE, in which high school students learned about energy and energy transformation in a technology-rich learning environment. This learning environment spanned across a classroom, a science center, and an online platform specially designed to support coherence across…

  14. Transforming a Field Trip into an Expedition: Supporting Active Research and Science Content through a Museum Visit

    Science.gov (United States)

    Morris, Rebecca

    2012-01-01

    Students love field trips, and why shouldn't they? Field trips provide a break from the routine of the school day and an opportunity to learn from the world outside the classroom. Science and natural history museums are popular field-trip destinations, filled with a dizzying array of displays, and hands-on learning opportunities. The author…

  15. Draft Genome Sequence of Halomonas elongata Strain K4, an Endophytic Growth-Promoting Bacterium Enhancing Salinity Tolerance In Planta

    KAUST Repository

    Lafi, Feras Fawzi

    2016-11-04

    Halomonas elongata strain K4 is an endophytic bacterial strain that was isolated from roots of Cyperus conglomeratus collected at the Red Sea coast in Thuwal, Saudi Arabia. Here, we present a draft genome sequence of this strain, highlighting a number of pathways involved in plant growth promotion under salt stress.

  16. Draft Genome Sequence of Halomonas elongata Strain K4, an Endophytic Growth-Promoting Bacterium Enhancing Salinity Tolerance In Planta

    Science.gov (United States)

    Lafi, Feras F.; Ramirez-Prado, Juan S.; Alam, Intikhab; Bajic, Vladimir B.

    2016-01-01

    Halomonas elongata strain K4 is an endophytic bacterial strain that was isolated from roots of Cyperus conglomeratus collected at the Red Sea coast in Thuwal, Saudi Arabia. Here, we present a draft genome sequence of this strain, highlighting a number of pathways involved in plant growth promotion under salt stress. PMID:27811099

  17. An efficient solvent-free synthesis of imidazolines and benzimidazoles using K 4[Fe(CN 6] catalysis

    Directory of Open Access Journals (Sweden)

    Kabeer A. Shaikh

    2012-01-01

    Full Text Available Imidazolines and Benzimidazoles have been efficiently synthesized in high yields by treatment of 1,2-diamine with aldehydes using the metal co-ordinate complex K 4[Fe(CN 6] as a catalysis. The method was carried out under solvent free condition via oxidation of carbon-nitrogen bond. The process is green, mild and inexpensive.

  18. The Structure of a High-Affinity Kainate Receptor: GluK4 Ligand-Binding Domain Crystallized with Kainate.

    Science.gov (United States)

    Kristensen, Ole; Kristensen, Lise Baadsgaard; Møllerud, Stine; Frydenvang, Karla; Pickering, Darryl S; Kastrup, Jette Sandholm

    2016-09-01

    Ionotropic glutamate receptors play a key role in fast neurotransmission in the CNS and have been linked to several neurological diseases and disorders. One subfamily is the kainate receptors, which are grouped into low-affinity (GluK1-3) and high-affinity (GluK4-5) receptors based on their affinity for kainate. Although structures of the ligand-binding domain (LBD) of all low-affinity kainate receptors have been reported, no structures of the high-affinity receptor subunits are available. Here, we present the X-ray structure of GluK4-LBD with kainate at 2.05 Å resolution, together with thermofluor and radiolabel binding affinity data. Whereas binding-site residues in GluK4 are most similar to the AMPA receptor subfamily, the domain closure and D1-D2 interlobe contacts induced by kainate are similar to the low-affinity kainate receptor GluK1. These observations provide a likely explanation for the high binding affinity of kainate at GluK4-LBD.

  19. The role of entomology in environmental and science education: Comparing outreach methods for their impact on student and teacher content knowledge and motivation

    Science.gov (United States)

    Weeks, Faith J.

    Outreach programming can be an important way for local students and teachers to be exposed to new fields while enhancing classroom learning. University-based outreach programs are offered throughout the country, including most entomology departments as few individuals learn about insects in school and these programs can be excellent sources of entomological education, as well as models to teach environmental and science education. Each department utilizes different instructional delivery methods for teaching about insects, which may impact the way in which students and teachers understand the insect concepts presented. To determine the impact of using entomology to enhance science and environmental education, this study used a series of university-based entomology outreach programs to compare three of the most common delivery methods for their effect on teacher and student content knowledge and motivation, specifically student interest in entomology and teacher self-efficacy. Twenty fifth grade classrooms were assessed over the course of one school year. The results show that teacher knowledge significantly increased when teachers were unfamiliar with the content and when trained by an expert, and teacher self-efficacy did not decrease when asked about teaching with insects. For students, content knowledge increased for each lesson regardless of treatment, suggesting that outreach program providers should focus on working with local schools to integrate their field into the classroom through the delivery methods best suited to the needs of the university, teachers, and students. The lessons also had an impact on student interest in science and environmental education, with an overall finding that student interest increases when using insects in the classroom.

  20. Computational inference of H3K4me3 and H3K27ac domain length

    Directory of Open Access Journals (Sweden)

    Julian Zubek

    2016-03-01

    Full Text Available Background. Recent epigenomic studies have shown that the length of a DNA region covered by an epigenetic mark is not just a byproduct of the assaying technologies and has functional implications for that locus. For example, expanded regions of DNA sequences that are marked by enhancer-specific histone modifications, such as acetylation of histone H3 lysine 27 (H3K27ac domains coincide with cell-specific enhancers, known as super or stretch enhancers. Similarly, promoters of genes critical for cell-specific functions are marked by expanded H3K4me3 domains in the cognate cell type, and these can span DNA regions from 4–5kb up to 40–50kb in length. These expanded H3K4me3 domains are known as buffer domains or super promoters. Methods. To ask what correlates with—and potentially regulates—the length of loci marked with these two important histone marks, H3K4me3 and H3K27ac, we built Random Forest regression models. With these models, we computationally identified genomic and epigenomic patterns that are predictive for the length of these marks in seven ENCODE cell lines. Results. We found that certain epigenetic marks and transcription factors explain the variability of the length of H3K4me3 and H3K27ac marks across different cell types, which implies that the lengths of these two epigenetic marks are tightly regulated in a given cell type. Our source code for the regression models and data can be found at our GitHub page: https://github.com/zubekj/broad_peaks. Discussion. Our Random Forest based regression models enabled us to estimate the individual contribution of different epigenetic marks and protein binding patterns to the length of H3K4me3 and H3K27ac deposition patterns, therefore potentially revealing genomic signatures at cell specific regulatory elements.

  1. But Science Is International! Finding Time and Space to Encourage Intercultural Learning in a Content-Driven Physiology Unit

    Science.gov (United States)

    Etherington, Sarah J.

    2014-01-01

    Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom,…

  2. Voices of Hispanic College Students: A Content Analysis of Qualitative Research within the "Hispanic Journal of Behavioral Sciences"

    Science.gov (United States)

    Storlie, Cassandra A.; Moreno, Luis S.; Portman, Tarrell Awe Agahe

    2014-01-01

    As Hispanic students continue to be an underrepresented cultural group in higher education, researchers are called to uncover the challenging and complex experience of this diverse group of students. Using the constant comparative method, these researchers conducted a content analysis of the qualitative research on the experiences of Hispanic…

  3. Learning to Critique and Adapt Science Curriculum Materials: Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Beyer, Carrie J.; Davis, Elizabeth A.

    2012-01-01

    Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study…

  4. Voices of Hispanic College Students: A Content Analysis of Qualitative Research within the "Hispanic Journal of Behavioral Sciences"

    Science.gov (United States)

    Storlie, Cassandra A.; Moreno, Luis S.; Portman, Tarrell Awe Agahe

    2014-01-01

    As Hispanic students continue to be an underrepresented cultural group in higher education, researchers are called to uncover the challenging and complex experience of this diverse group of students. Using the constant comparative method, these researchers conducted a content analysis of the qualitative research on the experiences of Hispanic…

  5. Effects of a research-infused botanical curriculum on undergraduates' content knowledge, STEM competencies, and attitudes toward plant sciences.

    Science.gov (United States)

    Ward, Jennifer Rhode; Clarke, H David; Horton, Jonathan L

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers' field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students' knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules' assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact.

  6. Review of English Language Library and Information Science Weblogs: Analyzing the Link between Weblog Types and Their Technical /Content Structure

    Directory of Open Access Journals (Sweden)

    Tahereh Karami

    2010-09-01

    Full Text Available Weblog has become well established as one of the Web 2.0 products. Given the essential nature of their job, librarians and information professionals, can use weblog as a quick and easy mean for information and knowledge sharing. The present study reviews some 150 LIS weblogs in order to examine and analyze the link between weblog types (personal, library-owned or group operated with their content and technical structure. Webometric methods were deployed for selection of the sample. The findings indicated that there is a significant correlation between the weblog types and their update frequency. The same holds between the weblog types and their content. But no such significance was observed with respect to the weblog publishing tools. The investigators believe that the links uncovered could also hold true for Iranian LIS weblogs.

  7. Zero added oxygen for high quality sputtered ITO: A data science investigation of reduced Sn-content and added Zr

    Energy Technology Data Exchange (ETDEWEB)

    Peshek, Timothy J. [The School for the Engineering of Matter, Transport and Energy, Arizona State University, Tempe, Arizona 85287 and The National Center for Photovoltaics, The National Renewable Energy Laboratory, Golden, Colorado 80401 (United States); Burst, James M.; Coutts, Timothy J.; Gessert, Timothy A., E-mail: tjp3@case.edu [The National Center for Photovoltaics, The National Renewable Energy Laboratory, Golden, Colorado 80401 (United States)

    2016-03-15

    The authors demonstrate mobilities of >45 cm{sup 2}/V s for sputtered tin-doped indium oxide (ITO) films at zero added oxygen. All films were deposited with 5 wt. % SnO{sub 2}, instead of the more conventional 8–10 wt. %, and had varying ZrO{sub 2} content from 0 to 3 wt. %, with a subsequent reduction in In{sub 2}O{sub 3} content. These films were deposited by radio-frequency magnetron sputtering from nominally stoichiometric targets with varying oxygen partial pressure in the sputter ambient. Anomalous behavior was discovered for films with no Zr-added, where a bimodality of high and low mobilities was discovered for nominally similar growth conditions. However, all films showed the lowest resistivity and highest mobilities when the oxygen partial pressure in the sputter ambient was zero. This result is contrasted with several other reports of ITO transport performance having a maximum for small but nonzero oxygen partial pressure. This result is attributed to the reduced concentration of SnO{sub 2}. The addition of ZrO{sub 2} yielded the highest mobilities at >55 cm{sup 2}/V s and the films showed a modest increase in optical transmission with increasing Zr-content.

  8. The Development, Field Testing and Evaluation of Three Hierarchies of Behaviorally Stated Objectives for the Chemistry Content of a Course of Instruction in Physical Science for Pre-Service Nursing Students.

    Science.gov (United States)

    Love, Robert Alden

    The purpose of this research was to develop hierarchies of behavioral objectives for the chemistry content of a one-semester course in physical science for preservice associate degree nursing students. Each of three content objectives was expressed by a series of behaviorally stated objectives which included a terminal objective for a unit of…

  9. Histone H3R2 Symmetric Dimethylation and Histone H3K4 Trimethylation Are Tightly Correlated in Eukaryotic Genomes

    OpenAIRE

    Chih-Chi Yuan; Adam G.W. Matthews; Yi Jin; Chang Feng Chen; Brad A. Chapman; Toshiro K. Ohsumi; Karen C. Glass; Tatiana G. Kutateladze; Mark L. Borowsky; Kevin Struhl; Marjorie A. Oettinger

    2012-01-01

    The preferential in vitro interaction of the PHD finger of RAG2, a subunit of the V(D)J recombinase, with histone H3 tails simultaneously trimethylated at lysine 4 and symmetrically dimethylated at arginine 2 (H3R2me2sK4me3) predicted the existence of the previously unknown histone modification H3R2me2s. Here, we report the in vivo identification of H3R2me2s . Consistent with the binding specificity of the RAG2 PHD finger, high levels of H3R2me2sK4me3 are found at antigen receptor gene segmen...

  10. An expedient Pd/DBU mediated cyanation of aryl/heteroaryl bromides with K4[Fe(CN)6].

    Science.gov (United States)

    Zhang, Dengyou; Sun, Haifeng; Zhang, Lei; Zhou, Yu; Li, Chunpu; Jiang, Hualiang; Chen, Kaixian; Liu, Hong

    2012-03-18

    A practical Pd(PPh(3))(4)/DBU catalytic system for the synthesis of pharmaceutically relevant aminopyridine nitrile intermediates, as well as a variety of other aryl nitriles using non-toxic K(4)[Fe(CN)(6)] has been developed. The key features of our new protocol for cyanation lie in that the reaction can be carried out with readily available Pd(PPh(3))(4) under mild and green conditions, even without the assistance of other ligands.

  11. Aspectos estruturais relacionados ao processo de troca iônica no niobato lamelar K4Nb6O17

    Directory of Open Access Journals (Sweden)

    Marcos A. Bizeto

    2006-12-01

    Full Text Available The niobate with formula K4Nb6O17 has a layered structure formed by stacked negative sheets and exchangeable cations in the interlayer region. In this study we discuss some structural aspects related to the ion exchange in layered hexaniobate based on X-ray diffractometry and vibrational Raman spectroscopy data. Hexaniobate has two distinct interlayer regions and the potassium ions of one interlayer in particular are preferably exchanged by other cations, leading to an interstratified material.

  12. Methylated H3K4, a transcription-associated histone modification, is involved in the DNA damage response pathway.

    Science.gov (United States)

    Faucher, David; Wellinger, Raymund J

    2010-08-26

    Eukaryotic genomes are associated with a number of proteins such as histones that constitute chromatin. Post-translational histone modifications are associated with regulatory aspects executed by chromatin and all transactions on genomic DNA are dependent on them. Thus, it will be relevant to understand how histone modifications affect genome functions. Here we show that the mono ubiquitylation of histone H2B and the tri-methylation of histone H3 on lysine 4 (H3K4me3), both known for their involvement in transcription, are also important for a proper response of budding yeast cells to DNA damaging agents and the passage through S-phase. Cells that cannot methylate H3K4 display a defect in double-strand break (DSB) repair by non-homologous end joining. Furthermore, if such cells incur DNA damage or encounter a stress during replication, they very rapidly lose viability, underscoring the functional importance of the modification. Remarkably, the Set1p methyltransferase as well as the H3K4me3 mark become detectable on a newly created DSB. This recruitment of Set1p to the DSB is dependent on the presence of the RSC complex, arguing for a contribution in the ensuing DNA damage repair process. Taken together, our results demonstrate that Set1p and its substrate H3K4me3, which has been reported to be important for the transcription of active genes, also plays an important role in genome stability of yeast cells. Given the high degree of conservation for the methyltransferase and the histone mark in a broad variety of organisms, these results could have similar implications for genome stability mechanisms in vertebrate and mammalian cells.

  13. [The influence of Acinetobacter calcoaceticus K-4 surface-active substances on the efficiency of microbial destruction of oil pollutants].

    Science.gov (United States)

    Pyroh, T P; Antoniuk, S I; Sorokina, A I

    2009-01-01

    The possibility of the use of Acinetobacter calcoaceticus K-4 surface-active substances (SAS) for water purification from oil was shown. The efficiency of oil degradation (2.6 g/l) in the presence of SAS preparations (5-15 %) in the form of postfermentation of cultural liquid or its supernatant was established to be 81-95 %. Intensification of oil destruction was determined by SAS affecting the activity of oil-oxidizing microbial population.

  14. Synthesis and Structural Determination of Binuclear Nine-Coordinate K4[Y2(Httha)2]·14H2O

    Institute of Scientific and Technical Information of China (English)

    2002-01-01

    A Y3+ complex with triethylenetetraaminehexaacetic acid was prepared and its composition and structure were determined as K4[Y2(Httha)2]*14H2O by elemental analysis and single-crystal X-ray four circle diffraction analysis. In the binuclear complex, the two YN3O6 parts all form nine-coordinate monocapped square anti prismatic structures. There are a lot of water molecules in the unit cell which form hydrogen bonds.

  15. Methylated H3K4, a transcription-associated histone modification, is involved in the DNA damage response pathway.

    Directory of Open Access Journals (Sweden)

    David Faucher

    2010-08-01

    Full Text Available Eukaryotic genomes are associated with a number of proteins such as histones that constitute chromatin. Post-translational histone modifications are associated with regulatory aspects executed by chromatin and all transactions on genomic DNA are dependent on them. Thus, it will be relevant to understand how histone modifications affect genome functions. Here we show that the mono ubiquitylation of histone H2B and the tri-methylation of histone H3 on lysine 4 (H3K4me3, both known for their involvement in transcription, are also important for a proper response of budding yeast cells to DNA damaging agents and the passage through S-phase. Cells that cannot methylate H3K4 display a defect in double-strand break (DSB repair by non-homologous end joining. Furthermore, if such cells incur DNA damage or encounter a stress during replication, they very rapidly lose viability, underscoring the functional importance of the modification. Remarkably, the Set1p methyltransferase as well as the H3K4me3 mark become detectable on a newly created DSB. This recruitment of Set1p to the DSB is dependent on the presence of the RSC complex, arguing for a contribution in the ensuing DNA damage repair process. Taken together, our results demonstrate that Set1p and its substrate H3K4me3, which has been reported to be important for the transcription of active genes, also plays an important role in genome stability of yeast cells. Given the high degree of conservation for the methyltransferase and the histone mark in a broad variety of organisms, these results could have similar implications for genome stability mechanisms in vertebrate and mammalian cells.

  16. K4, K9 and K18 in human histone H3 are targets for biotinylation by biotinidase.

    Science.gov (United States)

    Kobza, Keyna; Camporeale, Gabriela; Rueckert, Brian; Kueh, Alice; Griffin, Jacob B; Sarath, Gautam; Zempleni, Janos

    2005-08-01

    Histones are modified post-translationally, e.g. by methylation of lysine and arginine residues, and by phosphorylation of serine residues. These modifications regulate processes such as gene expression, DNA repair, and mitosis and meiosis. Recently, evidence has been provided that histones are also modified by covalent binding of the vitamin biotin. The aims of this study were to identify biotinylation sites in histone H3, and to investigate the crosstalk among histone biotinylation, methylation and phosphorylation. Synthetic peptides based on the sequence of human histone H3 were used as substrates for enzymatic biotinylation by biotinidase; biotin in peptides was probed using streptavidin peroxidase. These studies provided evidence that K4, K9 and K18 in histone H3 are good targets for biotinylation; K14 and K23 are relatively poor targets. Antibodies were generated to histone H3, biotinylated either at K4, K9 or K18. These antibodies localized to nuclei in human placental cells in immunocytochemistry and immunoblotting experiments, suggesting that lysines in histone H3 are biotinylated in vivo. Dimethylation of R2, R8 and R17 increased biotinylation of K4, K9 and K18, respectively, by biotinidase; phosphorylation of S10 abolished biotinylation of K9. These observations are consistent with crosstalk between biotinylation of histones and other known modifications of histones. We speculate that this crosstalk provides a link to known roles for biotin in gene expression and cell proliferation.

  17. PHF20 Readers Link Methylation of Histone H3K4 and p53 with H4K16 Acetylation

    Directory of Open Access Journals (Sweden)

    Brianna J. Klein

    2016-10-01

    Full Text Available PHF20 is a core component of the lysine acetyltransferase complex MOF (male absent on the first-NSL (non-specific lethal that generates the major epigenetic mark H4K16ac and is necessary for transcriptional regulation and DNA repair. The role of PHF20 in the complex remains elusive. Here, we report on functional coupling between methylation readers in PHF20. We show that the plant homeodomain (PHD finger of PHF20 recognizes dimethylated lysine 4 of histone H3 (H3K4me2 and represents an example of a native reader that selects for this modification. Biochemical and structural analyses help to explain this selectivity and the preference of Tudor2, another reader in PHF20, for dimethylated p53. Binding of the PHD finger to H3K4me2 is required for histone acetylation, accumulation of PHF20 at target genes, and transcriptional activation. Together, our findings establish a unique PHF20-mediated link between MOF histone acetyltransferase (HAT, p53, and H3K4me2, and suggest a model for rapid spreading of H4K16ac-enriched open chromatin.

  18. PHF13 is a molecular reader and transcriptional co-regulator of H3K4me2/3.

    Science.gov (United States)

    Chung, Ho-Ryun; Xu, Chao; Fuchs, Alisa; Mund, Andreas; Lange, Martin; Staege, Hannah; Schubert, Tobias; Bian, Chuanbing; Dunkel, Ilona; Eberharter, Anton; Regnard, Catherine; Klinker, Henrike; Meierhofer, David; Cozzuto, Luca; Winterpacht, Andreas; Di Croce, Luciano; Min, Jinrong; Will, Hans; Kinkley, Sarah

    2016-05-25

    PHF13 is a chromatin affiliated protein with a functional role in differentiation, cell division, DNA damage response and higher chromatin order. To gain insight into PHF13's ability to modulate these processes, we elucidate the mechanisms targeting PHF13 to chromatin, its genome wide localization and its molecular chromatin context. Size exclusion chromatography, mass spectrometry, X-ray crystallography and ChIP sequencing demonstrate that PHF13 binds chromatin in a multivalent fashion via direct interactions with H3K4me2/3 and DNA, and indirectly via interactions with PRC2 and RNA PolII. Furthermore, PHF13 depletion disrupted the interactions between PRC2, RNA PolII S5P, H3K4me3 and H3K27me3 and resulted in the up and down regulation of genes functionally enriched in transcriptional regulation, DNA binding, cell cycle, differentiation and chromatin organization. Together our findings argue that PHF13 is an H3K4me2/3 molecular reader and transcriptional co-regulator, affording it the ability to impact different chromatin processes.

  19. Study the content relationship between science and technology documents: A compression of papers and patent in Autonomous Underwater Vehicle Dominos

    Directory of Open Access Journals (Sweden)

    Soraia Zolfaghari

    2016-08-01

    Full Text Available The current research aims at studying the conceptual relationship between the science and technology documents through the comparison of vocabularies that are used within the patents and the papers in the field of Autonomous Underwater Vehicles (AUV.  The research method is descriptive. To perform the research, the patents were retrieved from Google Patents and Lens websites, and the papers from IEEE Explore database. A hybrid keyword-class method was used to conduct the search. It means that the search query was consisted of "Autonomous Underwater Vehicle" keyword and “H” class. The titles and the abstracts of the patents and the papers were automatically indexed through a semi-automatic method. This resulted in 195 keywords for patents and 114 ones for papers. Co-occurrence matrices of these two sets of keywords were created through RavarMatrix software. The hierarchical maps of keywords were drawn by SPSS. Findings show that 65 percent of papers’ keywords are those that occurred within the patents but 23 percent of patents’ keywords are similar to the papers’.  The structural comparison of patents and papers clustering’s also revealed that the structural proximity between patents and papers vocabularies is equal to zero. The other finding showed that the similarity between the members of ego networks of prominent keywords is for two cases zero and for others fewer than 15 percent except for the keyword “data”. It may be concluded that the science is affected by technology in the field of AUV.

  20. Enhancer-associated H3K4 monomethylation by trithorax-related, the drosophila homolog of mammalian MLL3/MLL4

    NARCIS (Netherlands)

    H.-M. Herz (Hans-Martin); M. Mohan (Man); A.S. Garruss (Alexander); K. Liang (Kaiwei); Y.-H. Takahashi (Yoh-hei); K. Mickey (Kristen); O. Voets (Olaf); C.P. Verrijzer (Peter); A. Shilatifard (Ali)

    2012-01-01

    textabstractMonomethylation of histone H3 on Lys 4 (H3K4me1) and acetylation of histone H3 on Lys 27 (H3K27ac) are histone modifications that are highly enriched over the body of actively transcribed genes and on enhancers. Although in yeast all H3K4 methylation patterns, including H3K4me1, are impl

  1. Preservice Science Teachers' Science Teaching Orientations and Beliefs about Science

    Science.gov (United States)

    Kind, Vanessa

    2016-01-01

    This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via content-specific vignettes and questionnaire, respectively, prior to participation in a UK-based teacher…

  2. Earth 2 Class: The role of technology in providing structure for science content delivery from the research scientist to the secondary (6--12) classroom teacher

    Science.gov (United States)

    Assumpcao, Cristiana Mattos

    The objective of this study is to identify how technology, with a focus on the website, can enhance the delivery of science content, bridging the distance now existent between research scientists and the secondary classroom teacher. Through action research, the effectiveness of the model being developed by the Earth 2 Class program was studied in order for a pedagogically sound distance learning curriculum and delivery model to be designed. The efficacy of this model was looked at both from the participating teachers' point of view, as well as the contributing scientists' perspective, as technology provided a communication channel that allowed them to approach each other in ways that would not have been possible otherwise. Consequently, this study provided a framework for developing efficient distance-learning modules based upon: (a) themes echoed through research using the Earth 2 Class model; and (b) principles of postmodern learning theories, curriculum development, educational outreach models, and instructional design theories.

  3. NATURAL-SCIENCE EDUCATION: SCIENTIFIC AND RELIGIOUS KNOWLEDGE CORRELATION IN THE VIEW OF A SYMMETRY PRINCIPLE. PART I. THE CONTENT OF A SYMMETRY PRINCIPLE

    Directory of Open Access Journals (Sweden)

    Vitaly L. Gapontsev

    2015-01-01

    problems of a science, in particular problems of a correlation of scientific and religious knowledge, and as a whole – forming of hierarchy of scientific disciplines that will include not only all existing scientific directions from strict deductive to empirical, but even those directions that are not recognised as scientific disciplines. Such possibilities are given by reason of the double logic status of concept «symmetry» – as the general inductive and as primary deductive phenomenon. Practical significance. Research outcomes can be useful and form a basis for optimisation of structure of the educational content – designing of a new throughline of the training providing formation of a complete picture of scientific knowledge. The necessity of such throughline is connected with education crisis in the conditions of continuously growing scope of information and as a result redundancy of curriculums. The disciplines of the general natural-science courses, such as «Natural-science World View» and «Concept of Modern Natural Sciences» can be independent elements of similar training under the condition of selection of its content according to a fundamental principle of symmetry. 

  4. Integrating skills, content, and the process of science in introductory geoscience courses using a group research project

    Science.gov (United States)

    Hannula, K. A.

    2008-12-01

    Introductory geoscience courses serve many purposes. A good introductory course needs to teach students how scientists think, correct mistaken ideas about the age of the Earth or climate change, provide the background to allow students to judge energy and environmental policies, prepare students for future geoscience classes, and convince students to explore geoscience further. Teaching these courses effectively is a great challenge. My department's solution has been to use an extended group project in lab to advance many of these goals simultaneously. All sections of our Earth Systems Science courses (100 to 150 students per semester) participate in a project monitoring the Florida River, a small tributary of the Colorado River system which is locally used for drinking water and irrigation, which traverses units from Precambrian granite to Paleocene sediments, and which goes through land used for wilderness, mining, rapid ex-urban development, ranching, and natural gas production. Each lab section is responsible for measuring discharge, sediment load, and water chemistry on one or two reaches of the river. The lab groups compare data with other sites along the river and from past semesters in order to draw broader conclusions than possible from their own limited experience. In order to put the sampling and data interpretation into context, we have incorporated many of our other assignments into the project. The topographic maps lab uses the Florida River maps and sample sites, a field trip introducing rocks and minerals shows students the variety of bedrock across which the river flows, and a series of graphing exercises introduce students to previously collected data while giving them practice plotting and interpreting data. The exercises and labs are designed to build on one another, using skills and information from previous weeks to understand new aspects of the local geology. Not every place has the diverse geology of southwestern Colorado. However, this

  5. Morphed and moving: TNFα-driven motility promotes cell dissemination through MAP4K4-induced cytoskeleton remodeling

    Directory of Open Access Journals (Sweden)

    Min Ma

    2014-04-01

    Full Text Available Cell dissemination from an initial site of growth is a highly coordinated and controlled process that depends on cell motility. The mechanistic principles that orchestrate cell motility, namely cell shape control, traction and force generation, are highly conserved between cells of different origins. Correspondingly, the molecular mechanisms that regulate these critical aspects of migrating cells are likely functionally conserved too. Thus, cell motility deregulation of unrelated pathogenesis could be caused and maintained by similar mechanistic principles. One such motility deregulation disorder is the leukoproliferative cattle disease Tropical Theileriosis, which is caused by the intracellular, protozoan parasite Theileria annulata. T. annulata transforms its host cell and promotes the dissemination of parasite-infected cells throughout the body of the host. An analogous condition with a fundamentally different pathogenesis is metastatic cancer, where oncogenically transformed cells disseminate from the primary tumor to form distant metastases. Common to both diseases is the dissemination of motile cells from the original site. However, unlike metastatic cancer, host cell transformation by Theileria parasites can be reverted by drug treatment and cell signaling be analyzed under transformed and non-transformed conditions. We have used this reversible transformation model and investigated parasite control of host cell motile properties in the context of inflammatory signaling in Ma M. et al. [PLoS Pathog (2014 10: e1004003]. We found that parasite infection promotes the production of the inflammatory cytokine TNFα in the host macrophage. We demonstrated that increased TNFα triggers motile and invasive properties by enhancing actin cytoskeleton remodeling and cell motility through the ser/thr kinase MAP4K4. We concluded that inflammatory conditions resulting in increased TNFα could facilitate cell dissemination by activating the actin

  6. Association of common genetic variants in the MAP4K4 locus with prediabetic traits in humans.

    Directory of Open Access Journals (Sweden)

    Tina Sartorius

    Full Text Available Mitogen-activated protein kinase kinase kinase kinase 4 (MAP4K4 is expressed in all diabetes-relevant tissues and mediates cytokine-induced insulin resistance. We investigated whether common single nucleotide polymorphisms (SNPs in the MAP4K4 locus associate with glucose intolerance, insulin resistance, impaired insulin release, or elevated plasma cytokines. The best hit was tested for association with type 2 diabetes. Subjects (N = 1,769 were recruited from the Tübingen Family (TÜF study for type 2 diabetes and genotyped for tagging SNPs. In a subgroup, cytokines were measured. Association with type 2 diabetes was tested in a prospective case-cohort study (N = 2,971 derived from the EPIC-Potsdam study. Three SNPs (rs6543087, rs17801985, rs1003376 revealed nominal and two SNPs (rs11674694, rs11678405 significant associations with 2-hour glucose levels. SNPs rs6543087 and rs11674694 were also nominally associated with decreased insulin sensitivity. Another two SNPs (rs2236936, rs2236935 showed associations with reduced insulin release, driven by effects in lean subjects only. Three SNPs (rs11674694, rs13003883, rs2236936 revealed nominal associations with IL-6 levels. SNP rs11674694 was significantly associated with type 2 diabetes. In conclusion, common variation in MAP4K4 is associated with insulin resistance and β-cell dysfunction, possibly via this gene's role in inflammatory signalling. This variation's impact on insulin sensitivity may be more important since its effect on insulin release vanishes with increasing BMI.

  7. The Oryza sativa Regulator HDR1 Associates with the Kinase OsK4 to Control Photoperiodic Flowering.

    Directory of Open Access Journals (Sweden)

    Xuehui Sun

    2016-03-01

    Full Text Available Rice is a facultative short-day plant (SDP, and the regulatory pathways for flowering time are conserved, but functionally modified, in Arabidopsis and rice. Heading date 1 (Hd1, an ortholog of Arabidopsis CONSTANS (CO, is a key regulator that suppresses flowering under long-day conditions (LDs, but promotes flowering under short-day conditions (SDs by influencing the expression of the florigen gene Heading date 3a (Hd3a. Another key regulator, Early heading date 1 (Ehd1, is an evolutionarily unique gene with no orthologs in Arabidopsis, which acts as a flowering activator under both SD and LD by promoting the rice florigen genes Hd3a and RICE FLOWERING LOCUST 1 (RFT1. Here, we report the isolation and characterization of the flowering regulator Heading Date Repressor1 (HDR1 in rice. The hdr1 mutant exhibits an early flowering phenotype under natural LD in a paddy field in Beijing, China (39°54'N, 116°23'E, as well as under LD but not SD in a growth chamber, indicating that HDR1 may functionally regulate flowering time via the photoperiod-dependent pathway. HDR1 encodes a nuclear protein that is most active in leaves and floral organs and exhibits a typical diurnal expression pattern. We determined that HDR1 is a novel suppressor of flowering that upregulates Hd1 and downregulates Ehd1, leading to the downregulation of Hd3a and RFT1 under LDs. We have further identified an HDR1-interacting kinase, OsK4, another suppressor of rice flowering under LDs. OsK4 acts similarly to HDR1, suppressing flowering by upregulating Hd1 and downregulating Ehd1 under LDs, and OsK4 can phosphorylate HD1 with HDR1 presents. These results collectively reveal the transcriptional regulators of Hd1 for the day-length-dependent control of flowering time in rice.

  8. The Oryza sativa Regulator HDR1 Associates with the Kinase OsK4 to Control Photoperiodic Flowering.

    Science.gov (United States)

    Sun, Xuehui; Zhang, Zhiguo; Wu, Jinxia; Cui, Xuean; Feng, Dan; Wang, Kai; Xu, Ming; Zhou, Li; Han, Xiao; Gu, Xiaofeng; Lu, Tiegang

    2016-03-01

    Rice is a facultative short-day plant (SDP), and the regulatory pathways for flowering time are conserved, but functionally modified, in Arabidopsis and rice. Heading date 1 (Hd1), an ortholog of Arabidopsis CONSTANS (CO), is a key regulator that suppresses flowering under long-day conditions (LDs), but promotes flowering under short-day conditions (SDs) by influencing the expression of the florigen gene Heading date 3a (Hd3a). Another key regulator, Early heading date 1 (Ehd1), is an evolutionarily unique gene with no orthologs in Arabidopsis, which acts as a flowering activator under both SD and LD by promoting the rice florigen genes Hd3a and RICE FLOWERING LOCUST 1 (RFT1). Here, we report the isolation and characterization of the flowering regulator Heading Date Repressor1 (HDR1) in rice. The hdr1 mutant exhibits an early flowering phenotype under natural LD in a paddy field in Beijing, China (39°54'N, 116°23'E), as well as under LD but not SD in a growth chamber, indicating that HDR1 may functionally regulate flowering time via the photoperiod-dependent pathway. HDR1 encodes a nuclear protein that is most active in leaves and floral organs and exhibits a typical diurnal expression pattern. We determined that HDR1 is a novel suppressor of flowering that upregulates Hd1 and downregulates Ehd1, leading to the downregulation of Hd3a and RFT1 under LDs. We have further identified an HDR1-interacting kinase, OsK4, another suppressor of rice flowering under LDs. OsK4 acts similarly to HDR1, suppressing flowering by upregulating Hd1 and downregulating Ehd1 under LDs, and OsK4 can phosphorylate HD1 with HDR1 presents. These results collectively reveal the transcriptional regulators of Hd1 for the day-length-dependent control of flowering time in rice.

  9. Activity measurements of the radionuclides 18F and 99mTc for the NMISA, South Africa in the ongoing comparisons BIPM.RI(II)-K4.F-18 and BIPM.RI(II)-K4.Tc-99m

    Science.gov (United States)

    Michotte, C.; Nonis, M.; Van Rooy, M. W.; Van Staden, M. J.; Lubbe, J.

    2017-01-01

    In 2015, comparisons of activity measurements of 18F and 99mTc using the Transfer Instrument of the International Reference System (SIRTI) took place at the National Metrology Institute of South Africa (NMISA, South Africa). Ampoules containing about 25 kBq of 18F and 99mTc solutions were measured in the SIRTI for more than two half-lives. The NMISA standardized the activity in the ampoules by ionization chamber measurements traceable to 4π(LS)β-γ coincidence measurements. The comparisons, identifiers BIPM.RI(II)-K4.F-18 and BIPM.RI(II)-K4.Tc-99m, are linked to the corresponding BIPM.RI(II)-K1.F-18 and BIPM.RI(II)-K1.Tc-99m comparisons and degrees of equivalence with the respective key comparison reference values have been evaluated. Main text To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by the CCRI, according to the provisions of the CIPM Mutual Recognition Arrangement (CIPM MRA).

  10. The effect of a content-embedded explicit-reflective approach on inservice teachers' views and practices related to nature of science

    Science.gov (United States)

    Wahbeh, Nader A. K.

    The phrase "nature of science" has been used to refer to "the epistemology of science, science as a way of knowing, or the values and beliefs inherent to the development of scientific knowledge" (Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002, p. 497). Despite the disagreement about specific definitions, some aspects of NOS are shared and considered non-controversial and accessible to K-12 students. These aspects are that scientific knowledge is: "tentative (subject to change); empirically-based (based on and/or derived from observations of the natural world); theory-laden; partially based on human inference, imagination and creativity; and socially and culturally embedded" (Abd-El-Khalick & Lederman, 2000b, p. 1063). Four other aspects of NOS that have been emphasized are the distinction between observation and inferences, the relationship between theories and laws, the myth of the scientific method, and the social dimension of scientific knowledge (Abd-El-Khalick, 1998; Akerson & Abd-El-Khalick, 2000). This study aimed to assess the influence of an explicit-reflective, metacognitive, content-embedded instructional approach undertaken from within a learning-as-conceptual change framework on inservice middle and high school science teachers' understandings of NOS. The study also aimed to examine whether this instructional approach would enable participant teachers to translate their NOS understandings into actual classroom practices, as well as document the factors that facilitate or hinder such translation. The study was guided by the following research questions: (a) What is the impact of the intervention on participant teachers' understandings of several target aspects of NOS? (b) What is the impact of the intervention on participant teachers' instructional planning and delivery related to NOS? (c) What factors mediate (i.e., enhance or impede) the translation of teachers' NOS understandings into instructional practice? The study used a pretest, posttest

  11. The H3K4me3/2 histone demethylase RBR-2 controls axon guidance by repressing the actin-remodeling gene wsp-1

    DEFF Research Database (Denmark)

    Mariani, Luca; Lussi, Yvonne C.; Vandamme, Julien;

    2016-01-01

    . Here, we show that RBR-2, the sole homolog of the KDM5 family of H3K4me3/2 demethylases in Caenorhabditis elegans, ensures correct axon guidance by controlling the expression of the actin regulator wsp-1. Loss of rbr-2 results in increased levels of H3K4me3 at the transcriptional start site of wsp-1...

  12. Meiotic behavior and H3K4m distribution in B chromosomes of Characidium gomesi (Characiformes, Crenuchidae)

    Science.gov (United States)

    Serrano, Érica Alves; Araya-Jaime, Cristian; Suárez-Villota, Elkin Y.; Oliveira, Claudio; Foresti, Fausto

    2016-01-01

    Abstract Characidium gomesi Travasso, 1956 specimens from the Pardo River have up to four heterochromatic supernumerary chromosomes, derived from the sex chromosomes. To access the meiotic behavior and distribution of an active chromatin marker, males and females of Characidium gomesi with two or three B chromosomes were analyzed. Mitotic chromosomes were characterized using C-banding and FISH with B chromosome probes. Meiocytes were subjected to immunofluorescence-FISH assay using anti-SYCP3, anti-H3K4m, and B chromosomes probes. Molecular homology of supernumeraries was confirmed by FISH and by its bivalent conformation in individuals with two of these chromosomes. In individuals with three Bs, these elements formed a bivalent and a univalent. Supernumerary and sex chromosomes exhibited H3K4m signals during pachytene contrasting with their heterochromatic and asynaptic nature, which suggest a more structural role than functional of this histone modification. The implications of this result are discussed in light of the homology, meiotic nuclear organization, and meiotic silencing of unsynapsed chomatin. PMID:27551347

  13. Trithorax monomethylates histone H3K4 and interacts directly with CBP to promote H3K27 acetylation and antagonize Polycomb silencing.

    Science.gov (United States)

    Tie, Feng; Banerjee, Rakhee; Saiakhova, Alina R; Howard, Benny; Monteith, Kelsey E; Scacheri, Peter C; Cosgrove, Michael S; Harte, Peter J

    2014-03-01

    Trithorax (TRX) antagonizes epigenetic silencing by Polycomb group (PcG) proteins, stimulates enhancer-dependent transcription, and establishes a 'cellular memory' of active transcription of PcG-regulated genes. The mechanisms underlying these TRX functions remain largely unknown, but are presumed to involve its histone H3K4 methyltransferase activity. We report that the SET domains of TRX and TRX-related (TRR) have robust histone H3K4 monomethyltransferase activity in vitro and that Tyr3701 of TRX and Tyr2404 of TRR prevent them from being trimethyltransferases. The trx(Z11) missense mutation (G3601S), which abolishes H3K4 methyltransferase activity in vitro, reduces the H3K4me1 but not the H3K4me3 level in vivo. trx(Z11) also suppresses the impaired silencing phenotypes of the Pc(3) mutant, suggesting that H3K4me1 is involved in antagonizing Polycomb silencing. Polycomb silencing is also antagonized by TRX-dependent H3K27 acetylation by CREB-binding protein (CBP). We show that perturbation of Polycomb silencing by TRX overexpression requires CBP. We also show that TRX and TRR are each physically associated with CBP in vivo, that TRX binds directly to the CBP KIX domain, and that the chromatin binding patterns of TRX and TRR are highly correlated with CBP and H3K4me1 genome-wide. In vitro acetylation of H3K27 by CBP is enhanced on K4me1-containing H3 substrates, and independently altering the H3K4me1 level in vivo, via the H3K4 demethylase LSD1, produces concordant changes in H3K27ac. These data indicate that the catalytic activities of TRX and CBP are physically coupled and suggest that both activities play roles in antagonizing Polycomb silencing, stimulating enhancer activity and cellular memory.

  14. K4MY METAR

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — METAR is a routine scheduled observation and is the primary observation code used in the United States to satisfy requirements for reporting surface meteorological...

  15. K4BM METAR

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — METAR is a routine scheduled observation and is the primary observation code used in the United States to satisfy requirements for reporting surface meteorological...

  16. K4BL METAR

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — METAR is a routine scheduled observation and is the primary observation code used in the United States to satisfy requirements for reporting surface meteorological...

  17. Research goes to School: understanding the content and the procedures of Science through a new dialogue among students, teachers and scientists

    Science.gov (United States)

    L'Astorina, Alba; Tomasoni, Irene

    2015-04-01

    The Education system is increasingly interested in a more interactive dialogue with scientists in order to make science taught at school more aware of the models and the ways in which knowledge is produced, revised and discussed within the scientific community. Not always, in fact, the ministerial programs, the media, and the textbooks adopted by schools seem to be able to grasp the content and the procedures of the scientific knowledge as it is today being developed, sometimes spreading the idea of a monolithic and static science, with no reference to revisions, uncertainties, errors and disputes that, on the opposite, characterize the debate about science. On the other side, scientists, that in several surveys define students and teachers as one of the key groups that are most important to communicate with, often do not seem to be aware that scientific knowledge is continuously revised by the school and its protagonists. Science teaching, in all classes, has a highly educational role, as it offers the opportunity to value individual differences, to make students acquire specific tools and methods that enable them understand the world and critically interact with it. In this process of conscious learning, in which teachers play the role of tutors, the student participates actively bringing his tacit knowledge and beliefs. In this context, an educational proposal has recently been developed by the Italian National Research Council (CNR), aimed at starting a new dialogue between Education and Research. It's a way to encourage the technical and scientific culture among young people and a mutual exchange between the two main actors of the scientific production and promotion, considering weaknesses and strengths of the relationship between these two systems. In this proposal, students and teachers follow side by side a group of CNR scientists involved in an ongoing research project based on the use of innovative methodologies of aerospace Earth Observation (EO) for

  18. 论文物保护科学研究的内容及原则%On the Content and Principles of Cultural Relics Conservation Science

    Institute of Scientific and Technical Information of China (English)

    杨坤

    2013-01-01

      The protection science of cultural relics belongs to a technical science interlacing the liberal arts and science, and its main contents include the research on cultural relic preservation environment, the material properties of cultural relics and restoration technology for cultural relics. This paper focuses on analysis and discussion on research methods for cultural relic conservation science, namely firstly studying the cultural relic preservation environment and material properties of cultural relics, so that we can grasp the cause and process of cultural relic"disease"and make reasonable remediation methods. At the same time, the importance of research on the environment and the contents of cultural relic reservation environment are discussed. Principle for cultural relic conservation mainly refers to specific theoretical and practical guidance to cultural relic conservation. Under the premise of without changing the status quo of cultural relics, this paper carries out in-depth discussion on the cultural relic conservation work, and discusses the cultural relic conservation and selection principles for conservation materials in archaeological site, finally concludes basic principles, hoping to provide experience for archaeologists.%  文物保护科学属于文理科相互交织的一门技术科学,主要内容包括对文物保存环境进行的研究、对文物材料性质进行的研究以及对文物修复技术进行的研究。本文对文物保护科学的研究方法进行重点分析和论述,也就是对文物保存环境和文物材料性质首先要进行研究,这样才可以掌握文物“病变”的原因与过程,才可能做到“对症下药”,才可以针对实际情况提出合理的整治方法。同时对环境研究的重要性以及文物保存环境主要包括的内容也进行讨论。文物保护原则主要是对文物保护进行具体的理论实践指导。本文在对文物原状不进行

  19. Sgf29 binds histone H3K4me2/3 and is required for SAGA complex recruitment and histone H3 acetylation

    Energy Technology Data Exchange (ETDEWEB)

    Bian, Chuanbing; Xu, Chao; Ruan, Jianbin; Lee, Kenneth K.; Burke, Tara L.; Tempel, Wolfram; Barsyte, Dalia; Li, Jing; Wu, Minhao; Zhou, Bo O.; Fleharty, Brian E.; Paulson, Ariel; Allali-Hassani, Abdellah; Zhou, Jin-Qiu; Mer, Georges; Grant, Patrick A.; Workman, Jerry L.; Zang, Jianye; Min, Jinrong (Toronto); (Stowers); (UST - China); (UV); (Chinese Aca. Sci.); (MCCM)

    2011-09-28

    The SAGA (Spt-Ada-Gcn5 acetyltransferase) complex is an important chromatin modifying complex that can both acetylate and deubiquitinate histones. Sgf29 is a novel component of the SAGA complex. Here, we report the crystal structures of the tandem Tudor domains of Saccharomyces cerevisiae and human Sgf29 and their complexes with H3K4me2 and H3K4me3 peptides, respectively, and show that Sgf29 selectively binds H3K4me2/3 marks. Our crystal structures reveal that Sgf29 harbours unique tandem Tudor domains in its C-terminus. The tandem Tudor domains in Sgf29 tightly pack against each other face-to-face with each Tudor domain harbouring a negatively charged pocket accommodating the first residue alanine and methylated K4 residue of histone H3, respectively. The H3A1 and K4me3 binding pockets and the limited binding cleft length between these two binding pockets are the structural determinants in conferring the ability of Sgf29 to selectively recognize H3K4me2/3. Our in vitro and in vivo functional assays show that Sgf29 recognizes methylated H3K4 to recruit the SAGA complex to its targets sites and mediates histone H3 acetylation, underscoring the importance of Sgf29 in gene regulation.

  20. Coordinated regulation of transcriptional repression by the RBP2 H3K4 demethylase and Polycomb-Repressive Complex 2

    DEFF Research Database (Denmark)

    Pasini, Diego; Hansen, Klaus H; Christensen, Jesper;

    2008-01-01

    Polycomb group (PcG) proteins regulate important cellular processes such as embryogenesis, cell proliferation, and stem cell self-renewal through the transcriptional repression of genes determining cell fate decisions. The Polycomb-Repressive Complex 2 (PRC2) is highly conserved during evolution......, and its intrinsic histone H3 Lys 27 (K27) trimethylation (me3) activity is essential for PcG-mediated transcriptional repression. Here, we show a functional interplay between the PRC2 complex and the H3K4me3 demethylase Rbp2 (Jarid1a) in mouse embryonic stem (ES) cells. By genome-wide location analysis we...... found that Rbp2 is associated with a large number of PcG target genes in mouse ES cells. We show that the PRC2 complex recruits Rbp2 to its target genes, and that this interaction is required for PRC2-mediated repressive activity during ES cell differentiation. Taken together, these results demonstrate...

  1. NATURAL-SCIENCE EDUCATION: SCIENTIFIC AND RELIGIOUS KNOWLEDGE CORRELATION IN THE VIEW OF A SYMMETRY PRINCIPLE. Ch. 2. Examples of religious content selection in general natural science courses based on the principle of symmetry

    Directory of Open Access Journals (Sweden)

    Vitalii L. Gapontsev

    2015-01-01

    -time localization. As the nonlocality of nature phenomenon becomes intensive, the limits of the scientific knowledge are approached. Understanding of creatures with the utmost degree of nonlocality is beyond the scientific knowledge. There is a tendency in modern science to study the behavior of objects in frames of nonlocal spacetime description. This trend is reflected, for example, in a study of the phenomenon of quantum entanglement. It can be stated that in this respect the position of science closes in the positions of the religious worldview.Practical significance. In this paper the authors present a few examples of selection of content of the course based on the Principle of symmetry.

  2. 保险精算课程内容设置的研究%The research about the teaching content setting of actuarial science course

    Institute of Scientific and Technical Information of China (English)

    闫达文; 宋立新; 朱安妮

    2013-01-01

    For the setting of the actuarial science course′s teaching content proposed the principle that some parts should be extended and the others should be contracted conversely,and designed the three main lines of the teaching based on the principle.Within the short class period,this course could reveal systematically the application of the actuarial methods in the risk management of the financial institutions including insurance.Made the students hold the clear purpose and strong interest throughout leaning the actuarial course,improved the teaching effect and quality.%针对保险精算课程教学内容的设置,提出有“收”、有“放”原则,并依此设计了三条授课主线。在有限的课时内,系统地揭示精算方法在保险公司等金融机构风险管理中的运用过程,保证学生的学习目标始终明确,保持强烈的学习兴趣,从而提高了教学效果和质量。

  3. Science Notes.

    Science.gov (United States)

    School Science Review, 1990

    1990-01-01

    Included are 30 science activities that include computer monitoring, fieldwork, enzyme activity, pH, drugs, calorimeters, Raoult's Law, food content, solubility, electrochemistry, titration, physical properties of materials, gel filtration, energy, concepts in physics, and electricity. (KR)

  4. High cell density cultivation of Escherichia coli K4 in a microfiltration bioreactor: a step towards improvement of chondroitin precursor production

    OpenAIRE

    Catapano Angela; De Rosa Mario; Cimini Donatella; Restaino Odile; Schiraldi Chiara

    2011-01-01

    Abstract Background The bacteria Escherichia coli K4 produces a capsular polysaccharide (K4 CPS) whose backbone is similar to the non sulphated chondroitin chain. The chondroitin sulphate is one of the major components of the extra-cellular matrix of the vertebrate connective tissues and a high value molecule, widely employed as active principle in the treatment of osteoarthritis. It is usually obtained by extraction from animal tissues, but the risk of virus contaminations, as well as the sc...

  5. Weissella paramesenteroides WpK4 reduces gene expression of intestinal cytokines, and hepatic and splenic injuries in a murine model of typhoid fever.

    Science.gov (United States)

    Alvim, L B; Sandes, S H C; Silva, B C; Steinberg, R S; Campos, M H A; Acurcio, L B; Arantes, R M E; Nicoli, J R; Neumann, E; Nunes, Á C

    2016-02-01

    Diarrhoea in piglets by Salmonella and other pathogens can be a serious health problem. Non-drug treatments such as probiotic microorganisms have various effects on the gastrointestinal microbiota dysbiosis and host immune system modulation. The aim of this study was to demonstrate the suitable use of Weissella paramesenteroides WpK4 strain isolated from healthy piglets as an alternative prophylactic or therapeutic treatment against Salmonella Typhimurium. Out of 37 lactic acid bacteria isolates, 24 strains belonging to the Weissella and Lactobacillus genera were analysed in vitro for desirable probiotic characteristics. The W. paramesenteroides WpK4 strain fulfilled all in vitro tests: resistance to acidic pH and bile salts, hydrophobic cell surface, antagonism against bacterial pathogens, H2O2 production and exopolysaccharide secretion, and non-transferable resistance to antibiotics. Mice fed with WpK4 showed no signs of bacterial translocation to the liver or spleen and decreased Salmonella translocation to these organs. Significantly, WpK4 intake attenuated the weight loss, fostered the preservation of intestinal architecture and integrity, and promoted survival in mice following infection with Salmonella Typhimurium. In addition, WpK4 modulated immune cellular response by inhibiting the production of pro-inflammatory cytokines and inducing anti-inflammatory mediators. These findings validate the probiotic properties of W. paramesenteroides WpK4 strain, and its eventual use in piglets.

  6. Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content Knowledge, Attitudes toward Science, and Pedagogical Practices

    Science.gov (United States)

    Houseal, Ana K.; Abd-El-Khalick, Fouad; Destefano, Lizanne

    2014-01-01

    Engaging K-12 students in science-based inquiry is at the center of current science education reform efforts. Inquiry can best be taught through experiential, authentic science experiences, such as those provided by Student-Teacher-Scientist Partnerships (STSPs). However, very little is known about the impact of STSPs on teachers' and…

  7. Macrohistone Variants Preserve Cell Identity by Preventing the Gain of H3K4me2 during Reprogramming to Pluripotency

    Directory of Open Access Journals (Sweden)

    María J. Barrero

    2013-04-01

    Full Text Available Transcription-factor-induced reprogramming of somatic cells to pluripotency is a very inefficient process, probably due to the existence of important epigenetic barriers that are imposed during differentiation and that contribute to preserving cell identity. In an effort to decipher the molecular nature of these barriers, we followed a genome-wide approach, in which we identified macrohistone variants (macroH2A as highly expressed in human somatic cells but downregulated after reprogramming to pluripotency, as well as strongly induced during differentiation. Knockdown of macrohistone variants in human keratinocytes increased the efficiency of reprogramming to pluripotency, whereas overexpression had opposite effects. Genome-wide occupancy profiles show that in human keratinocytes, macroH2A.1 preferentially occupies genes that are expressed at low levels and are marked with H3K27me3, including pluripotency-related genes and bivalent developmental regulators. The presence of macroH2A.1 at these genes prevents the regain of H3K4me2 during reprogramming, imposing an additional layer of repression that preserves cell identity.

  8. Remarks on Vertex-Distinguishing IE-Total Coloring of Complete Bipartite Graphs K4,n and Kn,n

    Institute of Scientific and Technical Information of China (English)

    Xiang'en CHEN; Xiaoqing XIN; Wenyu HE

    2012-01-01

    Let G be a simple graph.An IE-total coloring f of G refers to a coloring of the vertices and edges of G so that no two adjacent vertices receive the same color.Let C(u) be the set of colors of vertex u and edges incident to u under f.For an IE-total coloring f of G using k colors,if C(u) ≠ C(v) for any two different vertices u and v of V(G),then f is called a k-vertex-distinguishing IE-total-coloring of G,or a k-VDIET coloring of G for short.The minimum number of colors required for a VDIET coloring of G is denoted by xievt(G),and it is called the VDIET chromatic number of G.We will give VDIET chromatic numbers for complete bipartite graph K4,n (n ≥ 4),Kn,n (5 ≤ n ≤ 21) in this article.

  9. Decreased H3K27 and H3K4 trimethylation on mortal chromosomes in distributed stem cells.

    Science.gov (United States)

    Huh, Y H; Sherley, J L

    2014-12-04

    The role of immortal DNA strands that co-segregate during mitosis of asymmetrically self-renewing distributed stem cells (DSCs) is unknown. Previously, investigation of immortal DNA strand function and molecular mechanisms responsible for their nonrandom co-segregation was precluded by difficulty in identifying DSCs and immortal DNA strands. Here, we report the use of two technological innovations, selective DSC expansion and establishment of H2A.Z chromosomal asymmetry as a specific marker of 'immortal chromosomes,' to investigate molecular properties of immortal chromosomes and opposing 'mortal chromosomes' in cultured mouse hair follicle DSCs. Although detection of the respective suppressive and activating H3K27me3 and H3K4me3 epigenetic marks on immortal chromosomes was similar to randomly segregated chromosomes, detection of both was lower on mortal chromosomes destined for lineage-committed sister cells. This global epigenomic feature of nonrandom co-segregation may reveal a mechanism that maintains an epigenome-wide 'poised' transcription state, which preserves DSC identity, while simultaneously activating sister chromosomes for differentiation.

  10. Hydroponics: Content and Rationale

    Science.gov (United States)

    Ernst, Jeremy V.; Busby, Joe R.

    2009-01-01

    Technology education has the means of becoming the catalyst for integrated content and curricula, especially in core academic areas, such as science and mathematics, where it has been found difficult to incorporate other subject matter. Technology is diverse enough in nature that it can be addressed by a variety of content areas, serving as a true…

  11. Hydroponics: Content and Rationale

    Science.gov (United States)

    Ernst, Jeremy V.; Busby, Joe R.

    2009-01-01

    Technology education has the means of becoming the catalyst for integrated content and curricula, especially in core academic areas, such as science and mathematics, where it has been found difficult to incorporate other subject matter. Technology is diverse enough in nature that it can be addressed by a variety of content areas, serving as a true…

  12. High cell density cultivation of Escherichia coli K4 in a microfiltration bioreactor: a step towards improvement of chondroitin precursor production

    Directory of Open Access Journals (Sweden)

    De Rosa Mario

    2011-02-01

    Full Text Available Abstract Background The bacteria Escherichia coli K4 produces a capsular polysaccharide (K4 CPS whose backbone is similar to the non sulphated chondroitin chain. The chondroitin sulphate is one of the major components of the extra-cellular matrix of the vertebrate connective tissues and a high value molecule, widely employed as active principle in the treatment of osteoarthritis. It is usually obtained by extraction from animal tissues, but the risk of virus contaminations, as well as the scarceness of raw material, makes this productive process unsafe and unable to satisfy the growing market demand. In previous studies a new biotechnological process to produce chondroitin from Escherichia coli K4 capsular polysaccharide was investigated and a 1.4 g·L-1 K4 CPS concentration was reached using fed-batch fermentation techniques. In this work, on the trail of these results, we exploited new fermentation strategies to further improve the capsular polysaccharide production. Results The inhibitory effect of acetate on the bacterial cells growth and K4 CPS production was studied in shake flask conditions, while a new approach, that combined the optimization of the feeding profiles, the improvement of aeration conditions and the use of a microfiltration bioreactor, was investigated in three different types of fermentation processes. High polysaccharide concentrations (4.73 ± 0.2 g·L-1, with corresponding average yields (0.13 ± 0.006 gK4 CPS·gcdw-1, were obtained; the increase of K4 CPS titre, compared to batch and fed-batch results, was of 16-fold and 3.3-fold respectively, while average yield was almost 3.5 and 1.4 fold higher. Conclusion The increase of capsular polysaccharide titre confirmed the validity of the proposed fermentation strategy and opened the way to the use of the microfiltration bioreactor for the biotechnological production of chondroitin.

  13. Exploring PHD fingers and H3K4me0 interactions with molecular dynamics simulations and binding free energy calculations: AIRE-PHD1, a comparative study.

    Directory of Open Access Journals (Sweden)

    Dimitrios Spiliotopoulos

    Full Text Available PHD fingers represent one of the largest families of epigenetic readers capable of decoding post-translationally modified or unmodified histone H3 tails. Because of their direct involvement in human pathologies they are increasingly considered as a potential therapeutic target. Several PHD/histone-peptide structures have been determined, however relatively little information is available on their dynamics. Studies aiming to characterize the dynamic and energetic determinants driving histone peptide recognition by epigenetic readers would strongly benefit from computational studies. Herein we focus on the dynamic and energetic characterization of the PHD finger subclass specialized in the recognition of histone H3 peptides unmodified in position K4 (H3K4me0. As a case study we focused on the first PHD finger of autoimmune regulator protein (AIRE-PHD1 in complex with H3K4me0. PCA analysis of the covariance matrix of free AIRE-PHD1 highlights the presence of a "flapping" movement, which is blocked in an open conformation upon binding to H3K4me0. Moreover, binding free energy calculations obtained through Molecular Mechanics/Poisson-Boltzmann Surface Area (MM/PBSA methodology are in good qualitative agreement with experiments and allow dissection of the energetic terms associated with native and alanine mutants of AIRE-PHD1/H3K4me0 complexes. MM/PBSA calculations have also been applied to the energetic analysis of other PHD fingers recognizing H3K4me0. In this case we observe excellent correlation between computed and experimental binding free energies. Overall calculations show that H3K4me0 recognition by PHD fingers relies on compensation of the electrostatic and polar solvation energy terms and is stabilized by non-polar interactions.

  14. Infection Exposure Promotes ETV6-RUNX1 Precursor B-cell Leukemia via Impaired H3K4 Demethylases.

    Science.gov (United States)

    Rodríguez-Hernández, Guillermo; Hauer, Julia; Martín-Lorenzo, Alberto; Schäfer, Daniel; Bartenhagen, Christoph; García-Ramírez, Idoia; Auer, Franziska; González-Herrero, Inés; Ruiz-Roca, Lucia; Gombert, Michael; Okpanyi, Vera; Fischer, Ute; Chen, Cai; Dugas, Martin; Bhatia, Sanil; Linka, René Martin; Garcia-Suquia, Marta; Rascón-Trincado, María Victoria; Garcia-Sanchez, Angel; Blanco, Oscar; García-Cenador, Maria Begoña; García-Criado, Francisco Javier; Cobaleda, César; Alonso-López, Diego; De Las Rivas, Javier; Müschen, Markus; Vicente-Dueñas, Carolina; Sánchez-García, Isidro; Borkhardt, Arndt

    2017-08-15

    ETV6-RUNX1 is associated with the most common subtype of childhood leukemia. As few ETV6-RUNX1 carriers develop precursor B-cell acute lymphocytic leukemia (pB-ALL), the underlying genetic basis for development of full-blown leukemia remains to be identified, but the appearance of leukemia cases in time-space clusters keeps infection as a potential causal factor. Here, we present in vivo genetic evidence mechanistically connecting preleukemic ETV6-RUNX1 expression in hematopoetic stem cells/precursor cells (HSC/PC) and postnatal infections for human-like pB-ALL. In our model, ETV6-RUNX1 conferred a low risk of developing pB-ALL after exposure to common pathogens, corroborating the low incidence observed in humans. Murine preleukemic ETV6-RUNX1 pro/preB cells showed high Rag1/2 expression, known for human ETV6-RUNX1 pB-ALL. Murine and human ETV6-RUNX1 pB-ALL revealed recurrent genomic alterations, with a relevant proportion affecting genes of the lysine demethylase (KDM) family. KDM5C loss of function resulted in increased levels of H3K4me3, which coprecipitated with RAG2 in a human cell line model, laying the molecular basis for recombination activity. We conclude that alterations of KDM family members represent a disease-driving mechanism and an explanation for RAG off-target cleavage observed in humans. Our results explain the genetic basis for clonal evolution of an ETV6-RUNX1 preleukemic clone to pB-ALL after infection exposure and offer the possibility of novel therapeutic approaches. Cancer Res; 77(16); 4365-77. ©2017 AACR. ©2017 American Association for Cancer Research.

  15. Sal k 4, a new allergen of Salsola kali, is profilin: a predictive value of conserved conformational regions in cross-reactivity with other plant-derived profilins.

    Science.gov (United States)

    Assarehzadegan, Mohammad Ali; Amini, Akram; Sankian, Mojtaba; Tehrani, Mohsen; Jabbari, Farahzad; Varasteh, Abdolreza

    2010-01-01

    The aim of this study was to investigate a new allergen of Salsola kali, Sal k 4, and to investigate the predictive value of the conserved conformational regions in cross-reactivity with other plant-derived profilins. The Sal k 4-coding sequence was cloned, expressed, and purified by one-step Ni2+ affinity chromatography to recover high-purity target protein. We assessed cross-reactivity and predicted conserved conformational regions among rSal k 4 and other plant-derived profilins. Immunodetection and inhibition assays using 30 individual sera from S. kali allergic patients indicated that purified rSal k 4 might be the same as that in the crude extract. The results of inhibition assays among rSal k 4 and other plant-derived profilins were in accordance with the homology of the predicted conserved conformational regions. Amino acid sequence homology analysis showed that a high degree of IgE cross-reactivity among plant-derived profilins might depend on the predicted conserved conformational regions.

  16. The Effects of Earth Science Textbook Contents on High School Students' Knowledge of, Attitude toward, and Behavior of Energy Saving and Carbon Reduction

    Science.gov (United States)

    Chao, Yu-Long; Chou, Ying-Chyi; Yen, Hsin-Yi; Chen, Shr-Jya

    2017-01-01

    As science textbooks are considered as one of the major source of climate change information of students, this study aims to examine the differences in energy saving and carbon reduction knowledge, attitude, and behavior between two groups of Taiwan's high school students using earth science textbooks of two different publishers. Some items of…

  17. The Histone Demethylase Jarid1b Ensures Faithful Mouse Development by Protecting Developmental Genes from Aberrant H3K4me3

    DEFF Research Database (Denmark)

    Albert, Mareike; Schmitz, Sandra U; Kooistra, Susanne M

    2013-01-01

    of the H3K4me2/3 histone demethylase Jarid1b (Kdm5b/Plu1) results in major neonatal lethality due to respiratory failure. Jarid1b knockout embryos have several neural defects including disorganized cranial nerves, defects in eye development, and increased incidences of exencephaly. Moreover, in line...... with an overlap of Jarid1b and Polycomb target genes, Jarid1b knockout embryos display homeotic skeletal transformations typical for Polycomb mutants, supporting a functional interplay between Polycomb proteins and Jarid1b. To understand how Jarid1b regulates mouse development, we performed a genome-wide analysis...... of histone modifications, which demonstrated that normally inactive genes encoding developmental regulators acquire aberrant H3K4me3 during early embryogenesis in Jarid1b knockout embryos. H3K4me3 accumulates as embryonic development proceeds, leading to increased expression of neural master regulators like...

  18. Altered expression of BRG1 and histone demethylases, and aberrant H3K4 methylation in less developmentally competent embryos at the time of embryonic genome activation.

    Science.gov (United States)

    Glanzner, Werner G; Wachter, Audrey; Coutinho, Ana Rita S; Albornoz, Marcelo S; Duggavathi, Raj; GonÇAlves, Paulo B D; Bordignon, Vilceu

    2017-01-01

    Epigenetics is a fundamental regulator underlying many biological functions, such as development and cell differentiation. Epigenetic modifications affect key chromatin regulation, including transcription and DNA repair, which are critical for normal embryo development. In this study, we profiled the expression of epigenetic modifiers and patterns of epigenetic changes in porcine embryos around the period of embryonic genome activation (EGA). We observed that Brahma-related gene 1 (BRG1) and Lysine demethylase 1A (KDM1A), which can alter the methylation status of lysine 4 in histone 3 (H3K4), localize to the nucleus at Day 3-4 of development. We then compared the abundance of epigenetic modifiers between early- and late-cleaving embryos, which were classified based on the time to the first cell cleavage, to investigate if their nuclear localization contributes to developmental competence. The mRNA abundance of BRG1, KDM1A, as well as other lysine demethylases (KDM1B, KDM5A, KDM5B, and KDM5C), were significantly higher in late- compared to early-cleaving embryos near the EGA period, although these difference disappeared at the blastocyst stage. The abundance of H3K4 mono- (H3K4me) and di-methylation (H3K4me2) during the EGA period was reduced in late-cleaving and less developmentally competent embryos. By contrast, BRG1, KDM1A, and H3K4me2 abundance was greater in embryos with more than eight cells at Day 3-4 of development compared to those with fewer than four cells. These findings suggest that altered epigenetic modifications of H3K4 around the EGA period may affect the developmental capacity of porcine embryos to reach the blastocyst stage. Mol. Reprod. Dev. 84: 19-29, 2017. © 2016 Wiley Periodicals, Inc.

  19. Epigenetic Profiling of H3K4Me3 Reveals Herbal Medicine Jinfukang-Induced Epigenetic Alteration Is Involved in Anti-Lung Cancer Activity.

    Science.gov (United States)

    Lu, Jun; Zhang, Xiaoli; Shen, Tingting; Ma, Chao; Wu, Jun; Kong, Hualei; Tian, Jing; Shao, Zhifeng; Zhao, Xiaodong; Xu, Ling

    2016-01-01

    Traditional Chinese medicine Jinfukang (JFK) has been clinically used for treating lung cancer. To examine whether epigenetic modifications are involved in its anticancer activity, we performed a global profiling analysis of H3K4Me3, an epigenomic marker associated with active gene expression, in JFK-treated lung cancer cells. We identified 11,670 genes with significantly altered status of H3K4Me3 modification following JFK treatment (P JFK. Collectively, these findings provide the first evidence that the anticancer activity of JFK involves modulation of histone modification at many cancer-related gene loci.

  20. "If I write like a scientist, then soy un cientifico": Differentiated Writing Supports and the Effects on Fourth-Grade English Proficient Students' and English Language Learners' Science Content Knowledge and Explanatory Writing About Magnetism and Electricity

    Science.gov (United States)

    Lichon, Kathryn A.

    The purpose of this pre-post quasi-experimental dissertation was to investigate the effects of differentiated writing supports on English Proficient Students' (EPSs) and English Language Learners' (ELLs) science content knowledge and explanatory writing about magnetism and electricity. Eighty-seven fourth-grade students (EPSs = 35; ELLs = 52) were randomly assigned to two groups based on two differentiated writing: guided questions ( n = 43) or targeted writing frames (n = 44). In the guided questions condition, students completed four question sets after a science investigation, and in the targeted writing frames condition, students completed the same four question sets, but with explicit support for vocabulary, transitions, and relational language in the form of if-then statements. Over the course of the four week intervention, students completed a total of nine writing tasks, and were pretested and posttested on six variables: magnetism and electricity content knowledge test, explanatory writing task, total number of words written, total number of sentences written, number of if-then statements, and number of content-based vocabulary words. Results indicate that EPSs and ELLs in both writing conditions improved significantly from pretest to posttest on six content and explanatory writing variables, with statistically significant gain scores occurring for the magnetism and electricity content knowledge test in which the targeted writing frames condition had a larger rate of gain. ANCOVA results indicated that in comparing writing conditions, a statistically significant difference was found for magnetism and electricity content knowledge posttests, when controlling for pretests. No statistically significant effects for language classification on the six variables were found when controlling for pretest scores. Interaction effects between writing condition and language classification were statistically significantly different for the interaction effect found on if

  1. 调控因子SlyA和RfaH在E.coli K4合成果糖软骨素中的生理作用%Effects of overexpression of transcriptional regulators SlyA and RfaH on fructosylated chondroitin production in E coli K4

    Institute of Scientific and Technical Information of China (English)

    杨爱华; 刘佳; 张震宇; 刘立明

    2015-01-01

    To enhance K4CPS production of E. coli K4,the transcriptional factor SlyA and RfaH were over expressed in E. coli K4 to create E. coli pTH⁃slyA,E. coli pTH⁃rfaH and co⁃expression strain E. coli pTH⁃slyA⁃rfaH. The over⁃expression of SlyA and RfaH significantly enhanced K4CPS production. The K4CPS concentration for E. coli pTH⁃slyA,E. coli pTH⁃rfaH and E. coli pTH⁃slyA⁃rfaH was increased by 81�8%、46�5% and 153�8%, compared with that of E. coli K4, respectively. The glycerol consumption rate of recombinant strain decreased by 12�5%、18�8% and 31�3% than that of E. coli K4. Moreover, the concentration of acetic acid decreased by 98�6%、39�7%and 91�6%compared with that of E. coli K4� The overexpression of slyA and rfaH could significantly enhanced K4CPS production.%利用基因工程手段过量表达E. coli K4荚膜多糖( K4CPS)合成途径中相关代谢调控因子SlyA和RfaH,以构建高效合成K4CPS的菌株。结果发现:slyA和rfaH基因的单独过量表达和共表达重组菌的K4CPS的产量较对照菌分别提高了81�8%、46�5%和153�8%;甘油比消耗速率较对照菌降低了12�5%、18�8%和31�3%,而乙酸含量则较对照菌降低了98�6%、39�7%和91�6%。因此,调控蛋白SlyA和RfaH的过量表达能够大幅度提高E�coli K4K4CPS合成,并增强菌体对甘油的利用率,而乙酸合成明显降低。而与单独表达策略相比,共表达策略能够更加有效地增强菌体合成K4CPS的能力。

  2. An HST COS 'SNAPSHOT' spectrum of the K supergiant λ Vel (K4Ib-II)

    Energy Technology Data Exchange (ETDEWEB)

    Carpenter, Kenneth G. [NASA/GSFC Code 667, Greenbelt, MD 20771 (United States); Ayres, Thomas R. [University of Colorado, CASA, 389-UCB, Boulder, CO 80309 (United States); Harper, Graham M. [School of Physics, Trinity College, Dublin 2 (Ireland); Kober, Gladys; Nielsen, Krister E.; Wahlgren, Glenn M., E-mail: Kenneth.G.Carpenter@nasa.gov [Deptartment of Physics, Catholic University of America, Washington, DC 20064 (United States)

    2014-10-10

    We present a far-ultraviolet spectrum of the K4 Ib-II supergiant λ Vel obtained with the Hubble Space Telescope's Cosmic Origins Spectrograph (COS) as a part of the SNAPshot program 'SNAPing coronal iron' (GO 11687). The observation covers a wavelength region (1326-1467 Å) not previously recorded for λ Vel at a spectral resolving power of R ∼ 20,000 and displays strong emission and absorption features, superposed on a bright chromospheric continuum. Fluorescent excitation is responsible for much of the observed emission, mainly powered by strong H I Lyα and the O I (UV 2) triplet emission near λ1304. The molecular CO and H{sub 2} fluorescences are weaker than in the early-K giant α Boo while the Fe II and Cr II lines, also pumped by H I Lyα, are stronger in λ Vel. This pattern of relative line strengths between the two stars is explained by the lower iron-group element abundance in α Boo, which weakens that star's Fe II and Cr II emission without reducing the molecular fluorescences. The λ Vel spectrum shows fluorescent Fe II, Cr II, and H{sub 2} emission similar to that observed in the M supergiant α Ori, but more numerous well-defined narrow emissions from CO. The additional CO emissions are visible in the spectrum of λ Vel since that star does not have the cool, opaque circumstellar shells that surround α Ori and produce broad circumstellar CO (A-X) band absorptions that hide those emissions in the cooler star. The presence of Si IV emission in λ Vel indicates a ∼8 × 10{sup 4} K plasma that is mixed into the cooler chromosphere. Evidence of the stellar wind is seen in the C II λλ1334,1335 lines and in the blueshifted Fe II and Ni II wind absorption lines. Line modeling using Sobolev with Exact Integration for the C II lines indicates a larger terminal velocity (∼45 versus ∼30 km s{sup –1}) and turbulence (∼27 versus <21 km s{sup –1}) with a more quickly accelerating wind (β = 0.35 versus 0.7) at the time of

  3. The ATRX-ADD domain binds to H3 tail peptides and reads the combined methylation state of K4 and K9

    Science.gov (United States)

    Dhayalan, Arunkumar; Tamas, Raluca; Bock, Ina; Tattermusch, Anna; Dimitrova, Emilia; Kudithipudi, Srikanth; Ragozin, Sergey; Jeltsch, Albert

    2011-01-01

    Mutations in the ATRX protein are associated with the alpha-thalassemia and mental retardation X-linked syndrome (ATR-X). Almost half of the disease-causing mutations occur in its ATRX-Dnmt3-Dnmt3L (ADD) domain. By employing peptide arrays, chromatin pull-down and peptide binding assays, we show specific binding of the ADD domain to H3 histone tail peptides containing H3K9me3. Peptide binding was disrupted by the presence of the H3K4me3 and H3K4me2 modification marks indicating that the ATRX-ADD domain has a combined readout of these two important marks (absence of H3K4me2 and H3K4me3 and presence of H3K9me3). Disease-causing mutations reduced ATRX-ADD binding to H3 tail peptides. ATRX variants, which fail in the H3K9me3 interaction, show a loss of heterochromatic localization in cells, which indicates the chromatin targeting function of the ADD domain of ATRX. Disruption of H3K9me3 binding may be a general pathogenicity pathway of ATRX mutations in the ADD domain which may explain the clustering of disease mutations in this part of the ATRX protein. PMID:21421568

  4. The ATRX-ADD domain binds to H3 tail peptides and reads the combined methylation state of K4 and K9.

    Science.gov (United States)

    Dhayalan, Arunkumar; Tamas, Raluca; Bock, Ina; Tattermusch, Anna; Dimitrova, Emilia; Kudithipudi, Srikanth; Ragozin, Sergey; Jeltsch, Albert

    2011-06-01

    Mutations in the ATRX protein are associated with the alpha-thalassemia and mental retardation X-linked syndrome (ATR-X). Almost half of the disease-causing mutations occur in its ATRX-Dnmt3-Dnmt3L (ADD) domain. By employing peptide arrays, chromatin pull-down and peptide binding assays, we show specific binding of the ADD domain to H3 histone tail peptides containing H3K9me3. Peptide binding was disrupted by the presence of the H3K4me3 and H3K4me2 modification marks indicating that the ATRX-ADD domain has a combined readout of these two important marks (absence of H3K4me2 and H3K4me3 and presence of H3K9me3). Disease-causing mutations reduced ATRX-ADD binding to H3 tail peptides. ATRX variants, which fail in the H3K9me3 interaction, show a loss of heterochromatic localization in cells, which indicates the chromatin targeting function of the ADD domain of ATRX. Disruption of H3K9me3 binding may be a general pathogenicity pathway of ATRX mutations in the ADD domain which may explain the clustering of disease mutations in this part of the ATRX protein.

  5. The Meiotic Recombination Activator PRDM9 Trimethylates Both H3K36 and H3K4 at Recombination Hotspots In Vivo.

    Science.gov (United States)

    Powers, Natalie R; Parvanov, Emil D; Baker, Christopher L; Walker, Michael; Petkov, Petko M; Paigen, Kenneth

    2016-06-01

    In many mammals, including humans and mice, the zinc finger histone methyltransferase PRDM9 performs the first step in meiotic recombination by specifying the locations of hotspots, the sites of genetic recombination. PRDM9 binds to DNA at hotspots through its zinc finger domain and activates recombination by trimethylating histone H3K4 on adjacent nucleosomes through its PR/SET domain. Recently, the isolated PR/SET domain of PRDM9 was shown capable of also trimethylating H3K36 in vitro, raising the question of whether this reaction occurs in vivo during meiosis, and if so, what its function might be. Here, we show that full-length PRDM9 does trimethylate H3K36 in vivo in mouse spermatocytes. Levels of H3K4me3 and H3K36me3 are highly correlated at hotspots, but mutually exclusive elsewhere. In vitro, we find that although PRDM9 trimethylates H3K36 much more slowly than it does H3K4, PRDM9 is capable of placing both marks on the same histone molecules. In accord with these results, we also show that PRDM9 can trimethylate both K4 and K36 on the same nucleosomes in vivo, but the ratio of K4me3/K36me3 is much higher for the pair of nucleosomes adjacent to the PRDM9 binding site compared to the next pair further away. Importantly, H3K4me3/H3K36me3-double-positive nucleosomes occur only in regions of recombination: hotspots and the pseudoautosomal (PAR) region of the sex chromosomes. These double-positive nucleosomes are dramatically reduced when PRDM9 is absent, showing that this signature is PRDM9-dependent at hotspots; the residual double-positive nucleosomes most likely come from the PRDM9-independent PAR. These results, together with the fact that PRDM9 is the only known mammalian histone methyltransferase with both H3K4 and H3K36 trimethylation activity, suggest that trimethylation of H3K36 plays an important role in the recombination process. Given the known requirement of H3K36me3 for double strand break repair by homologous recombination in somatic cells, we

  6. JSTOR Plant Science

    OpenAIRE

    2010-01-01

    JSTOR Plant Science is an online environment that brings together content, tools, and people interested in plant science. It provides access to foundational content vital to plant science – plant type specimens, taxonomic structures, scientific literature, and related materials, making them widely accessible to the plant science community as well as to researchers in other fields and to the public. It also provides an easy to use interface with powerful functionality that su...

  7. Common Earth Science Misconceptions in Science Teaching

    Science.gov (United States)

    King, Chris

    2012-01-01

    A survey of the Earth science content of science textbooks found a wide range of misconceptions. These are discussed in this article with reference to the published literature on Earth science misconceptions. Most misconceptions occurred in the "sedimentary rocks and processes" and "Earth's structure and plate tectonics" categories; the most…

  8. Effects of a Research-Infused Botanical Curriculum on Undergraduates' Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

    Science.gov (United States)

    Ward, Jennifer Rhode; Clarke, H. David; Horton, Jonathan L.

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically…

  9. Professional Vision of Classroom Management and Learning Support in Science Classrooms--Does Professional Vision Differ across General and Content-Specific Classroom Interactions?

    Science.gov (United States)

    Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia

    2015-01-01

    The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…

  10. A Multilevel Analysis of Diverse Learners Playing Life Science Video Games: Interactions between Game Content, Learning Disability Status, Reading Proficiency, and Gender

    Science.gov (United States)

    Israel, Maya; Wang, Shuai; Marino, Matthew T.

    2016-01-01

    Extant research reports differential effects related to the efficacy of video games as a means to enhance science instruction. However, there are very few studies examining differences in learning outcomes across student-level independent variables. This study used multilevel modeling to examine the effects of three video game-enhanced life…

  11. Professional Vision of Classroom Management and Learning Support in Science Classrooms--Does Professional Vision Differ across General and Content-Specific Classroom Interactions?

    Science.gov (United States)

    Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia

    2015-01-01

    The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…

  12. MoSET1 (Histone H3K4 Methyltransferase in Magnaporthe oryzae Regulates Global Gene Expression during Infection-Related Morphogenesis.

    Directory of Open Access Journals (Sweden)

    Kieu Thi Minh Pham

    2015-07-01

    Full Text Available Here we report the genetic analyses of histone lysine methyltransferase (KMT genes in the phytopathogenic fungus Magnaporthe oryzae. Eight putative M. oryzae KMT genes were targeted for gene disruption by homologous recombination. Phenotypic assays revealed that the eight KMTs were involved in various infection processes at varying degrees. Moset1 disruptants (Δmoset1 impaired in histone H3 lysine 4 methylation (H3K4me showed the most severe defects in infection-related morphogenesis, including conidiation and appressorium formation. Consequently, Δmoset1 lost pathogenicity on wheat host plants, thus indicating that H3K4me is an important epigenetic mark for infection-related gene expression in M. oryzae. Interestingly, appressorium formation was greatly restored in the Δmoset1 mutants by exogenous addition of cAMP or of the cutin monomer, 16-hydroxypalmitic acid. The Δmoset1 mutants were still infectious on the super-susceptible barley cultivar Nigrate. These results suggested that MoSET1 plays roles in various aspects of infection, including signal perception and overcoming host-specific resistance. However, since Δmoset1 was also impaired in vegetative growth, the impact of MoSET1 on gene regulation was not infection specific. ChIP-seq analysis of H3K4 di- and tri-methylation (H3K4me2/me3 and MoSET1 protein during infection-related morphogenesis, together with RNA-seq analysis of the Δmoset1 mutant, led to the following conclusions: 1 Approximately 5% of M. oryzae genes showed significant changes in H3K4-me2 or -me3 abundance during infection-related morphogenesis. 2 In general, H3K4-me2 and -me3 abundance was positively associated with active transcription. 3 Lack of MoSET1 methyltransferase, however, resulted in up-regulation of a significant portion of the M. oryzae genes in the vegetative mycelia (1,491 genes, and during infection-related morphogenesis (1,385 genes, indicating that MoSET1 has a role in gene repression either

  13. A study of the continuum of integration of mathematics content with science concepts at the middle school level in West Virginia

    Science.gov (United States)

    Meisel, Edna Marie

    The purpose of this study was to examine the practices and perceptions of regular education seventh grade middle school mathematics teachers in West Virginia concerning the integration of mathematics objectives with science concepts. In addition, this study also emphasized the use of integrated curriculum continuum models to study mathematics teachers' practices and perceptions for teaching mathematics objectives in connection with science concepts. It was argued that the integrated curriculum continuum model can be used to help educators begin to form a common definition of integrated curriculum. The population was described as the regular education seventh grade middle school mathematics teachers in West Virginia. The entire population (N = 173) was used as the participants in this study. Data was collected using an integrated curriculum practices and perceptions survey constructed by the researcher. This was a descriptive study that incorporated the Chi Square statistic to show trends in teacher practices and perceptions. Also, an ex post facto design, that incorporated the Mann-Whitney U statistic, was used to compare practices and perceptions between teachers grouped according to factors that influence teaching practices and perceptions. These factors included teaching certificate endorsement and teacher professional preparation. Results showed that the regular education seventh grade middle school mathematics teachers of West Virginia are teaching mathematics objectives mainly at a discipline-based level with no formal attempt for integration with science concepts. However, these teachers perceived that many of the mathematics objectives should be taught at varying levels of integration with science concepts. It was also shown that teachers who experienced professional preparation courses that emphasized integrated curriculum courses did teach many of the mathematics objectives at higher levels of integration with science than those teachers who did not

  14. Synthesis of PbS Intercalated K4Nb6O17 Composite and Its Photocatalytic Activity for Hydrogen Production%PbS插层K4Nb6O17复合物的制备及其光催化制氢活性

    Institute of Scientific and Technical Information of China (English)

    崔文权; 刘艳飞; 胡金山; 刘利; 梁英华

    2012-01-01

    采用固相法合成层状半导体K4Nb6O17,通过层间离子交换反应、胺插入反应以及硫化反应制备了纳米PbS插层的K4Nb6O17复合光催化剂(记作K4Nb6O17/PbS).利用X射线衍射(XRD),场发射扫描电镜(SEM),X射线荧光光谱仪(XRF),紫外-可见漫反射(UV-Vis)和分子荧光光谱(PL)等技术对其进行表征.考察了催化剂在Na2SO3和Na2S为牺牲剂的光催化制氢活性.结果表明,PbS的插层拓展了K4Nb6O17对可见光的响应,催化制氢活性也有明显提高.在紫外光和可见光下3h产氢量分别达到123.94和0.66 mmol/(g cat).最后讨论了插层复合催化剂光生电荷转移的机理.%The layered compound K4Nb6O17 was prepared via high temperature solid reaction, and PbS intercalated K4Nb6O17 (designated as K4Nb6O17/PbS) photocatalyst was synthesized via direct ion exchange, alkylamines intercalation and sulfurization procedures. The as-prepared samples were characterized by X-ray diffraction (XRD), scanning electron microscope (SEM), ultraviolet-visible diffuse reflection spectra (UV-Vis) and photoluminescence measurement (PL), energy dispersive X-ray detector (EDS) and X-ray fluorescence spectrometer (XRF). The photocatalytic performance of these catalysts for hydrogen production was also investigated in the presence of Na2S and Na2SO3 sacrificial reagents. The absorption edge of K4Nb6O17 shifted to visible light region after the intercalation of PbS. K4Nb6O17/PbS photocatalysts exhibit higher activities for photocatalytic hydrogen production under both UV light and visible light irradiation, and the amounts of hydrogen produced are 123.94 mmol/(g cat) and 0.66 mmol/(g cat) after 3 h irradiation, respectively. The mechanism of charge separation is also discussed.

  15. Technological Pedagogical Content Knowledge Self-Efficacy Scale (TPACK-SeS) for Pre-Service Science Teachers: Construction, Validation, and Reliability

    Science.gov (United States)

    Bilici, Sedef Canbazoglu; Yamak, Havva; Kavak, Nusret; Guzey, S. Selcen

    2013-01-01

    Problem Statement: Based on developments in the 21st century technology has become a large part of the classroom experience. Teachers need to have an understanding of how technology can be coordinated with pedagogy and content knowledge in order to integrate technology effectively into classroom instruction. Self-efficacy beliefs toward technology…

  16. Differential expression of K4-AP currents and Kv3.1 potassium channel transcripts in cortical neurons that develop distinct firing phenotypes.

    Science.gov (United States)

    Massengill, J L; Smith, M A; Son, D I; O'Dowd, D K

    1997-05-01

    Maturation of electrical excitability during early postnatal development is critical to formation of functional neural circuitry in the mammalian neocortex. Little is known, however, about the changes in gene expression underlying the development of firing properties that characterize different classes of cortical neurons. Here we describe the development of cortical neurons with two distinct firing phenotypes, regular-spiking (RS) and fast-spiking (FS), that appear to emerge from a population of immature multiple-spiking (IMS) neurons during the first two postnatal weeks, both in vivo (within layer IV) and in vitro. We report the expression of a slowly inactivating, 4-AP-sensitive potassium current (K4-AP) at significantly higher density in FS compared with RS neurons. The same current is expressed at intermediate levels in IMS neurons. The kinetic, voltage-dependent, and pharmacological properties of the K4-AP current are similar to those observed by heterologous expression of Kv3.1 potassium channel mRNA. Single-cell RT-PCR analysis demonstrates that PCR products representing Kv3.1 transcripts are amplified more frequently from FS than RS neurons, with an intermediate frequency of Kv3.1 detection in neurons with immature firing properties. Taken together, these data suggest that the Kv3.1 gene encodes the K4-AP current and that expression of this gene is regulated in a cell-specific manner during development. Analysis of the effects of 4-AP on firing properties suggests that the K4-AP current is important for rapid action potential repolarization, fast after-hyperpolarization, brief refractory period, and high firing frequency characteristic of FS GABAergic interneurons.

  17. Histone H3 Acetyl K9 and Histone H3 Tri Methyl K4 as Prognostic Markers for Patients with Cervical Cancer

    Directory of Open Access Journals (Sweden)

    Susanne Beyer

    2017-02-01

    Full Text Available Chromatin remodeling alters gene expression in carcinoma tissue. Although cervical cancer is the fourth most common cancer in women worldwide, a systematic study about the prognostic value of specific changes in the chromatin structure, such as histone acetylation or histone methylation, is missing. In this study, the expression of histone H3 acetyl K9, which is known to denote active regions at enhancers and promoters, and histone H3 tri methyl K4, which preferentially identifies active gene promoters, were examined as both show high metastatic potential. A panel of patients with cervical cancer was selected and the importance of the histone modifications concerning survival-time (overall survival and relapse-free survival was analyzed in 250 cases. Histone H3 acetyl K9 staining was correlated with low grading, low FIGO (TNM classification and the International Federation of Gynecology and Obstetrics status, negative N-status and low T-status in cervical cancer, showing a higher expression in adenocarcinoma than in squamous cell carcinoma. Cytoplasmic expression of histone H3 tri methyl K4 in a cervical cancer specimen was correlated with advanced T-status and poor prognosis. While cytoplasmic H3K4me3 expression seemed to be a marker of relapse-free survival, nuclear expression showed a correlation to poor prognosis in overall survival. Within this study, we analyzed the chemical modification of two histone proteins that are connected to active gene expression. Histone H3 acetyl K9 was found to be an independent marker of overall survival. Histone H3 tri methyl K4 was correlated with poor prognosis and it was found to be an independent marker of relapse-free survival. Therefore, we could show that chromatin remodeling plays an important role in cervical cancer biology.

  18. Histone H3 Acetyl K9 and Histone H3 Tri Methyl K4 as Prognostic Markers for Patients with Cervical Cancer.

    Science.gov (United States)

    Beyer, Susanne; Zhu, Junyan; Mayr, Doris; Kuhn, Christina; Schulze, Sandra; Hofmann, Simone; Dannecker, Christian; Jeschke, Udo; Kost, Bernd P

    2017-02-23

    Chromatin remodeling alters gene expression in carcinoma tissue. Although cervical cancer is the fourth most common cancer in women worldwide, a systematic study about the prognostic value of specific changes in the chromatin structure, such as histone acetylation or histone methylation, is missing. In this study, the expression of histone H3 acetyl K9, which is known to denote active regions at enhancers and promoters, and histone H3 tri methyl K4, which preferentially identifies active gene promoters, were examined as both show high metastatic potential. A panel of patients with cervical cancer was selected and the importance of the histone modifications concerning survival-time (overall survival and relapse-free survival) was analyzed in 250 cases. Histone H3 acetyl K9 staining was correlated with low grading, low FIGO (TNM classification and the International Federation of Gynecology and Obstetrics) status, negative N-status and low T-status in cervical cancer, showing a higher expression in adenocarcinoma than in squamous cell carcinoma. Cytoplasmic expression of histone H3 tri methyl K4 in a cervical cancer specimen was correlated with advanced T-status and poor prognosis. While cytoplasmic H3K4me3 expression seemed to be a marker of relapse-free survival, nuclear expression showed a correlation to poor prognosis in overall survival. Within this study, we analyzed the chemical modification of two histone proteins that are connected to active gene expression. Histone H3 acetyl K9 was found to be an independent marker of overall survival. Histone H3 tri methyl K4 was correlated with poor prognosis and it was found to be an independent marker of relapse-free survival. Therefore, we could show that chromatin remodeling plays an important role in cervical cancer biology.

  19. Evaluating the Meetings Output of Educational Council and Departments in School of Health Management and Information Sciences: Content Analysis of Minutes

    Directory of Open Access Journals (Sweden)

    Iman Tahamtan

    2013-10-01

    Full Text Available Introduction: This study analyzes the minutes of departments and educational council in Tehran University of Medical Sciences, School of Health Management and Information Sciences and evaluates the strengths and weaknesses of the departments meetings. Methods: This was a descriptive study. The study population was all minutes of departments in School of Health Management and Information Sciences in TUMS in 2004-2010. Minutes were transformed into digital format with a scanner. We used NVivo 8 software to codify and analyze the data. Results: Findings showed that in the meetings of both educational council and departments more attention was paid to the “thesis and proposal” and “educational issues”. Furthermore, each department had its own unique subjects which were not discussed in other departments. Conclusion: The chancellor at this school, deputy of dean and head of departments can use findings of current study to know the weaknesses of departments meetings and plan for better organization of weekly and monthly meetings in order to achieve the school goals and serve students better.

  20. Inflammatory genes TNFα and IL6 display no signs of increased H3K4me3 in circulating monocytes from untreated rheumatoid arthritis patients.

    Science.gov (United States)

    Messemaker, T C; Mikkers, H M M; Huizinga, T W; Toes, R E M; van der Helm-van Mil, A H M; Kurreeman, F

    2017-09-01

    Innate immune cells, such as monocytes, can adopt a long-lasting pro-inflammatory phenotype, a phenomenon called 'trained immunity'. In trained immunity, increased cytokine levels of genes, like interleukin (IL)-6 and tumor necrosis factor (TNF)-α, are observed, which are associated with increased histone 3 lysine 4 trimethylation (H3K4me3) in the promoter region. As systemic IL6 and TNFα levels are increased in rheumatoid arthritis (RA) patients and monocytes are known to be the primary producers of TNFα and IL6, we hypothesized that 'trained immunity' signals may be observed at these genes in monocytes from RA patients. CD14+ monocytes were isolated from untreated RA patients and paired age-matched healthy controls. H3K4me3, mRNA, protein and serum levels of IL6 and TNFα were evaluated by chromatin immunoprecipitation, reverse-transcription quantitative PCR and enzyme-linked immunosorbent assays. Despite elevated serum levels of TNFα and IL6 in the tested RA patients (P<0.05), ex vivo isolated monocytes displayed similar H3K4me3 levels to healthy controls in the promoter region of TNFα and IL6. Concordantly, mRNA and protein levels of IL6 and TNFα were similar before and after lipopolysaccharide stimulation between patients and controls. Together, with the current number of individuals tested we have not detected enhanced trained immunity signals in circulating monocytes from untreated RA patients, despite increased IL6 and TNFα serum levels.

  1. Pro Isomerization in MLL1 PHD3-Bromo Cassette Connects H3K4me Readout to CyP33 and HDAC-Mediated Repression

    Energy Technology Data Exchange (ETDEWEB)

    Wang, Zhanxin; Song, Jikui; Milne, Thomas A.; Wang, Gang G.; Li, Haitao; Allis, C. David; Patel, Dinshaw J. (MSKCC); (Rockefeller)

    2010-09-13

    The MLL1 gene is a frequent target for recurrent chromosomal translocations, resulting in transformation of hematopoietic precursors into leukemia stem cells. Here, we report on structure-function studies that elucidate molecular events in MLL1 binding of histone H3K4me3/2 marks and recruitment of the cyclophilin CyP33. CyP33 contains a PPIase and a RRM domain and regulates MLL1 function through HDAC recruitment. We find that the PPIase domain of CyP33 regulates the conformation of MLL1 through proline isomerization within the PHD3-Bromo linker, thereby disrupting the PHD3-Bromo interface and facilitating binding of the MLL1-PHD3 domain to the CyP33-RRM domain. H3K4me3/2 and CyP33-RRM target different surfaces of MLL1-PHD3 and can bind simultaneously to form a ternary complex. Furthermore, the MLL1-CyP33 interaction is required for repression of HOXA9 and HOXC8 genes in vivo. Our results highlight the role of PHD3-Bromo cassette as a regulatory platform, orchestrating MLL1 binding of H3K4me3/2 marks and cyclophilin-mediated repression through HDAC recruitment.

  2. The Demethylase JMJD2C Localizes to H3K4me3 Positive Transcription Start Sites and Is Dispensable for Embryonic Development

    DEFF Research Database (Denmark)

    Pedersen, Marianne Terndrup; Agger, Karl; Laugesen, Anne

    2014-01-01

    cell (ESC) self-renewal and embryonic development. Moreover, we report that JMJD2C localizes to H3K4me3 positive transcription start sites in both primary cells and in the human carcinoma KYSE150 cell line, containing an amplification of the JMJD2C locus. Binding is dependent on the double Tudor domain...... of JMJD2C, which recognizes H3K4me3, but not H4K20me2/me3 in vitro, thus showing a different binding specificity than the double Tudor domains of JMJD2A and JMJD2B. Depletion of JMJD2C in KYSE150 cells has modest impact on H3K9me3 and H3K36me3 levels, but impairs proliferation and leads to deregulated...... expression of a subset of target genes involved in cell cycle progression. Taken together, we show that JMJD2C is targeted to H3K4me3 positive transcription start sites, where it can contribute to transcriptional regulation, and report that the putative oncogene, JMJD2C, is not generally required...

  3. Spp1, a member of the Set1 Complex, promotes meiotic DSB formation in promoters by tethering histone H3K4 methylation sites to chromosome axes.

    Science.gov (United States)

    Sommermeyer, Vérane; Béneut, Claire; Chaplais, Emmanuel; Serrentino, Maria Elisabetta; Borde, Valérie

    2013-01-10

    Meiotic chromosomes are organized into arrays of loops that are anchored to the chromosome axis structure. Programmed DNA double-strand breaks (DSBs) that initiate meiotic recombination, catalyzed by Spo11 and accessory DSB proteins, form in loop sequences in promoters, whereas the DSB proteins are located on chromosome axes. Mechanisms bridging these two chromosomal regions for DSB formation have remained elusive. Here we show that Spp1, a conserved member of the histone H3K4 methyltransferase Set1 complex, is required for normal levels of DSB formation and is associated with chromosome axes during meiosis, where it physically interacts with the Mer2 DSB protein. The PHD finger module of Spp1, which reads H3K4 methylation close to promoters, promotes DSB formation by tethering these regions to chromosome axes and activating cleavage by the DSB proteins. This paper provides the molecular mechanism linking DSB sequences to chromosome axes and explains why H3K4 methylation is important for meiotic recombination.

  4. The histone-H3K4-specific demethylase KDM5B binds to its substrate and product through distinct PHD fingers.

    Science.gov (United States)

    Klein, Brianna J; Piao, Lianhua; Xi, Yuanxin; Rincon-Arano, Hector; Rothbart, Scott B; Peng, Danni; Wen, Hong; Larson, Connie; Zhang, Xi; Zheng, Xia; Cortazar, Michael A; Peña, Pedro V; Mangan, Anthony; Bentley, David L; Strahl, Brian D; Groudine, Mark; Li, Wei; Shi, Xiaobing; Kutateladze, Tatiana G

    2014-01-30

    The histone lysine demethylase KDM5B regulates gene transcription and cell differentiation and is implicated in carcinogenesis. It contains multiple conserved chromatin-associated domains, including three PHD fingers of unknown function. Here, we show that the first and third, but not the second, PHD fingers of KDM5B possess histone binding activities. The PHD1 finger is highly specific for unmodified histone H3 (H3K4me0), whereas the PHD3 finger shows preference for the trimethylated histone mark H3K4me3. RNA-seq analysis indicates that KDM5B functions as a transcriptional repressor for genes involved in inflammatory responses, cell proliferation, adhesion, and migration. Biochemical analysis reveals that KDM5B associates with components of the nucleosome remodeling and deacetylase (NuRD) complex and may cooperate with the histone deacetylase 1 (HDAC1) in gene repression. KDM5B is downregulated in triple-negative breast cancer relative to estrogen-receptor-positive breast cancer. Overexpression of KDM5B in the MDA-MB 231 breast cancer cells suppresses cell migration and invasion, and the PHD1-H3K4me0 interaction is essential for inhibiting migration. These findings highlight tumor-suppressive functions of KDM5B in triple-negative breast cancer cells and suggest a multivalent mechanism for KDM5B-mediated transcriptional regulation. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

  5. The Histone-H3K4-Specific Demethylase KDM5B Binds to Its Substrate and Product through Distinct PHD Fingers

    Directory of Open Access Journals (Sweden)

    Brianna J. Klein

    2014-01-01

    Full Text Available The histone lysine demethylase KDM5B regulates gene transcription and cell differentiation and is implicated in carcinogenesis. It contains multiple conserved chromatin-associated domains, including three PHD fingers of unknown function. Here, we show that the first and third, but not the second, PHD fingers of KDM5B possess histone binding activities. The PHD1 finger is highly specific for unmodified histone H3 (H3K4me0, whereas the PHD3 finger shows preference for the trimethylated histone mark H3K4me3. RNA-seq analysis indicates that KDM5B functions as a transcriptional repressor for genes involved in inflammatory responses, cell proliferation, adhesion, and migration. Biochemical analysis reveals that KDM5B associates with components of the nucleosome remodeling and deacetylase (NuRD complex and may cooperate with the histone deacetylase 1 (HDAC1 in gene repression. KDM5B is downregulated in triple-negative breast cancer relative to estrogen-receptor-positive breast cancer. Overexpression of KDM5B in the MDA-MB 231 breast cancer cells suppresses cell migration and invasion, and the PHD1-H3K4me0 interaction is essential for inhibiting migration. These findings highlight tumor-suppressive functions of KDM5B in triple-negative breast cancer cells and suggest a multivalent mechanism for KDM5B-mediated transcriptional regulation.

  6. Epigenetic Profiling of H3K4Me3 Reveals Herbal Medicine Jinfukang-Induced Epigenetic Alteration Is Involved in Anti-Lung Cancer Activity

    Directory of Open Access Journals (Sweden)

    Jun Lu

    2016-01-01

    Full Text Available Traditional Chinese medicine Jinfukang (JFK has been clinically used for treating lung cancer. To examine whether epigenetic modifications are involved in its anticancer activity, we performed a global profiling analysis of H3K4Me3, an epigenomic marker associated with active gene expression, in JFK-treated lung cancer cells. We identified 11,670 genes with significantly altered status of H3K4Me3 modification following JFK treatment (P<0.05. Gene Ontology analysis indicates that these genes are involved in tumor-related pathways, including pathway in cancer, basal cell carcinoma, apoptosis, induction of programmed cell death, regulation of transcription (DNA-templated, intracellular signal transduction, and regulation of peptidase activity. In particular, we found that the levels of H3K4Me3 at the promoters of SUSD2, CCND2, BCL2A1, and TMEM158 are significantly altered in A549, NCI-H1975, NCI-H1650, and NCI-H2228 cells, when treated with JFK. Collectively, these findings provide the first evidence that the anticancer activity of JFK involves modulation of histone modification at many cancer-related gene loci.

  7. Science Journalism

    Science.gov (United States)

    Polman, Joseph; Newman, Alan; Farrar, Cathy; Saul, E. Wendy

    2012-01-01

    Much of the National Science Education Standards (NRC 1996), aside from the inquiry and teaching sections, focus on content. The authors' call is instead to build standards that focus on what students need to be scientifically literate in 10 or 15 years. Although a basic understanding of important scientific concepts and an understanding of how…

  8. 油水自组装制备Ag@AgCl/K4Nb6 O17及其光催化降解有机污染物的研究∗%Oil-water self-assembly synthesis of Ag@AgCl/K4 Nb6 O17 and enhanced photocatalytic degradation of organic pollutants

    Institute of Scientific and Technical Information of China (English)

    赵俊秀; 刘利; 胡金山; 梁英华; 崔文权

    2015-01-01

    在高温固相法制备K4 Nb6 O17的基础上,采用油水自组装合成复合光催化剂 Ag @ AgCl/K4 Nb6 O17,利用 XRD、SEM、TEM、EDX、UV-Vis、PL、BET等多种手段对复合光催化剂的微观结构、形貌和性能进行了表征,并研究了可见光下降解亚甲基蓝(MB)的催化性能.研究表明,Ag@AgCl 的粒径约为20 nm,均匀分散在二维层状结构K4 Nb6 O17的表面上;贵金属Ag纳米粒子的表面等离子体效应显著,对可见光的吸收范围从400 nm 拓展到800 nm;Ag@AgCl(25%(质量分数))/K4Nb6O17在可见光照射60 min对亚甲基蓝的降解率为88.2%,远远高于单体Ag@AgCl和K4 Nb6 O17的活性.循环实验证明催化剂具有较好的稳定性,同时对苯酚和罗丹明 B(RhB)也具有一定的催化降解活性.淬灭实验表明自由基和空穴均为活性物种,并在此基础上提出降解机理.%The composite photocatalyst of Ag@AgCl/K4 Nb6 O17 was composed of by the oil-water self-assembly method,on the basis that K4 Nb6 O17 was prepared in the high-temperature solid-state method.The microstruc-ture,morphology and properties of Ag@AgCl/K4 Nb6 O17 composite photocatalyst were characterized by means of XRD,SEM,TEM,EDX,UV-vis,PL,BET;and the photocatalytic performance was valued by the degra-dation of methylene blue (MB),phenol,and Rhodamine B (RhB)under visible light irradiation.The results shows that Ag@AgCl particles with the size of about 20 nm were dispersed in two-dimensional layer structure on the surface of K4 Nb6 O17 and the absorption of visible light of the composite photocatalyst ranged from 400 to 800 nm due to the surface plasmon resonance of Ag.The degradation rate of MB solution over Ag@AgCl (25wt%)/K4 Nb6 O17 under the visible light irradiation reaches 88.2% in an hour,which is more than two times compared with the sum of the Ag@AgCl and K4 Nb6 O17 degradation rate.The composite photocatalyst still ex-hibited high catalytic activity after recycled five times

  9. Stage and gene specific signatures defined by histones H3K4me2 and H3K27me3 accompany mammalian retina maturation in vivo.

    Science.gov (United States)

    Popova, Evgenya Y; Xu, Xuming; DeWan, Andrew T; Salzberg, Anna C; Berg, Arthur; Hoh, Josephine; Zhang, Samuel S; Barnstable, Colin J

    2012-01-01

    The epigenetic contribution to neurogenesis is largely unknown. There is, however, growing evidence that posttranslational modification of histones is a dynamic process that shows many correlations with gene expression. Here we have followed the genome-wide distribution of two important histone H3 modifications, H3K4me2 and H3K27me3 during late mouse retina development. The retina provides an ideal model for these studies because of its well-characterized structure and development and also the extensive studies of the retinal transcriptome and its development. We found that a group of genes expressed only in mature rod photoreceptors have a unique signature consisting of de-novo accumulation of H3K4me2, both at the transcription start site (TSS) and over the whole gene, that correlates with the increase in transcription, but no accumulation of H3K27me3 at any stage. By in silico analysis of this unique signature we have identified a larger group of genes that may be selectively expressed in mature rod photoreceptors. We also found that the distribution of H3K4me2 and H3K27me3 on the genes widely expressed is not always associated with their transcriptional levels. Different histone signatures for retinal genes with the same gene expression pattern suggest the diversities of epigenetic regulation. Genes without H3K4me2 and H3K27me3 accumulation at any stage represent a large group of transcripts never expressed in retina. The epigenetic signatures defined by H3K4me2 and H3K27me3 can distinguish cell-type specific genes from widespread transcripts and may be reflective of cell specificity during retina maturation. In addition to the developmental patterns seen in wild type retina, the dramatic changes of histone modification in the retinas of mutant animals lacking rod photoreceptors provide a tool to study the epigenetic changes in other cell types and thus describe a broad range of epigenetic events in a solid tissue in vivo.

  10. Stage and gene specific signatures defined by histones H3K4me2 and H3K27me3 accompany mammalian retina maturation in vivo.

    Directory of Open Access Journals (Sweden)

    Evgenya Y Popova

    Full Text Available The epigenetic contribution to neurogenesis is largely unknown. There is, however, growing evidence that posttranslational modification of histones is a dynamic process that shows many correlations with gene expression. Here we have followed the genome-wide distribution of two important histone H3 modifications, H3K4me2 and H3K27me3 during late mouse retina development. The retina provides an ideal model for these studies because of its well-characterized structure and development and also the extensive studies of the retinal transcriptome and its development. We found that a group of genes expressed only in mature rod photoreceptors have a unique signature consisting of de-novo accumulation of H3K4me2, both at the transcription start site (TSS and over the whole gene, that correlates with the increase in transcription, but no accumulation of H3K27me3 at any stage. By in silico analysis of this unique signature we have identified a larger group of genes that may be selectively expressed in mature rod photoreceptors. We also found that the distribution of H3K4me2 and H3K27me3 on the genes widely expressed is not always associated with their transcriptional levels. Different histone signatures for retinal genes with the same gene expression pattern suggest the diversities of epigenetic regulation. Genes without H3K4me2 and H3K27me3 accumulation at any stage represent a large group of transcripts never expressed in retina. The epigenetic signatures defined by H3K4me2 and H3K27me3 can distinguish cell-type specific genes from widespread transcripts and may be reflective of cell specificity during retina maturation. In addition to the developmental patterns seen in wild type retina, the dramatic changes of histone modification in the retinas of mutant animals lacking rod photoreceptors provide a tool to study the epigenetic changes in other cell types and thus describe a broad range of epigenetic events in a solid tissue in vivo.

  11. USSR Report Earth Sciences Tables of Contents JPRS-UES-86-001, 10 January 1986-JPRS-UES-86-008, 4 December 1986.

    Science.gov (United States)

    2007-11-02

    and Heat Radiation of Thermal Fields of Mutnovskiy Volcano (Kamchatka) (B. G. Polyak , B. A. Bezukh, et al.; VULKANOLOGIYA I SEYSMOLOGIYA, No 3...Fluid With Vapor-Gas Bubbles (S. P. Levitskiy, Z. P. Shulman; AKUSTICHESKIY ZHURNAL, No 3, May-Juji 85) 1+6 Internal Gravity Waves...Yepifanov; DOKLADY AKADEMII NAUK SSSR, No 3, Sep 85) k2 1 > Geodynamic Reconstructions as Method for Predicting Oil and Gas Content of Poorly

  12. NASA Goddard Space Flight Center presents Enhancing Standards Based Science Curriculum through NASA Content Relevancy: A Model for Sustainable Teaching-Research Integration Dr. Robert Gabrys, Raquel Marshall, Dr. Evelina Felicite-Maurice, Erin McKinley

    Science.gov (United States)

    Marshall, R. H.; Gabrys, R.

    2016-12-01

    NASA Goddard Space Flight Center has developed a systemic educator professional development model for the integration of NASA climate change resources into the K-12 classroom. The desired outcome of this model is to prepare teachers in STEM disciplines to be globally engaged and knowledgeable of current climate change research and its potential for content relevancy alignment to standard-based curriculum. The application and mapping of the model is based on the state education needs assessment, alignment to the Next Generation Science Standards (NGSS), and implementation framework developed by the consortium of district superintendents and their science supervisors. In this presentation, we will demonstrate best practices for extending the concept of inquiry-based and project-based learning through the integration of current NASA climate change research into curriculum unit lessons. This model includes a significant teacher development component focused on capacity development for teacher instruction and pedagogy aimed at aligning NASA climate change research to related NGSS student performance expectations and subsequent Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas, a need that was presented by the district steering committee as critical for ensuring sustainability and high-impact in the classroom. This model offers a collaborative and inclusive learning community that connects classroom teachers to NASA climate change researchers via an ongoing consultant/mentoring approach. As a result of the first year of implementation of this model, Maryland teachers are implementing NGSS unit lessons that guide students in open-ended research based on current NASA climate change research.

  13. 美国数字化研学图书馆——利用数字内容促进教育研究和基础学习%Digital Learning Sciences:Transforming Digital Content into Learning

    Institute of Scientific and Technical Information of China (English)

    刘燕权; 杨福进; 陈嘉勇

    2015-01-01

    数字化研学图书馆是一个连接科学与教育机构的教育和学习平台,致力于通过使用数字化的内容和工具来促进学习,是美国国家科学基金会资助的国家科学数字图书馆项目之一.该平台提供资源检索、教育研究、基础学习等功能,本文从项目概述、资源组织、技术特点、服务特色等方面对该项目进行了评述.%Dedicated to improving learning through the use of digital content and tools, Digital Learning Sciences (DLS) is one of NSF funded NSDL projects providing systems and services that enable science and educational organizations to organize, manage, comprehend and enrich online resources to empower learning outcomes and learner engagement. The target users of this library are education students, teachers and researchers searching for science resources. This paper provides an overview of the library's major development on its digital col ection, resources organization, technologies and services provided. Suggestions and comments for the improvements in the future are also presented.

  14. 基于内容分析的人文社会科学研究热点挖掘方法%Research Topic Selections of the Humanities and Social Sciences Based on Content Analysis

    Institute of Scientific and Technical Information of China (English)

    逯万辉

    2015-01-01

    Different from natural sciences, it is dififcult to identify the hot topics and the evolution of the humanities and social sciences based on traditional methods such as bibliometrics or citations. A model is presented here based on content analysis and has been experimented in the domain of social sciences. According to the results of context selections, hot research topics from home and abroad are compared.%人文社会科学不同于自然科学,采用基于传统文献计量和引文的方法较难识别该学科的研究热点及主题演变,因此,本文提出了基于内容分析的人文社会科学热点挖掘模型,并以社会学领域为例进行了实证分析,基于挖掘结果对比了国内外近五年的社会学研究热点演变。

  15. Content Analysis of Chinese Literature Researching the Interaction---Between Popularization of Science and Advertising%中国科普与广告互动研究的文献分析--基于内容分析方法

    Institute of Scientific and Technical Information of China (English)

    杨正; 刘伟峰; 周荣庭

    2015-01-01

    This research quantitatively analyze the Chinese literature which studied in the interaction between popularization of science and advertising with the content analysis,and summed up the development and the present situation of this study. We find that, in Chinese context and background, the research of the interaction between popularization of science and advertising is comparatively deficient, fall behind with the practice of the interaction of popularization of science and advertising. But,it is also found that the research of this question increase with a high rate,and has a bright future.%本文采用内容分析方法对中文语境下有关科普与广告互动的研究文献进行定量分析,从而归纳出中国对于该问题的研究发展与现状。并从中发现中国对于科普与广告的互动研究尚处于起步阶段,研究水平落后于中国当下科普与广告互动的实践。但其研究发展呈高速率增长态势,发展前景较为明朗。

  16. Different images of science

    DEFF Research Database (Denmark)

    Davidsson, Eva

      Within the science and technology centres (STC) movement there exists explicit aims and ambitions to enhance visitors' interest in and knowledge about science. Meanwhile, several researches question the choice of the scientific content in exhibitions when arguing that a too unproblematic view...... of science commonly is presented. But what images and aspects of science are visitors actually confronted with at STCs? How do staff members at STCs consider the scientific content and how do they choose what aspects of science to display in exhibitions? What ideas about visitors' learning do staff members...... images of science. Staff members at Nordic STC were therefore asked to consider to what extent they believe they display different aspects of science. The results suggest that it is possible to display different images of science depending on what aspects of science staff members choose to display...

  17. Different images of science

    DEFF Research Database (Denmark)

    Davidsson, Eva

      Within the science and technology centres (STC) movement there exists explicit aims and ambitions to enhance visitors' interest in and knowledge about science. Meanwhile, several researches question the choice of the scientific content in exhibitions when arguing that a too unproblematic view...... of science commonly is presented. But what images and aspects of science are visitors actually confronted with at STCs? How do staff members at STCs consider the scientific content and how do they choose what aspects of science to display in exhibitions? What ideas about visitors' learning do staff members...... images of science. Staff members at Nordic STC were therefore asked to consider to what extent they believe they display different aspects of science. The results suggest that it is possible to display different images of science depending on what aspects of science staff members choose to display...

  18. [The right to enjoy the benefits of sciences. An approximation to its contents, considering the Declarations of UNESCO on the genome, human genetic data, and bioethics].

    Science.gov (United States)

    Canabes, Marcela Ahumada

    2015-01-01

    The Right to Enjoy the Benefits of Scientific Progress, enshrined in the Universal Declaration of Human Rights and in the International Covenant on Economic, Social and Cultural Rights has recovered importance with the recently UNESCO Statements. The object of this work is to make a study about the content of this right, reviewing how it is recognized at the International Human Rights Law as well as to analyses how it is possible that it could be protected in the Spanish Constitution. The starting point of this work is the right to enjoy the benefits of scientific progress is not an autonomous human right, but integral part of the freedom of scientific research.

  19. Developing Language Skills in Science Classrooms

    Science.gov (United States)

    Jimenez-Silva, Margarita; Gomez, Conrado Laborin

    2011-01-01

    Science teachers need specific strategies to develop writing skills along with science content. Fortunately, research has demonstrated that science-teaching methodology can accomplish both the teaching of science content and various language skills, including writing. A technique suitable for and utilized by science teachers is the "mode…

  20. Science teaching in science education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-06-01

    Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

  1. Conveying the vision of science: Meta-lessons on inquiry found in a content analysis of two high school biology textbooks

    Science.gov (United States)

    Chandler, Patricia Mcmillan

    This descriptive study examined two high school biology textbooks for differences in opportunities for student inquiry as reported by Romey's Index of Student Involvement. The National Research Council's National Science Education Standards emphasizes the importance of students becoming "independent inquirers about the natural world." The systematic examination of student textbooks is an significant aspect in monitoring the state of science education in contemporary classrooms. Over 81% of text sampled in PRENTICE HALL Biology was categorized as fact, definition, or author's conclusion while 7% qualified as engaging students in inquiry. Biology: A Community Context had a more balanced distribution with 42% of sentences being categorized as fact, definition, or author's conclusion and 28% qualifying as engaging students in inquiry. Chi-square (chi2) statistics for the categories of non-inquiry/inquiry were significant, indicating that the two textbooks differ significantly as to their emphases on opportunities for inquiry. The investigation also compared two different sample sizes: the literature-recommended sample of 5% of text and a smaller 250-sentence sample. The frequency distribution across the 10 categories of non-inquiry/inquiry was very similar for the two sample sizes. PRENTICE HALL Biology fell below the recommended Index of Student Involvement range in both sampling techniques, while Biology: A Community Context fell in the recommended range for the Index of Student Involvement in both sampling techniques. This seems to indicate that the smaller sample size could be used appropriately to compare potential student textbooks by textbook adoption committees and curriculum planners. Biology textbooks that are judged to have relatively high amounts of inquiry are recommended for those who want to implement the national standards.

  2. Building Science Process Skills

    Science.gov (United States)

    DeFina, Anthony V.

    2006-01-01

    A well-designed and executed field trip experience serves not only to enrich and supplement course content, but also creates opportunities to build basic science process skills. The National Science Education Standards call for science teachers "to design and manage learning environments that provide students with the time, space, and resources…

  3. Ag 插层 K4Nb6O17复合光催化剂降解水中有机污染物%The Degradation of Organic Pollutants in Water on The Ag-intercalated K4Nb6O17 Composite Photocatalyst

    Institute of Scientific and Technical Information of China (English)

    穆晨帆; 梁英华; 刘利; 胡金山; 崔文权

    2015-01-01

    Ag-intercalated layered niobate (denoted as K4Nb6O17/Ag) was synthesized via a micr-owave-assisted ion-exchange method. The high enhanced activity of the composite photocatalyst was observed during the degradation of methylene blue (MB). Also, the degradation rate of MB by K4Nb6O17/Ag was higher when the solution pH increased. The composite photocatalyst showed the high enhanced activity with the different concentration of MB. In the same condition, K4Nb6O17/Ag showed higher photocatalysis than Ag-loaded K4Nb6O17 and Ag-loaded TiO2 composite photocat-alysts.%介绍了通过微波辅助的离子交换法制备 Ag 插层 K4Nb6O17复合光催化剂。复合光催化剂在降解水体中亚甲基蓝的过程中呈现出很高的光催化活性,并且插层复合光催化剂对亚基蓝在碱性条件下能发挥更高效的降解作用且对不同初始浓度的亚甲基蓝均具有较好的移除降解效率。在相同的反应条件下, Ag 插层复合光催化剂要比等量的 Ag 负载 K4Nb6O17, Ag 负载 TiO2复合光催化剂活性高很多,使 Ag 插层 K4Nb6O17复合光催化剂在净化水体污染物方面表现出更显著的优势。

  4. Re-patterning of H3K27me3, H3K4me3 and DNA methylation during fibroblast conversion into induced cardiomyocytes

    Directory of Open Access Journals (Sweden)

    Ziqing Liu

    2016-03-01

    Full Text Available Direct conversion of fibroblasts into induced cardiomyocytes (iCMs offers an alternative strategy for cardiac disease modeling and regeneration. During iCM reprogramming, the starting fibroblasts must overcome existing epigenetic barriers to acquire the CM-like chromatin pattern. However, epigenetic dynamics along this reprogramming process have not been studied. Here, we took advantage of our recently generated polycistronic system and determined the dynamics of two critical histone marks, H3K27me3 and H3K4me3, in parallel with gene expression at a set of carefully selected cardiac and fibroblast loci during iCM reprogramming. We observed reduced H3K27me3 and increased H3K4me3 at cardiac promoters as early as day 3, paralleled by a rapid significant increase in their mRNA expression. In contrast, H3K27me3 at loci encoding fibroblast marker genes did not increase until day 10 and H3K4me3 progressively decreased along the reprogramming process; these changes were accompanied by a gradual decrease in the mRNA expression of fibroblast marker genes. Further analyses of fibroblast-enriched transcription factors revealed a similarly late deposition of H3K27me3 and decreased mRNA expression of Sox9, Twist1 and Twist2, three important players in epithelial−mesenchymal transition. Our data suggest early rapid activation of the cardiac program and later progressive suppression of fibroblast fate at both epigenetic and transcriptional levels. Additionally, we determined the DNA methylation states of representative cardiac promoters and found that not every single CpG was equally demethylated during early stages of iCM reprogramming. Rather, there are specific CpGs, whose demethylation states correlated tightly with transcription activation, that we propose are the major contributing CpGs. Our work thus reveals a differential re-patterning of H3K27me3, H3K4me3 at cardiac and fibroblast loci during iCM reprogramming and could provide future genome

  5. Electrochemical studies on Li+/K+ ion exchange behaviour in K4Fe(CN)6 cathode material for Li, K-ion battery

    Indian Academy of Sciences (India)

    Bikash Mandal; I Basumallick; Susanta Ghosha

    2015-01-01

    The electrochemical studies of anhydrous K4Fe(CN)6 is reported. Anhydrous material was produced after dehydrating K4Fe(CN)6.3H2O crystal at 200°C in an open atmosphere. The material, as obtained, was characterized by various spectroscopic techniques, such as UV-Visible, FTIR, powder X-ray diffraction and FESEM-EDX. Electrochemical and Li+/K+ ion exchange behaviour of the synthesized material were studied by cyclic voltametry (CV), chronoamperometry (CA) and galvanostatic charge-discharge method after preparing a laboratory model cell against lithium anode instead of potassium. During anodic scan in the 1st cycle, peak maximum was observed at 3.93 V vs. Li+/Li due to removal of K+ ions from the ferrocyanide matrix, whereas, in the reverse scan (cathodic sweep) as well as in consequent cycles, peak maxima due to Li+ ion insertion and extraction were observed at 2.46 V and 3.23 V vs. Li+/Li, respectively. Cell, assembled using ferrocyanide cathode and lithium anode, shows an open circuit potential of 3.08 V and delivers a maximum capacity of 61 mAh g-1 (theoretical capacity 72 mAh g-1) at a rate of 0.2 C at room temperature.

  6. The inflammatory kinase MAP4K4 promotes reactivation of Kaposi's sarcoma herpesvirus and enhances the invasiveness of infected endothelial cells.

    Directory of Open Access Journals (Sweden)

    Darya A Haas

    Full Text Available Kaposi's sarcoma (KS is a mesenchymal tumour, which is caused by Kaposi's sarcoma herpesvirus (KSHV and develops under inflammatory conditions. KSHV-infected endothelial spindle cells, the neoplastic cells in KS, show increased invasiveness, attributed to the elevated expression of metalloproteinases (MMPs and cyclooxygenase-2 (COX-2. The majority of these spindle cells harbour latent KSHV genomes, while a minority undergoes lytic reactivation with subsequent production of new virions and viral or cellular chemo- and cytokines, which may promote tumour invasion and dissemination. In order to better understand KSHV pathogenesis, we investigated cellular mechanisms underlying the lytic reactivation of KSHV. Using a combination of small molecule library screening and siRNA silencing we found a STE20 kinase family member, MAP4K4, to be involved in KSHV reactivation from latency and to contribute to the invasive phenotype of KSHV-infected endothelial cells by regulating COX-2, MMP-7, and MMP-13 expression. This kinase is also highly expressed in KS spindle cells in vivo. These findings suggest that MAP4K4, a known mediator of inflammation, is involved in KS aetiology by regulating KSHV lytic reactivation, expression of MMPs and COX-2, and, thereby modulating invasiveness of KSHV-infected endothelial cells.

  7. Signalling couples hair follicle stem cell quiescence with reduced histone H3 K4/K9/K27me3 for proper tissue homeostasis.

    Science.gov (United States)

    Lee, Jayhun; Kang, Sangjo; Lilja, Karin C; Colletier, Keegan J; Scheitz, Cornelia Johanna Franziska; Zhang, Ying V; Tumbar, Tudorita

    2016-04-15

    Mechanisms of plasticity to acquire different cell fates are critical for adult stem cell (SC) potential, yet are poorly understood. Reduced global histone methylation is an epigenetic state known to mediate plasticity in cultured embryonic SCs and T-cell progenitors. Here we find histone H3 K4/K9/K27me3 levels actively reduced in adult mouse skin and hair follicle stem cells (HFSCs) during G0 quiescence. The level of marks over specific gene promoters did not correlate to mRNA level changes in quiescent HFSCs. Skin hypomethylation during quiescence was necessary for subsequent progression of hair homeostasis (cycle). Inhibiting BMP signal, a known HFSC anti-proliferative factor, elevated HFSC methylation in vivo during quiescence prior to proliferation onset. Furthermore, removal of proliferation factors and addition of BMP4 reduced histone methylases and increased demethylases mRNAs in cultured skin epithelial cells. We conclude that signalling couples hair follicle stem cell quiescence with reduced H3 K4/K9/K27me3 levels for proper tissue homeostasis.

  8. H3K4me3 demethylation by the histone demethylase KDM5C/JARID1C promotes DNA replication origin firing.

    Science.gov (United States)

    Rondinelli, Beatrice; Schwerer, Hélène; Antonini, Elena; Gaviraghi, Marco; Lupi, Alessio; Frenquelli, Michela; Cittaro, Davide; Segalla, Simona; Lemaitre, Jean-Marc; Tonon, Giovanni

    2015-03-11

    DNA replication is a tightly regulated process that initiates from multiple replication origins and leads to the faithful transmission of the genetic material. For proper DNA replication, the chromatin surrounding origins needs to be remodeled. However, remarkably little is known on which epigenetic changes are required to allow the firing of replication origins. Here, we show that the histone demethylase KDM5C/JARID1C is required for proper DNA replication at early origins. JARID1C dictates the assembly of the pre-initiation complex, driving the binding to chromatin of the pre-initiation proteins CDC45 and PCNA, through the demethylation of the histone mark H3K4me3. Fork activation and histone H4 acetylation, additional early events involved in DNA replication, are not affected by JARID1C downregulation. All together, these data point to a prominent role for JARID1C in a specific phase of DNA replication in mammalian cells, through its demethylase activity on H3K4me3.

  9. Distinct localization of histone H3 acetylation and H3-K4 methylation to the transcription start sites in the human genome

    Science.gov (United States)

    Liang, Gangning; Lin, Joy C. Y.; Wei, Vivian; Yoo, Christine; Cheng, Jonathan C.; Nguyen, Carvell T.; Weisenberger, Daniel J.; Egger, Gerda; Takai, Daiya; Gonzales, Felicidad A.; Jones, Peter A.

    2004-01-01

    Almost 1-2% of the human genome is located within 500 bp of either side of a transcription initiation site, whereas a far larger proportion (≈25%) is potentially transcribable by elongating RNA polymerases. This observation raises the question of how the genome is packaged into chromatin to allow start sites to be recognized by the regulatory machinery at the same time as transcription initiation, but not elongation, is blocked in the 25% of intragenic DNA. We developed a chromatin scanning technique called ChAP, coupling the chromatin immunoprecipitation assay with arbitrarily primed PCR, which allows for the rapid and unbiased comparison of histone modification patterns within the eukaryotic nucleus. Methylated lysine 4 (K4) and acetylated K9/14 of histone H3 were both highly localized to the 5′ regions of transcriptionally active human genes but were greatly decreased downstream of the start sites. Our results suggest that the large transcribed regions of human genes are maintained in a deacetylated conformation in regions read by elongating polymerase. Common models depicting widespread histone acetylation and K4 methylation throughout the transcribed unit do not therefore apply to the majority of human genes. PMID:15123803

  10. Potent and Selective KDM5 Inhibitor Stops Cellular Demethylation of H3K4me3 at Transcription Start Sites and Proliferation of MM1S Myeloma Cells.

    Science.gov (United States)

    Tumber, Anthony; Nuzzi, Andrea; Hookway, Edward S; Hatch, Stephanie B; Velupillai, Srikannathasan; Johansson, Catrine; Kawamura, Akane; Savitsky, Pavel; Yapp, Clarence; Szykowska, Aleksandra; Wu, Na; Bountra, Chas; Strain-Damerell, Claire; Burgess-Brown, Nicola A; Ruda, Gian Filippo; Fedorov, Oleg; Munro, Shonagh; England, Katherine S; Nowak, Radoslaw P; Schofield, Christopher J; La Thangue, Nicholas B; Pawlyn, Charlotte; Davies, Faith; Morgan, Gareth; Athanasou, Nick; Müller, Susanne; Oppermann, Udo; Brennan, Paul E

    2017-03-16

    Methylation of lysine residues on histone tail is a dynamic epigenetic modification that plays a key role in chromatin structure and gene regulation. Members of the KDM5 (also known as JARID1) sub-family are 2-oxoglutarate (2-OG) and Fe(2+)-dependent oxygenases acting as histone 3 lysine 4 trimethyl (H3K4me3) demethylases, regulating proliferation, stem cell self-renewal, and differentiation. Here we present the characterization of KDOAM-25, an inhibitor of KDM5 enzymes. KDOAM-25 shows biochemical half maximal inhibitory concentration values of <100 nM for KDM5A-D in vitro, high selectivity toward other 2-OG oxygenases sub-families, and no off-target activity on a panel of 55 receptors and enzymes. In human cell assay systems, KDOAM-25 has a half maximal effective concentration of ∼50 μM and good selectivity toward other demethylases. KDM5B is overexpressed in multiple myeloma and negatively correlated with the overall survival. Multiple myeloma MM1S cells treated with KDOAM-25 show increased global H3K4 methylation at transcriptional start sites and impaired proliferation. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  11. The histone H3K4-specific demethylase KDM5B binds to its substrate and product through distinct PHD fingers

    Science.gov (United States)

    Klein, Brianna J.; Piao, Lianhua; Xi, Yuanxin; Rincon-Arano, Hector; Rothbart, Scott B.; Peng, Danni; Wen, Hong; Larson, Connie; Zhang, Xi; Zheng, Xia; Cortazar, Michael A.; Peña, Pedro V.; Mangan, Anthony; Bentley, David L.; Strahl, Brian D.; Groudine, Mark; Li, Wei; Shi, Xiaobing; Kutateladze, Tatiana G.

    2014-01-01

    SUMMARY The histone lysine demethylase KDM5B regulates gene transcription and cell differentiation. It contains three PHD fingers, the biological roles of which remain elusive. Here, we show that the first PHD1 finger of KDM5B binds unmodified histone H3, whereas the third PHD3 finger prefers the trimethylated mark, H3K4me3. RNA-seq analysis indicates that KDM5B functions as a transcriptional repressor for a set of genes. Biochemical analysis reveals that KDM5B associates with components of the nucleosome remodeling and deacetylase (NuRD) complex and may cooperate with HDAC1 in gene repression. Compared with the estrogen receptor positive breast cancers, KDM5B is downregulated in the triple-negative breast cancer. Overexpression of KDM5B in the MDA-MB 231 breast cancer cells suppresses cell migration and invasion ability, and the PHD1-H3K4me0 interaction is important for inhibition of migration. These findings highlight tumor-suppressive functions of KDM5B in triple-negative breast cancer cells and suggest a novel multivalent mechanism for KDM5B-mediated transcriptional regulation. PMID:24412361

  12. The Bias of Disseminating Content and Audience Attention about Popular Science on Network:Taking Science Squirrels Club’s Microblog, Blog, Website for Example%科学松鼠会的传播内容偏向和受众关注偏向的调查研究

    Institute of Scientific and Technical Information of China (English)

    陈梅婷; 陈路遥; 种璐

    2014-01-01

    通过对科学松鼠会微博、博客、网站的内容和受众关注内容的主题分类进行统计分析,发现两者都偏向关注生物、健康、医学等类别,即传播内容的偏向与受众关注的偏向具有一致性。同时,通过对科学松鼠会主编“游识猷”(网名)的采访调查和对其微博粉丝的问卷调查,深入分析科学松鼠会的传播者和受传者分别在各自偏向的形成过程中所起的作用,以及这两种偏向的关系,并为其他综合性科普网站提供一定的借鉴。%Through analyzing statistically the subject classification of the content of Science Squirrels Club’s micro-blog, blog,website and the content of audiences’attention,it was found that both Science Squirrels Club and audiences are biased in favor of the subject of biological,health and medical. It means that there is consistency between the bias of disseminating content and the bias of audience attention. At the same time,through interview survey of Science Squirrels Club’s chief editor“You shi you”(net identity) and the questionnaire survey of its micro-blog’s fans,analyzing deeply the respective role of Science Squirrels Club’s disseminator and audiences in the forming process of the two kinds of bias,and the relation of them. At the same time, to provide some reference for other comprehensive science website.

  13. K4I3 METAR

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — METAR is a routine scheduled observation and is the primary observation code used in the United States to satisfy requirements for reporting surface meteorological...

  14. K4C0 METAR

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — METAR is a routine scheduled observation and is the primary observation code used in the United States to satisfy requirements for reporting surface meteorological...

  15. K4V0 METAR

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — METAR is a routine scheduled observation and is the primary observation code used in the United States to satisfy requirements for reporting surface meteorological...

  16. K4M9 METAR

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — METAR is a routine scheduled observation and is the primary observation code used in the United States to satisfy requirements for reporting surface meteorological...

  17. K4A9 METAR

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — METAR is a routine scheduled observation and is the primary observation code used in the United States to satisfy requirements for reporting surface meteorological...

  18. Effects of histone acetylation and H3K4 methylation on PRA/PRB in human uterine smooth muscle cells during pregnancy%组蛋白H3、H4乙酰化及H3K4甲基化对人妊娠子宫平滑肌细胞PRA/PRB的影响

    Institute of Scientific and Technical Information of China (English)

    罗慧; 陈诚; 梁志清

    2014-01-01

    目的 通过组蛋白去乙酰化酶抑制剂(trichostatin A,TSA)、H3 K4甲基化酶抑制剂(5’-deoxy-5’-methylthioadenosine,MTA)处理人妊娠子宫平滑肌细胞,干预组蛋白H3、H4乙酰化及H3K4甲基化水平,探讨组蛋白H3、H4乙酰化及H3K4甲基化对人妊娠子宫平滑肌细胞PRA/PRB的影响.方法 分离纯化人妊娠子宫平滑肌细胞(n=16),免疫组化定位孕激素受体(progesterone receptor,PR)及孕激素受体B(progesterone receptor B,PRB)在子宫平滑肌细胞核的表达.分别利用不同浓度TSA、MTA对其进行处理,Real-time PCR检测PR、PRA、PRB mRNA的表达;染色质免疫共沉淀技术(Chromatin immunoprecipitation,ChIP)比较处理前后PRA、PRB启动子区H3、H4乙酰化及H3K4三甲基化水平.结果 TSA可使PRA/PRB明显增高(P<0.05),使PRA启动子区H3、H4乙酰化水平明显上升(P<0.05).MTA可使PRA/PRB明显下降(P<0.05),PRA启动子区H3K4乙酰化水平明显下降(P<0.05).两种药物的干预主要通过对PRA的调控来调节PRA/PRB比值.结论 组蛋白H3、H4乙酰化和H3K4甲基化均可使人妊娠子宫平滑肌细胞PRA/PRB比值发生改变,可能参与“功能性孕激素撤退”机制的调节.

  19. MicroRNA-25通过调控MAP2 K4抑制糖尿病肾病纤维化的研究%Study of Inhibition Fibrosis of MicroRNA-25 on Diabetic Nephropathy by Regulating Expression of MAP2 K4

    Institute of Scientific and Technical Information of China (English)

    王晓莉; 刘洁婷; 张春雷; 王超男; 冯彪; 初彦辉; 张涛

    2015-01-01

    Objective To determine the expression level of microRNA-25 in animal models of diabetic nephropathy and human renal tubular epithelial cells (HK-2) cultured in different conditions, and to explore its regulating effect on the fibrosis in diabetic nephropathy. Methods The expression of microRNA-25 was detected by real-time PCR. The downstream target protein of microRNA-25 was verified by bioinformatic prediction, transient transfection of cells and Western blotting. Results MicroRNA-25 was down-regulated in animal models of diabetic nephropathy and HK-2 cells which were cultured in high-glucose medium (P<0. 01). MAP2K4 might be the downstream target protein of microRNA-25. Overexpression of microRNA-25 reduced the protein expression of MAP2K4 and α-SMA (P<0. 01). Conclusion MicroRNA-25 inhibits the fibrosis in diabetic nephropathy by regulating the expression of MAP2K4.%目的:检测microRNA-25在糖尿病肾病动物模型及不同条件培养下的人肾小管上皮细胞( HK-2)中的表达,探讨其对糖尿病肾病纤维化的调节作用。方法实时荧光定量聚合酶链反应检测microRNA-25的表达。生物信息学预测、细胞瞬时转染和Western blot验证microRNA-25的下游靶蛋白。结果 microRNA-25在糖尿病肾病动物模型及高糖培养下的HK-2中表达降低(P<0.01)。 MAP2K4可能是microRNA-25的下游靶蛋白。过表达microRNA-25可以从蛋白水平上抑制MAP2K4、α-SMA的表达(P<0.01)。结论 microRNA-25可以通过调控MAP2K4从而抑制糖尿病肾病纤维化的进展。

  20. Construction of landscape ecology teaching content system in environmental science major%高校环境科学景观生态学课程教学内容体系构建

    Institute of Scientific and Technical Information of China (English)

    梁美霞; 刘怀如

    2014-01-01

    Based on the choice of landscape ecology teaching materials and the foundation of syllabus for landscape planning and design of environmental science major,discusses the teaching content system construction problem from two aspects of the theory and practice applying teaching.In order to clear the subject key points of landscape ecology for the landscape planning and design of environmental science major and lay a solid foundation for the follow-up courses.%基于高校环境科学专业景观规划与设计方向景观生态学课程教材选择的基础上,从专业特色出发,通过制定教学大纲,从基础理论和实践应用教学两方面探讨其教学内容体系构建问题。旨在进一步明确环境科学专业景观规划设计方向景观生态学教学重点,突出专业需求,也为后续专业课学习奠定坚实基础。