bluuebunny/crossref_metadata_2025_split huggingface dataset:
Specific integrin subunits in bovine oocytes, including novel sequences for alpha 6 and beta 3 subunits
Authors: Pate Barry J. , White Kenneth L. , Winger Quinton A. , Rickords Lee F. , Aston Kenneth I. , Sessons Benjamin R. , Li Guang‐Peng , Campbell Kenneth D. , Weimer Bart , Bunch Thomas D. 
Published: October 2006

AbstractIntegrins facilitate attachment of cells to the extra‐cellular matrix, often binding the arginine‐glycine‐aspartic acid tri‐peptide motif, thus facilitating cell migration, mediating cell–cell adhesion, linking the extracellular matrix (ECM) with cytoskeletal elements, and acting as signaling molecules. Adhesion activates signaling mechanisms that regulate integrin function, cytoskeletal assembly, cell behavior, and protein synthesis. Immunofluorescence was used to determine the presence of integrin α and β subunits on the surface of bovine oocytes using a panel of monoclonal antibodies (mAbs) specific for αL, αM, αX, αV, α2, α4, α6, β1, β2, and β3 antigens, with multiple antibodies for each subunit. Confocal microscopy indicated the presence of αV, α6, α4, α2, ß1, and ß3 integrin subunits on the plasma membrane of bovine oocytes. The presence of these subunits was verified by RT‐PCR analysis using primers designed based on known gene sequences of bovine integrin subunits, or by using sequence information using bovine expressed sequence tags (EST) compared with known human and murine integrin subunit gene sequence information. Previously unpublished sequence information for bovine α6 and β3 integrins was determined. The presence of these integrin subunits on the bovine oocyte vitelline membrane supports the hypothesis that sperm–oocyte interactions in the bovine are mediated by integrins. Mol. Reprod. Dev. 74: 600–607, 2007. © 2006 Wiley‐Liss, Inc.
Monte Carlo sampling of near‐native structures of proteins with applications
Authors: Zhang Jinfeng , Lin Ming , Chen Rong , Liang Jie , Liu Jun S 
Published: October 2006

AbstractSince a protein's dynamic fluctuation inside cells affects the protein's biological properties, we present a novel method to study the ensemble of near‐native structures (NNS) of proteins, namely, the conformations that are very similar to the experimentally determined native structure. We show that this method enables us to (i) quantify the difficulty of predicting a protein's structure, (ii) choose appropriate simplified representations of protein structures, and (iii) assess the effectiveness of knowledge‐based potential functions. We found that well‐designed simple representations of protein structures are likely as accurate as those more complex ones for certain potential functions. We also found that the widely used contact potential functions stabilize NNS poorly, whereas potential functions incorporating local structure information significantly increase the stability of NNS. Proteins 2007. © 2006 Wiley‐Liss, Inc.
Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps
Authors: Da‐Silva Consuelo , Mellado Vicente , Ruiz Constantino , Porlán Rafael 
Published: October 2006

AbstractWe describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993–2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed using cognitive maps, constructed on the basis of the Inventory of Teachers' Pedagogical & Scientific Beliefs (INPECIP) questionnaire, designed and validated by R. Porlán, A. Rivero, and R. Martín del Pozo (1997), and a semistructured interview. The results showed the process of change in conceptions to be complex and gradual, with different conceptions being out of phase with each other. During her first 4 years of teaching, until 1993, her conceptions of science teaching and learning began to evolve from a teacher and content‐centered model to one that was more student centered. The catalyst of the change in her initial conceptions of teaching and learning was her becoming aware of the students' alternative ideas. Her empiricist conception of the nature of science, however, remained practically unaltered during these first 4 years. This conception began to shift slowly toward less dogmatic and more up‐to‐date positions as a consequence of her changing view of teaching‐learning, and by 2002, there was again coherence between her scientific thinking and her ideas on science teaching and learning. © 2006 Wiley Periodicals, Inc. Sci Ed, 91:461–491, 2007
The effect of audio tours on learning and social interaction: An evaluation at Carlsbad Caverns National Park
Authors: Novey Levi T. , Hall Troy E. 
Published: October 2006

AbstractAuditory forms of nonpersonal communication have rarely been evaluated in informal settings like parks and museums. This study evaluated the effect of an interpretive audio tour on visitor knowledge and social behavior at Carlsbad Caverns National Park. A cross‐sectional pretest/posttest quasi‐experimental design compared the responses of audio tour users (n = 123) and nonusers (n = 131) on several knowledge questions. Observations (n = 700) conducted at seven sites within the caverns documented sign reading, time spent listening to the audio, within group conversation, and other social behaviors for a different sample of visitors. Pretested tour users and nonusers did not differ in visitor characteristics, knowledge, or attitude variables, suggesting the two populations were similar. On a 12‐item knowledge quiz, tour users' scores increased from 5.7 to 10.3, and nonusers' scores increased from 6.2 to 8.4. Most visitors were able to identify some of the park's major messages when presented with a multiple‐choice question, but more audio users than nonusers identified resource preservation as a primary message in an open‐ended question. Based on observations, audio tour users and nonusers did not differ substantially in their interactions with other members of their group or in their reading of interpretive signs in the cave. Audio tour users had positive reactions to the tour, and these reactions, coupled with the positive learning outcomes and negligible effects on social interaction, suggest that audio tours can be an effective communication medium in informal educational settings. © 2006 Wiley Periodicals, Inc. Sci Ed 91:260–277, 2007
Greek primary school teachers' understanding of current environmental issues: An exploration of their environmental knowledge and images of nature
Authors: Michail Sirmo , Stamou Anastasia G. , Stamou George P. 
Published: October 2006

AbstractIn this article, the Greek primary school teachers' understanding of three current environmental issues (acid rain, the ozone layer depletion, and the greenhouse effect) as well as the emerging images of nature were examined. The study revealed that teachers held several environmental knowledge gaps and misconceptions about the three phenomena. Using the media as major environmental information sources, in which environmental issues are constructed as environmental risks, teachers are being environmentally educated in lay and not in scientific terms. Moreover, the image of nature emerging from their ideas about the three environmental issues is that of the romantic archetype, which prevails in postindustrial societies. Such a view, though, gives a conceptualization of nature as balance, under which the greenhouse effect and acid rain are seen as exclusively human‐induced “disturbances.” © 2006 Wiley Periodicals, Inc. Sci Ed 91:244–259, 2007
The American council on education rankings of quality in graduate education and membership in the national academy of science
Authors: Siebring B. Richard 
Published: October 2006

AbstractRankings in physics, chemistry, and mathematics are determined for Universities of the United States according to the number of members of each department who have been elected to the National Academy of Science. A strong correlation was found to exist between these rankings and the rankings published by the American Council on Education. In fact, the top ten departments in each of these fields could probably be selected by simply counting the number of Academy members in each of the respective departments.
Early theories on the nature of heat and light
Authors: Heindel Ned D. , Warner Nancy C. 
Published: October 2006

AbstractThough no simple picture has been invented affording a mechanical model of a light ray, by combining the notions of waves and particles a logically consistent theory has been devised which seems essentially capable of accounting for the properties of light as we know them. Radio rays, heat rays, visible and ultra‐violet light, X‐rays, gamma rays and cosmic rays all are thus different varieties of light. We find from our experiments on diffraction and interference that light consists of waves. The photoelectric effect and the scattering of X‐rays give equally convincing reasons for believing that light consists of particles. For centuries it has been supposed that the two conceptions are contradictory. Goaded on, however, by obstinate experiments we seem to have found a way out. We continue to think of light propagated as electromagnetic waves; but whenever the light does something, it does it as photons. In reply to our question, what is light, the answer seems to come, waves and particles, light is both.
The flight from science reconsidered: Career choice of science and engineering in the 1950's and 1960's
Authors: Reitz Jeffrey G. 
Published: October 2006

AbstractThis paper questions a widespread belief that the trend away from career choices of science and engineering in the early 1960's is attributable to increased student concern with social problems, causing increased hostility to science and technology, and increased desire to study in social science and humanistic disciplines. Evidence from trend surveys suggest that the actual beneficiaries of the “flight from science” and engineering were the professional and managerial fields. Consideration is given to an alternative hypothesis that increasing economic opportunities outside science was one cause. This hypothesis assumes that many economically motivated students have chosen science because they lacked better economic opportunities outside science. Support for this assumption is found in an analysis of survey data on college men in the class of 1961 (N=21687).
Alternative learning strategies as part of the educational process
Authors: Swartz Ronald 
Published: October 2006

AbstractThe terrible dissension which has endured for so many centuries is a striking lesson teaching us mutually to forgive our errors; dissension is the great evil of mankind and toleration is its only remedy … we should all mutually tolerate each other, because we are all weak, inconsistent, a prey to change and error. Should a reed, bowed into the mud by the wind say to the neighboring reed, bowed in the opposite direction: “Creep in my fashion, wretch, or I'll send in a request to have you uprooted and burned”? (Voltaire, 1764/1962, pp. 487‐489).
Students' conceptions of the top‐level structure of physics texts
Authors: Brincones Isabel , Otero José 
Published: October 2006

AbstractThe purpose of this article is to study students' use of the top‐level structure of physics text passages. An ordering task in which subjects had to arrange a fragmented passage was used to investigate the use of these structures. Students produced a high number of texts with top‐level structures that employed minimal organizational components, and had recourse to local coherence criteria to organize the text. Students also found difficulties in adequately describing the logical status of texts. Terms like “Deduction,” “Definition,” or “Proof,” are used incorrectly. An additional problem was the use of appropriate top‐level structures whose slots were incorrectly filled in. © 1994 John Wiley & Sons, Inc.
Elementary students' responses to questions about plant identification: Response strategies in children
Authors: Tull Delena 
Published: October 2006

AbstractNine sixth‐grade students were asked to identify plants seen in a set of slides and examined in two outdoor field trips. When the students did not know the correct common name for a plant (e.g., oak, dandelion), they relied on a variety of response strategies to deal with their lack of knowledge. Three patterns of response emerged when students lacked knowledge of names for plants. Student responses may represent avoidance strategies: avoidance of admission of ignorance, avoidance of being wrong, or avoidance of giving a name more abstract than the common name (e.g., tree, wildflower). These strategies did not result in names that would be acceptable to a science teacher, but the strategies had the effect of hiding the students' lack of knowledge or preventing a “wrong” answer. The study demonstrated that students prefer to identify plants at the generic level (e.g., calling a plant oak rather than tree), which suggests that elementary students should be introduced to the concept of genus (e.g., oak, lily) before being introduced to the more abstract levels of the botanical classification scheme (e.g., class monocot, dicot). © 1994 John Wiley & Sons, Inc.
A case of dilemmas: Exploring my assumptions about teaching science
Authors: Tomanek Debra 
Published: October 2006

AbstractThe study is about a secondary science teacher's thinking associated with dilemmas experienced while teaching an environmental science class. Her interactive thoughts were generally concerned with content and student understanding of it, managing the curriculum, and encouraging and contributing to student success. A unique feature of the work is that the researcher studied her own teaching. The dilemma thoughts were used to explicate her assumptions about teaching the class. An implication of the work is that teachers can use dilemmas to challenge their own assumptions about their teaching practices. © 1994 John Wiley & son, Inc.
Science: The Salters' approach‐a case study of the process of large scale curriculum development
Authors: Campbell Bob , Lazonby John , Millar Robin , Nicolson Peter , Ramsden Judith , Waddington David 
Published: October 2006

AbstractThe Salters' curriculum development projects provide complete applications‐led science or chemistry programs for students ages 11‐18. In terms of the scale of their adoption by teachers in the UK and the interest they have generated in other countries, the developments have been successful. This article is a retrospective analysis of the process of large scale curriculum development. It locates the projects and their development within the range of approaches advocated in science education and considers the practical decisions taken during the development in relation to theories of curriculum development and change. A case is made for regarding large scale curriculum development as a form of technological problem solving, starting from an analysis of the needs of teachers and the formulation of design criteria, and then drawing, when needed, on a range of theoretical ideas concerning content selection, how young people learn and how change is managed. The implications of this view for curriculum evaluation are considered. © 1994 John Wiley & Sons, Inc.
Relational conceptual change in solution chemistry
Authors: Ebenezer Jazlin V. , Gaskell P. James 
Published: October 2006

AbstractThis study explores changes to students' conceptions about solution chemistry in the context of instruction based on collaboration between a researcher and an experienced teacher attempting to implement strategies from the literature on conceptual change. Conceptual change for students and teachers is viewed not just as a process of replacement of old concepts but also as a process of learning to relate ideas to appropriate contexts. The process of instruction and collaboration was influenced by institutional limits on time, the press to cover the curriculum, and the teacher's prior beliefs and practices. The study uses “phenomenography” to conceptualize students' understandings of solubility. Six categories of description were constructed: (a) physical transformation from solid to liquid; (b) chemical transformation of solute; (c) density of solute; (d) amount of space available in solution; (e) properties of solute; and (f) size of solute. After instruction students showed evidence of two additional ways of talking about solubility: (a) chemical structure of components; and (b) solution equilibrium. The new language, however, did not necessarily replace initial ideas about what happens in particular instances of solution chemistry. A careful analysis of the students' conceptions of solubility revealed important factors influencing the nature of student learning in this area of chemistry. These factors include: (a) ambiguities of chemical theories about dissolving: (b) explanations of the observable; and (c) students' chemical language. It is argued, in conclusion, that the goals for instruction are to assist students to appreciate contexts where everyday conceptions of chemical phenomenon are appropriate and contexts where particular conceptions from the community of chemists are more appropriate. © 1995 John Wiley & Sons. Inc.
Model–basedanalysis andreasoning inscience: The MARS curriculum
Authors: Raghavan Kalyani , Glaser Robert 
Published: October 2006

AbstractScientists and researchers in many disciplines frequently resort to modeling and model–based reasoning to concretize abstract ideas, to simplify and clarify complex phenomena, to predict trends, and to explain mechanisms and processes. National projects working to reform science education explicitly recommend the development of an appreciation for the centrality of models in the teaching and learning of science. This article describes a model–centered, computer–supported, semester–long science curriculum for middle–school students designed to encourage conceptual understanding and to foster the development of model–based reasoning skills. In the Model–based Analysis and Reasoning in Science (MARS) project, an attempt is made to create an environment conducive to fostering conceptual understanding and reasoning about scientific phenomena that involve “balance of forces.” Visual models that are dynamic and interactive are presented not only to concretize abstract ideas but also as reasoning tools that give students the leverage to solve problems in a variety of contexts. This model–centered curriculum focuses on a network of concepts important for understanding hydrostatics; that is, floating and sinking, as an exemplar for the general principle of balance of forces. How students understand these concepts and use models as a disciplinary resource to engage in chains of reasoning that integrate concepts into networks of relations is of special interest for study. How students use that understanding in new situations within the same explanatory system is also being studied. A major pedagogical question is how middle–school students can be taught to engage in model–based reasoning, a form of reasoning that scientists routinely use. © 1995 John Wiley & Sons. Inc.
Wait‐time, classroom discourse, and the influence of sociocultural factors in science teaching
Authors: Jegede Olugbemiro J. , Olajide Janet O. 
Published: October 2006

AbstractWait‐time, a variable related to questioning in a teaching‐learning situation, has been found to have implications for the inquiry mode of science teaching especially in Western classroom environments. Aside from the fact that the literature is very sparse in this area about what obtains in developing countries, nothing appears to be available with regard to how wait‐time interacts with the sociocultural factors within non‐Western science classrooms. In a non‐Western country such as Nigeria where most science programs in schools are inquiry‐oriented, do teachers take notice of, and effectively use, wait‐time in the teaching‐learning process? Are science teachers able to effectively use the mediating role of sociocultural factors in science teaching in a traditional environment which expects children to be seen only and not heard? The main purpose of this study was to investigate the wait‐time of Nigerian integrated science teachers in relation to the amount of students' participation in inquiry. This study also investigated the relationship between wait‐time and sociocultural attitudinal factors prevalent in traditional societies. The instruments used for data collection were the Hough's Observational Schedule and a modified version of the Socio‐Cultural Environment Scale (SCES); a stop‐watch was used to measure the wait‐time of audio‐recorded integrated science lessons of 37 integrated science teachers from selected junior secondary schools in Kaduna State, Nigeria. The results showed that the average wait‐time TT and wait‐time ST of the integrated science teachers was 3.0 seconds and 0.7 seconds, respectively. The study reported the amount of student participation in the student‐teacher classroom discourse to be very low. Wait‐time was also shown to have a strong relationship with sociocultural factors of authoritarianism, goal structure, societal expectation, and traditional worldview. The pedagogical and curricular implications of the results have been highlighted. © 1995 John Wiley & Sons, Inc.
Review of studies on the effectiveness of instructional analogies in science education
Authors: Dagher Zoubeida R. 
Published: October 2006

AbstractThe body of research on instructional analogies in science education is growing steadily in recent years. This study reviews a representative sample of studies that dealt with the effectiveness of text‐based or teacher‐based analogies in learning science concepts. The purpose is to provide a synthesis of the findings and to present implications for teachers and researchers in science education. © 1995 John Wiley & Sons, Inc.
Science education in a multiscience perspective
Authors: Ogawa Masakata 
Published: October 2006

AbstractThe effects of the multiculturalism movement have emerged, especially in the West, in the form of multicultural science education. Multiculturalism can be a powerful and significant tool to reflect on science education and to improve classroom practices. However, this article argues that a “multiscience” perspective on science education affords richer implications for reflection and practice. A multiscience perspective recognizes the existence of various types of science at play in all science classrooms, especially personal science, indigenous science, and Western modem science. © 1995 John Wiley & Sons, Inc.
Programmed elicitation in secondary school chemistry teaching: A 10‐year summary
Authors: Li Tong , Liu Xiufeng 
Published: October 2006

AbstractThis article summarizes a 10‐year Chinese secondary school chemistry teaching experiment called programmed elicitation. The principles for programmed elicitation textbook development and classroom teaching are discussed. The historical context, the impact of Western education theories, and traditional Chinese elicitation are reviewed. The background of the experiment, experimental procedures, and results are presented using a meta‐analytical summative format. It is shown that programmed elicitation is more effective than the traditional Chinese elicitation. Finally, the implications of programmed elicitation for both Chinese and international science education are discussed. © 1995 John Wiley & Sons, Inc.
Quick starters: New faculty who succeed
Authors: Boice Robert 
Published: October 2006

AbstractSome faculty find their working situations and their careers to be energizing and productive. Others are frustrated, unproductive, and will “burn out” quickly, leaving behind a trail of effort without success and ill feelings toward their institutions and the professoriate. What are the differences between these two types and can we capitalize on the skills and working styles of the “quick starters” to help those less fortunate?