pinecone/core-2020-05-10-deduplication huggingface dataset:
Towards a theory of experience

Experience is one of the most used terms in (science) education, and it is recognized as being related to learning (education). Yet what experience is and how it is related to learning and change remains untheorized. In this paper, we mainly draw on the work of J. Dewey and L. S. Vygotsky but also on M. Bakhtin and more recent advances on the topic of experience from French philosophy to contribute to a theory of this important category. Accordingly, experience is not something that belongs to or is had by individuals but rather denotes transactions in and across space and time within irreducible person-in-setting units; and it is perfused with an affect that is not (only) the result of mentalconstructions. An episode from an Australian physics classroom is used to exemplify what such a theory and its method-related implications have to accomplish in the analysis of concrete science lessons.Arts, Education & Law Group, School of Education and Professional StudiesFull Tex
Expectancy-value models for the STEM persistence plans of ninth-grade, high-ability students: a comparison between Black, Hispanic, and White students

Group differences in the effects of the expectancies and values that high-ability students have for science and mathematics on plans to persist in science, technology, engineering, and mathematics (STEM) were investigated. A nationally representative sample of ninth-grade students, the High School Longitudinal Study of 2009 (HSLS: 2009; n = 21,444) was used. The analytic sample was 1,757 (48% female, 52% male) Black (13.8%), Hispanic (26.7%), and White (59.6%) students who scored in the top 10% of their race group on the mathematics achievement test. Hierarchical logistic regression models were developed for each race/ethnicity group to examine the relationships of demographic and expectancy-value variables with STEM persistence status. Science attainment value, science intrinsic value, and STEM utility value were predictive of STEM persistence, but these variables operated differently in groups of Black, Hispanic, and White students. Implications for educators include the need for ways to improve perceptions of science identity and awareness of the utility of science and mathematics courses
An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning‐Making in Science Education

This paper presents an integrative framework for analyzing science meaning‐making with representations. It integrates the research on multiple representations and multimodal representations by identifying and leveraging the differences in their units of analysis in two dimensions: timescale and compositional grain size. Timescale considers the duration of time a learner typically spends on one or more representations. Compositional grain size refers to the elements of interest within a representation, ranging from components such as visual elements, words, or symbols, to a representation as a whole. Research on multiple representations focuses on the practice of re‐representing science concepts through different representations and is typically of long timescale and large grain size. Research on multimodal representations tends to consider how learners integrate the components of a representation to produce meaning; it is usually of finer grain size and shorter timescale. In the integrative framework, each type of analysis on multiple and multimodal representations plays a mutually complementary role in illuminating students’ learning with representations. The framework is illustrated through the analysis of instructional episodes of middle school students using representations to learn nanoscience concepts over the course of a lesson unit. Finally, recommendations for new research directions stemming from this framework are presented
“I was proud of myself that I didn’t give up and I did it”: Experiences of pride and triumph in learning science

The role that specific emotions, such as pride and triumph, play during instruction in science education is an under-researched field of study. Emotions are recognized as central to learning yet little is known about the way in which they are produced in naturalistic settings, how emotions relate to classroom learning during interactions, and what antecedent factors are associated with emotional experiences during instruction. Data sources for the study include emotion diaries, student written artifacts, video recordings of class interactions, and interviews. Emotions produced in the moment during classroom interactions are analyzed from video data and audio data through a novel theoretical framework related to the sociology of human emotions. These direct observations are compared with students’ recollected emotional experiences reported through emotion diaries and interviews. The study establishes links between pride and triumph within classroom interactions and instructional tasks during learning episodes in a naturalistic setting. We discuss particular classroom activities that are associated with justified feelings of pride and triumph. More specifically, classroom events associated with these emotions were related to understanding science concepts, social interactions, and achieving success on challenging tasks
Exploring Teacher Intervention in the Intersection of Digital Resources, Peer Collaboration, and Instructional Design

This paper reports on a case study of the teacher's role as facilitator in computer-supported collaborative learning (CSCL) settings in science. In naturalistic classroom settings, the teacher most often acts as an important resource and provides various forms of guidance during students’ learning activities. Few studies, however, have focused on the role of teacher intervention in CSCL settings. By analyzing the interactions between secondary school students and their teacher during a science project, the current study provides insight into the concerns that teachers might encounter when facilitating students’ learning processes in these types of settings. The analyses show that one main concern was creating a balance between providing the requested information and supporting students in utilizing each other's knowledge and understanding. Another concern was balancing support on an individual versus group level, and a third concern was directing the students’ attention to coexisting conceptual perspectives. Most importantly, however, the analyses show how teacher intervention constitutes the pivotal “glue” that aids students in linking and using coexisting aspects of support such as peer collaboration, digital tools, and instructional design
Preservice science teachers' science teaching orientations and beliefs about science.

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 education program. Data presented support Didactic, Academic Rigor, conceptual change, activity driven, and inquiry orientations as intuitive teacher stances. The paper proposes a continuum for these five science teaching orientations, ordered by potential teaching quality that may be useful to science teacher educators. Even though all participants were qualified scientists, naïve beliefs about science were prevalent, with few examples of informed and partially informed beliefs. Alignment of orientations and beliefs shows that orientations override preservice teachers’ notions of science teaching. Therefore, a further recommendation based on these data is that preservice science teachers’ beliefs about science are regarded as a component of subject matter knowledge and excluded from science teaching orientations
Styles of scientific reasoning : a cultural rationale for science education?

In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scientific reasoning based on six “styles of scientific reasoning.” Each “style” requires its own specific ontological and procedural entities, and invokes its own epistemic values and constructs. Consequently, learning science requires the development of not just content knowledge but, in addition, procedural knowledge, and epistemic knowledge. Previous attempts to develop a coherent account of scientific reasoning have neglected the significance of either procedural knowledge, epistemic knowledge, or both. In contrast, “styles of reasoning” do recognize the need for all three elements of domain-specific knowledge, and the complexity and situated nature of scientific practice. Most importantly, “styles of reasoning” offer science education a means of valorizing the intellectual and cultural contribution that the sciences have made to contemporary thought, an argument that is sorely missing from common rationales for science education. Second, the construct of “styles of reasoning” offers a more coherent conceptual schema for the construct of scientific reasoning—one of the major goals of any education in the sciences
Arizona Science Center

Located in downtown Phoenix, the Arizona Science Center features more than 300 hands-on exhibits, a state-of-the-art planetarium, a five-story giant-screen theater, live demonstrations, traveling exhibitions, and science programs for people of all ages. The website provides online companion guides to exhibits, planetarium presentations and films, including Coral Reefs, Arizona Skies, Cosmic Coasters, Starry Story Time, and Solar Grand Tour. Off site programming and traveling exhibits include the Star Lab portable planetarium, Arizona Rocks, Arizona Water, and Chemyseries. Educational levels: Informal education
Endothelial Progenitors: A Consensus Statement on Nomenclature

Endothelial progenitor cell (EPC) nomenclature remains ambiguous and there is a general lack of concordance in the stem cell field with many distinct cell subtypes continually grouped under the term “EPC.” It would be highly advantageous to agree on standards to confirm an endothelial progenitor phenotype and this should include detailed immunophenotyping, potency assays, and clear separation from hematopoietic angiogenic cells which are not endothelial progenitors. In this review, we seek to discourage the indiscriminate use of “EPCs,” and instead propose precise terminology based on defining cellular phenotype and function. Endothelial colony forming cells and myeloid angiogenic cells are examples of two distinct and well‐defined cell types that have been considered EPCs because they both promote vascular repair, albeit by completely different mechanisms of action. It is acknowledged that scientific nomenclature should be a dynamic process driven by technological and conceptual advances; ergo the ongoing “EPC” nomenclature ought not to be permanent and should become more precise in the light of strong scientific evidence. This is especially important as these cells become recognized for their role in vascular repair in health and disease and, in some cases, progress toward use in cell therapy. Stem Cells Translational Medicine 2017;6:1316–132
Turning potential into action: Using pluripotent stem cells to understand heart development and function in health and disease

Pluripotent stem cells hold enormous potential for regenerative therapies, however their ability to provide insight into early human development and the origins of disease could arguably provide an even greater outcome. This is primarily due to their contribution to the establishment of a powerful knowledge base of human development, something which all researchers and clinicians can potentially benefit from. Modeling human heart development and disease using pluripotent stem cells has already provided many important insights into cardiogenesis and cardiovascular disease mechanisms however, it is important to be aware of the complexities of this model system. Thorough contemplation of experimental models and specialized techniques is required to provide high-quality evidence of the intricacies of both normal early development, and when this process goes awry in disease states.Full Tex
The Road Map for Megakaryopoietic Lineage from Hematopoietic Stem/Progenitor Cells

Megakaryocytes (Mgks) are terminally differentiated blood cells specified to produce platelets, whereas hematopoietic stem cells (HSCs) are the most undifferentiated blood cells that retain multipotency to produce all kinds of blood cells. As such, these two cell types reside at the bottom and the top of the hematopoietic hierarchy, respectively. In spite of this distance, they share several important cell surface molecules as well as transcription factors.In the conventional step-wise differentiation model, HSCs gradually lose their self-renewal capacity and differentiate into multipotent progenitors (MPPs), which is the first branch point of myeloid and lymphoid lineage. In this model, common myeloid progenitors can differentiate into bipotent Mgk/erythroid progenitors (MEPs), and MEPs eventually differentiate into unipotent mature Mgks. However, it has been recently reported that a subpopulation within the HSC and MPP compartments demonstrates an Mgk-biased differentiation potential. These reports imply that revisions to the HSC-to-Mgk differentiation pathway should be discussed. In this review, we summarize recent findings about Mgk differentiation from HSCs and discuss future directions in this research field. Stem Cells Translational Medicine 2017;6:1661–166
Concise Review: Developing Best-Practice Models for the
                Therapeutic Use of Extracellular Vesicles

Growing interest in extracellular vesicles (EVs, including
                exosomes and microvesicles) as therapeutic entities,
                particularly in stem cell-related approaches, has underlined the
                need for standardization and coordination of development
                efforts. Members of the International Society for Extracellular
                Vesicles and the Society for Clinical Research and Translation
                of Extracellular Vesicles Singapore convened a Workshop on this
                topic to discuss the opportunities and challenges associated
                with development of EV-based therapeutics at the preclinical and
                clinical levels. This review outlines topic-specific action
                items that, if addressed, will enhance the development of
                best-practice models for EV therapies. Stem Cells Translational
                Medicine 2017
Long-Term Recovery After Endothelial Colony-Forming Cells or Human Umbilical Cord Blood Cells Administration in a Rat Model of Neonatal Hypoxic-Ischemic Encephalopathy.

Neonatal hypoxic-ischemic encephalopathy (NHIE) is a dramatic perinatal complication, associated with poor neurological prognosis despite neuroprotection by therapeutic hypothermia, in the absence of an available curative therapy. We evaluated and compared ready-to-use human umbilical cord blood cells (HUCBC) and bankable but allogeneic endothelial progenitors (ECFC) as cell therapy candidate for NHIE. We compared benefits of HUCBC and ECFC transplantation 48 hours after injury in male rat NHIE model, based on the Rice-Vannucci approach. Based on behavioral tests, immune-histological assessment and metabolic imaging of brain perfusion using single photon emission computed tomography (SPECT), HUCBC, or ECFC administration provided equally early and sustained functional benefits, up to 8 weeks after injury. These results were associated with total normalization of injured hemisphere cerebral blood flow assessed by SPECT/CT imaging. In conclusion, even if ECFC represent an efficient candidate, HUCBC autologous criteria and easier availability make them the ideal candidate for hypoxic-ischemic cell therapy. Stem Cells Translational Medicine 2017;6:1987-1996
A Comparative Analysis of Attitudes on Communication Toward Stem Cell Research and Regenerative Medicine Between the Public and the Scientific Community.

Owing to the rapid progress in stem cell research (SCR) and regenerative medicine (RM), society's expectation and interest in these fields are increasing. For effective communication on issues concerning SCR and RM, surveys for understanding the interests of stakeholders is essential. For this purpose, we conducted a large‐scale survey with 2, 160 public responses and 1, 115 responses from the member of the Japanese Society for Regenerative Medicine. Results showed that the public is more interested in the post‐realization aspects of RM, such as cost of care, countermeasures for risks and accidents, and clarification of responsibility and liability, than in the scientific aspects; the latter is of greater interest only to scientists. Our data indicate that an increased awareness about RM‐associated social responsibility and regulatory framework is required among scientists, such as those regarding its benefits, potential accidents, abuse, and other social consequences. Awareness regarding the importance of communication and education for scientists are critical to bridge the gaps in the interests of the public and scientists
The Legitimacy of Certification Standards in Climate Change Governance

This article explores the role of two private steering mechanisms, the Forest Stewardship Council (FSC) and the Climate, Community and Biodiversity Alliance (CCBA), in REDD+, the climate change mitigation policy that aims to avoid deforestation and forest degradation in developing countries. It does so by analyzing input and output legitimacy of the two certification standards at the global level, and at national and local levels in Peru. The findings show an increasing interest among REDD+ actors in using these standards, and a relatively large number of Peruvian REDD+ projects that are certified by the FSC or CCBA. The findings also suggest intrinsic linkages between input and output legitimacy of the FSC and CCBA within single governance levels and across different scales. The article also demonstrates the added value of studying the legitimacy of policy instruments, such as the FSC and CCBA, in a specific context such as REDD+. Copyright © 2014 John Wiley & Sons, Ltd and ERP Environmen
Developing Sustainability Indicators and Indices

This paper takes as its starting point the apparent disconnect one sees between the creation and development of sustainability indicators and indices (SIs) and an assessment of their use. Assessing the use of SIs is challenging for a variety of reasons. In this paper the focus was upon the reporting of SIs by newspapers as one means of such assessment. Results suggest that for a group of 18 SIs there was a statistically significant difference between them in terms of extent of reporting in newspapers, with some (especially footprint-based SIs) being more successful than others. It is argued here that SI developers should take into account the use of their SIs far more than they currently do, as this would help introduce an element of natural selection that should spur SI evolution. A parallel is made with the concept of memes. This process would move SIs away from a development largely driven by more technical concerns towards SIs more attuned to the needs of users
Promoting community renewable energy in a corporate energy world.

Small-scale, decentralized and community-owned renewable energy is widely acknowledged to be a desirable feature of low carbon futures, but faces a range of challenges in the context of conventional, centralized energy systems. This paper draws on transition frameworks to investigate why the UK has been an inhospitable context for community-owned renewables and assesses whether anything fundamental is changing in this regard. We give particular attention to whether political devolution, the creation of elected governments for Scotland, Wales and Northern Ireland, has affected the trajectory of community renewables. Our analysis notes that devolution has increased political attention to community renewables, including new policy targets and support schemes. However, these initiatives are arguably less important than the persistence of key features of socio-technical regimes: market support systems for renewable energy and land-use planning arrangements that systemically favour major projects and large corporations, and keep community renewables to the margins. There is scope for rolling out hybrid pathways to community renewables, via joint ownership or through community benefit funds, but this still positions community energy as an adjunct to energy pathways dominated by large, corporate generation facilities
Sustainable development in energy policy : a governance assessment of environmental stakeholder inclusion in waste-to-energy

The author would like to think the British Academy for a generous grant on WtE in France.The inclusion of environmental interest groups in policy-making is said to provide greater legitimacy (Bernauer and Gampfer, 2013), accountability (Feldman and Blokov, 2009), new policy preferences (Bunea, 2013) and, ultimately, pro-environmental outcomes (Bohmelt and Betzold, 2013). This paper focuses on the development of inclusive governance structures and processes (with regard to environmental interests) in waste-to-energy policy designed to facilitate pro-environmental outcomes in the generation of 'clean' renewable energy within the national context of France. Empirically, the paper argues that change in long-term exclusionary patterns in energy policy remains enduringly weak. Normatively, environmental 'inclusivity' (i.e. the construction of meaningful pluralistic structures and processes) as a mechanism for achieving the prioritization of environmental concerns should become a central objective for energy policy, and more generally in the environmental policy integration literature.PostprintPeer reviewe
Rich Pictures: Sustainable Development and Stakeholders - The Benefits of Content Analysis

This paper concerns the interpretation of pictures which stakeholders draw in order to help them structure and understand complex situations. The pictures in question are called Rich Pictures (RPs) and the matter at the heart of interpretation is insight drawn from eduction (drawing forth). Insights relate to stakeholders of all kinds, be they the individual, the group, the context in which the individual and the group find themselves, and the means whereby the context can be made more sustainable or improved. RP drawing, often as a collaborative, stakeholder exercise, is a powerful activity which has the capacity to break down barriers of language, education and culture. Drawing upon research with RPs from around the world and spanning fifty years of our combined practice, this paper demonstrates RPs utility, universality and resilience. We maintain that RP drawing enriches problem solving and, in the long term, saves time and resources from being expended on erroneous and/or superficial tasks. But the interpretation of RPs is still in its infancy. By use of processes derived from various forms of Content Analysis (CA) we argue that RPs can be applied as a powerful tool in a variety of policy fields. Conclusions for application are drawn and suggestions are made for further research relating to the clearer interpretation of Rich Pictures