Within a Next Generation Science Standards-aligned project-based learning unit on chemical kinetics, this paper describes an empirical study exploring how tenth-grade students participate in aspects of ST through computational system modeling. read more We find a demonstrably greater student aptitude for unpacking the fundamental mechanisms driving the phenomenon, exploring its temporal dynamics beyond the confines of a linear cause-and-effect paradigm. Student models and their accompanying explanations exhibited limited coverage as students failed to incorporate feedback mechanisms within their modeling process and accompanying explanations. Additionally, we provide a detailed account of the specific difficulties students experienced in evaluating and refining models. medieval European stained glasses We specifically delineate epistemological roadblocks to the effective deployment of real-world data in model adjustment. Insights gained from our research illuminate the advantages of a system dynamics approach and the persistent issues in assisting students in interpreting complex phenomena and non-linear mechanisms.
A persistent difficulty in elementary schools is the implementation of technology-enhanced science learning strategies, as students' intrinsic motivation for engaging with science lessons is not always present. Digital sensors and data recorders, technological tools, have demonstrably fostered heightened engagement with scientific pursuits. While the integration of technology into science learning may foster student motivation, the cross-cultural implications of this connection are still being explored and debated by researchers. This study's primary aim was twofold: (a) to investigate the motivating factors behind science learning amongst elementary students from a variety of countries and cultural backgrounds; and (b) to delineate and examine the distinct phases of technology-integrated science learning, and their association with the motivation of the students. Employing a sequential mixed-methods research design, data acquisition involved questionnaires, semi-structured interviews, and online observations. The research group comprised seven veteran science educators from the United States and Israel, and 109 sixth-grade students, including 43 English speakers, 26 Arabic speakers, and 40 Hebrew speakers (N = 109). Students' internal motivation, measured by interest, enjoyment, connection with their daily lives, and intercultural exchange, demonstrated variability, with self-efficacy ratings falling in the moderate range, as shown by the findings. The investigation uncovered two subsequent stages of technology-supported science learning, divergence and convergence, that are demonstrably linked to motivation in science learning. The study's findings underscore the critical need for integrated technological support in fostering cross-cultural understanding of scientific procedures.
Engineering students find digital electronics a foundational subject, enabling them to master design-based approaches and tackle intricate engineering challenges. Students master minimization techniques for circuit hardware and size reduction through the resolution of complex Boolean equations. In the field of digital electronics, one approach for handling complicated Boolean equations and designing AND-OR-INVERT (AOI) logic diagrams is the utilization of the Karnaugh map (K-map). The Boolean expression simplification process using K-maps, despite its efficacy, involves multiple steps, which students sometimes find challenging to execute. This study developed an augmented reality learning system, built using Unity 3D and the Vuforia SDK, with the objective of presenting to students the methodical operation of the K-map technique. To gauge the impact of an augmented reality educational system on the critical thinking, learning drive, and knowledge retention of 128 undergraduate engineering students, an experimental study was carried out. Two groups of students were formed, the experimental group (N=64) and the control group (N=64). To integrate in-class activities, a flipped learning model was adopted for the AR learning system. The experimental group of students employed the AR learning system in their in-class activities, contrasting with the control group, who followed traditional in-class procedures. Empirical evidence from the experiments indicates a noteworthy enhancement in students' critical thinking skills, learning motivation, and knowledge acquisition thanks to the application of augmented reality technology. The study's findings indicated a substantial positive correlation between critical thinking skills, learning motivation, and knowledge acquisition specifically for the experimental group.
Science learning within the K-12 system is an essential component of the educational journey and contributes significantly to students' lives. This research considered the ways in which students learned science through instruction about social issues with scientific implications. Our study responded to the significant changes in classroom environments brought about by the COVID-19 pandemic, modifying our approach to align with the adjustments teachers and students made in moving from traditional in-person learning to virtual online instruction. Secondary students' science learning process, facilitated by scaffolding, was investigated in this study, in which students analyzed the correlation between lines of scientific evidence and alternative explanations concerning fossil fuels and climate change and evaluated the plausibility of each explanation. This research delved into the relationships between student evaluation grades, fluctuations in plausibility assessments, and knowledge gains, analyzing variations in these connections between physical and online classrooms. A significant finding was that the indirect relational pathway, spanning higher levels of evaluation, a move towards a more scientifically grounded perspective, and enhanced knowledge attainment, displayed greater strength and consistency than the direct relational pathway focusing solely on the link between higher evaluation levels and increased knowledge acquisition. Analysis of the results revealed no significant distinctions between the two instructional approaches, hinting at the adaptability and efficacy of meticulously designed, guided science instruction.
The online component of this document contains supplemental resources, accessible through the following link: 101007/s10956-023-10046-z.
The online version includes supplementary material, the link to which is 101007/s10956-023-10046-z.
A 65-year-old woman's colonoscopy disclosed a soft submucosal tumor, roughly 7 centimeters in diameter, within the ascending colon, accompanied by a superficially situated lesion. The tumor's diagnosis revealed a lipoma, with an overlying adenoma. Endoscopic submucosal dissection, or ESD, was performed. Pathological assessment concluded that the epithelium exhibited the characteristics of a low-grade tubulovillous adenoma, and the submucosal yellow tumor proved to be a lipoma. ESD treatment for colorectal lipomas exhibiting overlying lipomas with colorectal adenomas seems to offer a safe and effective method of management.
The identification of scirrhous gastric cancer (SGC) relies on endoscopic procedures and/or biopsy; however, diagnosis remains complex due to the unique morphologic characteristics and growth pattern of SGC. Thus, endoscopic ultrasound-guided fine-needle aspiration (EUS-FNA), a minimally invasive procedure with a significant proportion of diagnostic tissue, could be an alternative investigatory approach for patients with suspected SGC. To pinpoint and appraise the supporting evidence for EUS-FNA's efficacy and safety in patients with potential stomach or gastroesophageal cancer (SGC), a comprehensive meta-analysis and systematic review were conducted. All entries from PubMed (MEDLINE) and Ichushi-Web (NPO Japan Medical Abstracts Society) databases, documenting EUS-FNA assessments of SGC, were included in a systematic review conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, spanning from their inception to October 10, 2022. Determining the percentage of SGC diagnoses using EUS-FNA constituted the primary outcome. Complementing our work, we evaluated the proportion of adverse events specifically attributable to EUS-FNA. biosoluble film Electronic literature searches retrieved 1890 studies; of these, four met the eligibility criteria, reporting EUS-FNA data from 114 patients with suspected SGC. A statistically homogenous (I²=0%) result of 826% (95% confidence interval, 746%-906%) was attained for the overall diagnostic yield of EUS-FNA for SGC, implying a very low heterogeneity. In addition, the diagnostic yield of EUS-FNA for SGC lymph node metastasis was exceptionally high, between 75% and 100%, reflecting a strong diagnostic capacity. The EUS-FNA procedure exhibited a zero adverse event rate. For patients suffering from SGC and presenting with negative esophagogastroduodenoscopy-biopsy outcomes, EUS-FNA could be an alternative investigation.
HP infections, a global concern, continue to pose challenges to public health. The prevalence of HP infection and its therapeutic efficacy in Thailand were the subject of this investigation.
A retrospective analysis was conducted on urea breath test (UBT) results collected at King Chulalongkorn Memorial Hospital from 2018 through 2021. Evaluation of Helicobacter pylori infection prevalence was undertaken in dyspeptic patients undergoing upper endoscopy screening procedures. For each patient exhibiting a pre-existing Helicobacter pylori infection, the applied treatment and its subsequent efficacy were meticulously logged.
The research included one thousand nine hundred and two patients as part of the dataset. A noteworthy 2077% of dyspeptic patients exhibited HP infection, with 65 out of 313 cases yielding a positive UBT result. A negative UBT result was observed in 1352 of the 1589 patients (85.08%) who initially received the treatment regimen. Patients who did not respond favorably to initial treatment regimens received subsequent regimens. In the second, third, and fourth treatment phases, success rates were measured at 6987% (109 successes out of 156 patients), 5385% (14 successes out of 26 patients), and 50% (3 successes out of 6 patients), respectively.