Supporting Teachers to Customize Curriculum for Self-Directed Learning

Guiding teachers to customize curriculum has shown to improve science instruction when guided effectively. We explore how teachers use student data to customize a web-based science unit on plate tectonics. We study the implications for teacher learning along with the impact on student self-directed learning. During a professional development workshop, four 7th grade teachers reviewed logs of their students’ explanations and revisions. They used a curriculum visualization tool that revealed the pedagogy behind the unit to plan their customizations. To promote self-directed learning, the teachers decided to customize the guidance for explanation revision by giving students a choice among guidance options. They took advantage of the web-based unit to randomly assign students (N = 479) to either a guidance Choice or a no-choice condition. We analyzed logged student explanation revisions on embedded and pre-test/post-test assessments and teacher and student written reflections and interviews. Students in the guidance Choice condition reported that the guidance was more useful than those in the no-choice condition and made more progress on their revisions. Teachers valued the opportunity to review student work, use the visualization tool to align their customization with the knowledge integration pedagogy, and investigate the choice option empirically. These findings suggest that the teachers’ decision to offer choice among guidance options promoted aspects of self-directed learning

Comparing Expert and ChatGPT-authored Guidance Prompts

Students bring a multitude of ideas and experiences to the classroom while they are reasoning about scientific phenomena. They often need timely guidance to refine build upon their initial ideas. In this study we explore the development of guidance prompts to provide students with personalized, real-time feedback in the context of a pedagogically grounded chatbot. In the current version of the tool, guidance prompts are authored by learning scientists who are experts in the content of the items and in Knowledge Integration pedagogy. When students engage with the chatbot, an idea detection model is used to determine the ideas that are present in a student explanation and then the expert-authored guidance prompts are assigned based on rules about which ideas are or are not present in the student explanation. While this approach allows for close attention to and control of the pedagogical intent of each prompt, it is time consuming and not easily generalizable. Further this rule-based approach limits the ways in which students can interact with the chatbot. The work in progress study presented in this paper explores the potential of using generative AI to create similarly pedagogically grounded guidance prompts as a first step towards increasing the generalizability and scalability of this approach. Specifically, we ask: using criteria from the Knowledge Integration Pedagogical Framework, how do ChatGPT 3.5-authored guidance prompts compare to human expert-authored guidance prompts? We find that while prompt engineering can enhance the alignment of ChatGPT-authored guidance prompts with pedagogical criteria, the human expert-authored guidance prompts more consistently meet the pedagogical criteria

Editorial: Helping Scientists to Communicate Well for all Considered: Strategic Science Communication in an Age of Environmental and Health Crises

From documenting evidence-based science communication training programs to examining issues of intersectionality and inclusivity in science communication, each of the 12 articles in this special issue offers a unique perspective on science communication, public engagement, and inclusivity. The case studies of training programs provide helpful lessons learned that have broad applicability. The descriptions of how social scientific and rhetorical approaches have been used to enhance inclusive science communication offer new insights into more effective science communication practices. Our hope is that, taken together, these articles will inspire improvements in our collective ability to more effectively and equitably apply scientific research to meet societal needs

Development of outbred CD1 mouse colonies with distinct standardized gut microbiota profiles for use in complex microbiota targeted studies.

Studies indicate that the gut microbiota (GM) can significantly influence both local and systemic host physiologic processes. With rising concern for optimization of experimental reproducibility and translatability, it is essential to consider the GM in study design. However, GM profiles can vary between rodent producers making consistency between models challenging. To circumvent this, we developed outbred CD1 mouse colonies with stable, complex GM profiles that can be used as donors for a variety of GM transfer techniques including rederivation, co-housing, cross-foster, and fecal microbiota transfer (FMT). CD1 embryos were surgically transferred into CD1 or C57BL/6 surrogate dams that varied by GM composition and complexity to establish four separate mouse colonies harboring GM profiles representative of contemporary mouse producers. Using targeted 16S rRNA amplicon sequencing, subsequent female offspring were found to have similar GM profiles to surrogate dams. Furthermore, breeding colonies of CD1 mice with distinct GM profiles were maintained for nine generations, demonstrating GM stability within these colonies. To confirm GM stability, we shipped cohorts of these four colonies to collaborating institutions and found no significant variation in GM composition. These mice are an invaluable experimental resource that can be used to investigate GM effects on mouse model phenotype

Creating a Foundation for the Causal Relationship Between Libraries and Learning: A Proposed Application of Nursing and Public Health Research Methods

Thomas Cook, a renowned causal research expert and professor of sociology, psychology, education, and social policy at Northwestern University (USA), called for school library researchers to parallel causality determination efforts in health-related fields. In this paper, we respond to Dr. Cook’s challenge with a proposed research design centered on Mixed Research Synthesis (MRS) as part of process validated by the U.S. Department of Education and National Science Foundation’s Common Guidelines for Education Research and Development. MRS studies, often used in nursing and public health research to develop causal theories, enable researchers to develop evidence summaries; identify and adjudicate rival and companion theories, and determine the active ingredients and weak links in the implementation chain of interventions, programs, and policies. MRS is the essential first step in a possible ongoing multi-phased research agenda designed to progress from theory building to theory testing to causal determination. In addition to building on and extending school librarianship’s heritage in replicated correlational research and strong affective value, the researchers’ proposed MRS implementation will test the usefulness of a technique that has never been used in school settings and will provide a useful entry point for researchers concerned with other types of libraries

Race and Ethnicity, Obesity, Metabolic Health, and Risk of Cardiovascular Disease in Postmenopausal Women

Background It is unclear whether obesity unaccompanied by metabolic abnormalities is associated with increased cardiovascular disease risk across racial and ethnic subgroups. Methods and Results We identified 14 364 postmenopausal women from the Women\u27s Health Initiative who had data on fasting serum lipids and serum glucose and no history of cardiovascular disease or diabetes at baseline. We categorized women by body mass index (in kg/m2) as normal weight (body mass index 18.5 to P=0.05). Obese black women without metabolic syndrome had higher adjusted risk (HR 1.95) than obese white women (HR 1.07; interaction P=0.02). Among women with only 2 metabolic abnormalities, cardiovascular risk was increased in black women who were overweight (HR 1.77) or obese (HR 2.17) but not in white women who were overweight (HR 0.98) or obese (HR 1.06). Overweight and obese women with ≤1 metabolic abnormality did not have increased cardiovascular risk, regardless of race or ethnicity. Conclusions Metabolic abnormalities appeared to convey more cardiovascular risk among black women

Relationship of Sedentary Behavior and Physical Activity to Incident Cardiovascular Disease Results From the Women's Health Initiative

ObjectivesThe aim of this study was to examine the independent and joint associations of sitting time and physical activity with risk of incident cardiovascular disease (CVD).BackgroundSedentary behavior is recognized as a distinct construct beyond lack of leisure-time physical activity, but limited data exist on the interrelationship between these 2 components of energy balance.MethodsParticipants in the prospective Women’s Health Initiative Observational Study (n = 71,018), 50 to 79 years of age and free of CVD at baseline (1993 to 1998), provided information on sedentary behavior, defined as hours of sitting/day, and usual physical activity at baseline and during follow-up through September 2010. First CVD (coronary heart disease or stroke) events were centrally adjudicated.ResultsSitting ≥10 h/day compared with ≤5 h/day was associated with increased CVD risk (hazard ratio: 1.18, 95% confidence interval: 1.09 to 1.29) in multivariable models including physical activity. Low physical activity was also associated with higher CVD risk (p for trend < 0.001). When women were cross-classified by sitting time and physical activity (p for interaction = 0.94), CVD risk was highest in inactive women (≤1.7 metabolic equivalent task-h/week) who also reported ≥10 h/day of sitting. Results were similar for coronary heart disease and stroke when examined separately. Associations between prolonged sitting and risk of CVD were stronger in overweight versus normal weight women and women 70 years of age and older compared with younger women.ConclusionsProlonged sitting time was associated with increased CVD risk, independent of leisure-time physical activity, in postmenopausal women without a history of CVD. A combination of low physical activity and prolonged sitting augments CVD risk