Students Argumentation in Science Lessons: a Story of Two Research Projects

The study analysed profiles of students\u27 argumentation and how lessons may develop students\u27 argumentation skills. The study was conducted at two Indonesian progressive private schools and a school located in Australian low socio-economic community. This study explored possibilities to draw together results from two different research approaches typical to each country. The Indonesian research project used paper and pencil tests and interviews to investigate students\u27 argumentation skills, while the Australian research project analysed videos of the lessons. The Indonesian study finds that there is no significant different between two types of schools and gender. The Australian classroom showed shifts in creative dispositions that include the argumentation processes but not a consistent pattern between classes. The Australian teachers actively required students to make claims, explore the robustness of these claims, transferred these claims to new settings and to think of alternative explanations that encouraged students to construct more coherent arguments. This study finds that interpreting and re-interpreting two different research approaches can produce insights that benefit both sides as it can account for the context and needs of each country. In addition, combining of two different methodologies provided perspectives often not collected through single methodologies

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The Cenozoic Subduction History of Greater Indian Lithosphere Beneath Tibet

Abstract HKT-ISTP 2013 Opening Sessio

Californian Science Students' Perceptions of their Classoom Learning Environments.

This study utilised the What Is Happening In this Class (WIHIC) questionnaire to examine factors that influence Californian student perceptions of their learning environment. Data were collected from 665 USA middle school science students in 11 Californian schools. Several background variables were included in the study to investigate their effects on students’ perceptions, such as student and teacher gender, student ethnic background and socio-economic status (SES), and student age. Class and school variables, such as class ethnic composition, class size and school socioeconomic status were also collected. A hierarchical analysis of variance was conducted to investigate separate and joint effects of these variables. Results from this study indicate that some scales of the WIHIC are more inclined to measure personal or idiosyncratic features of student perceptions of their learning environment whereas other scales contain more variance at the class level. Also, it was found that different variables affect different scale scores. A variable that consistently affected students' perceptions, regardless of the element of interest in the learning environment was student gender. Generally speaking girls perceived their learning environment more positively than did boys

ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school

This paper reports on a multimodal teaching approach delivered to grade 5 elementary students in a bilingual school in Hong Kong, as part of a larger research study aimed at supporting English Language Learners (ELLs) in science class. As language demands of reading, writing and talking science place additional challenges on ELLs, there is much research interest in exploring the use of multiple modes of communication beyond the dominant use of verbal and written language. Research has shown that students develop a better scientific understanding of natural phenomena by using and alternating between a variety of representations. Yet, questions remain as to what meanings ELLs make during a multimodal discourse and, in turn, how such discourse provides support to ELLs in learning science. Drawing on social semiotics, which theorizes language as a meaning making resource comprising a range of modes (e.g. gestures and diagrams), we used a case-study approach to examine how a multimodal instructional approach provided 10 students with multiple avenues to make sense of science learning. Video recordings (capturing gestures, speech and model manipulation) and student works (drawing and writing) were collected during nine inquiry science lessons, which encompassed biology, physics and chemistry science units. Multimodal transcription allowed discourse to be analysed at a fine-grain level which, together with analysis of student works, indicated that the multimodal instructional approach provided the necessary inquiry opportunities and variety of language experiences for ELLs to build science understandings. Analysis also revealed how the affordances of modes attributed to the meaning making potentials for the ELLs and how they provided alternate communication avenues in which new meanings could be made. The findings from this study have implications for ELLs learning science within the growing multilingual Asia-Pacific region

Identifying challenges and opportunities for improved nutrient management through U.S.D.A's Dairy Agroecosystem Working Group

Nutrient management is a priority of U.S. dairy farms, although specific concerns vary across regions and management systems. To elucidate challenges and opportunities to improving nutrient use efficiencies, the USDA’s Dairy Agroecosystems Working Group investigated 10 case studies of confinement (including open lots and free stall housing) and grazing operations in the seven major U.S. dairy producing states. Simulation modeling was carried out using the Integrated Farm Systems Model over 25 years of historic weather data. Dairies with a preference for importing feed and exporting manure, common for simulated dry lot dairies of the arid west, had lower nutrient use efficiencies at the farm gate than freestall and tie-stall dairies in humid climates. Phosphorus (P) use efficiencies ranged from 33 to 82% of imported P, while N use efficiencies were 25 to 50% of imported N. When viewed from a P budgeting perspective, environmental losses of P were generally negligible, especially from dry lot dairies. Opportunities for greater P use efficiency reside primarily in increasing on-farm feed production and reducing excess P in diets. In contrast with P, environmental losses of nitrogen (N) were 50 to 75% of annual farm N inputs. For dry lot dairies, the greatest potential for N conservation is associated with ammonia (NH3) control from housing, whereas for freestall and tie-stall operations, N conservation opportunities vary with soil and manure management system. Given that fertilizer expenses are equivalent to 2 to 6% of annual farm profits, cost incentives do exist to improve nutrient use efficiencies. However, augmenting on-farm feed production represents an even greater opportunity, especially on large operations with high animal unit densities

Essential Role of Chromatin Remodeling Protein Bptf in Early Mouse Embryos and Embryonic Stem Cells

We have characterized the biological functions of the chromatin remodeling protein Bptf (Bromodomain PHD-finger Transcription Factor), the largest subunit of NURF (Nucleosome Remodeling Factor) in a mammal. Bptf mutants manifest growth defects at the post-implantation stage and are reabsorbed by E8.5. Histological analyses of lineage markers show that Bptf−/− embryos implant but fail to establish a functional distal visceral endoderm. Microarray analysis at early stages of differentiation has identified Bptf-dependent gene targets including homeobox transcriptions factors and genes essential for the development of ectoderm, mesoderm, and both definitive and visceral endoderm. Differentiation of Bptf−/− embryonic stem cell lines into embryoid bodies revealed its requirement for development of mesoderm, endoderm, and ectoderm tissue lineages, and uncovered many genes whose activation or repression are Bptf-dependent. We also provide functional and physical links between the Bptf-containing NURF complex and the Smad transcription factors. These results suggest that Bptf may co-regulate some gene targets of this pathway, which is essential for establishment of the visceral endoderm. We conclude that Bptf likely regulates genes and signaling pathways essential for the development of key tissues of the early mouse embryo