The integration of augmented and virtual reality in cell biology courses as a pedagogical innovation in the training of life and earth sciences teachers

Teaching and learning using mobile devices such as tablets and smartphones has become a trend. Learners can use mixed reality technologies including augmented reality (AR) and virtual reality (VR) which are promising tools for science education. Augmented reality allows the user to see a combination of the real world and virtual objects, while virtual reality generates a virtual environment in which the user feels like in the real world. Several studies have focused on the contribution of AR/VR in different fields of education and have shown that this technology positively affects learners' motivation, promotes their self-learning, and can improve their academic performance. Our study was designed to investigate the contribution of activities integrating augmented and virtual reality in cell biology courses, on the learning and motivation of Moroccan pre-service teachers of life and earth sciences. We adopted a semi-experimental approach using a pre-test and a post-test with two groups. The pre-service teachers in the experimental group (n= 30) took the courses using AR/VR materials and tools, while the pre-service teachers in the control group (n=30) took the same courses using only traditional tools and materials. The results of the pre-test and post-test showed a statistically significant difference in the post-test in favour of the pre-service teachers of the experimental group who, in addition to the improvement in their test scores, expressed high motivation during the different training courses

Pedagogical innovation and the development of 21st century skills and sustainable development in the teaching and learning of life and earth sciences in Morocco

The world of education in the 21st century is undergoing transformations that affect teaching methods and learning styles. The Moroccan education system is at the heart of this movement, demonstrating its will and institutional commitment through the pedagogical integration of information and communication technologies (ICT) into the teaching-learning process. However, a number of studies have shown that this integration into learning and assessment activities in life and earth sciences (LES) remains very weak, if not absent, in qualifying secondary and college education. To pedagogically innovate teaching practice in LES, our research comes to help teachers and innovative designers conceive digital resources to develop 21st century skills in LES. To meet the objective of our research, a questionnaire was drawn up and sent to 200 teachers in the various regional education and training academies of the Kingdom of Morocco. Analysis of the results showed that teachers’ awareness of these skills in general, and those specific to LES in particular, was moderate and that in-service and pre-service teacher training, the design of multi-level and multi-type digital resources, and curriculum reform are very important elements in reinforcing 21st century skills in the digital teaching-learning of LES

Les ressources numériques pour développer les compétences du 21

Enseigner à l’ère du 21ème siècle qui est l’ère du numérique place l’école en tant qu’institution de socialisation devant le défi d’intégrer les compétences du 21ème siècle dans les pratiques d’enseignement-apprentissage en utilisant toutes les potentialités des technologies d’information et de communication (TIC) et développer ainsi des ressources numériques pédagogiques adaptées et rénovantes, en effet plusieurs recherches ont montrés que cette intégration dans les actes d’apprentissage ou d’évaluation en Sciences de la Vie et de la Terre (SVT) restent très faibles voire absente dans l’enseignement secondaire qualifiant et collégial au Maroc. Et pour innover pédagogiquement la pratique enseignante en SVT, notre recherche vient pour apporter de l’aide aux enseignant(e)s et les concepteurs innovateurs à concevoir des ressources numériques pour développer les compétences du 21éme siècle selon un schéma directeur. Pour répondre à l’objectif de notre recherche, un questionnaire a été élaboré et adressé à 200 enseignants(e)s des différents académies régionales de l’éducation et de la formation du royaume au Maroc. L’analyse des résultats obtenus a montré que le degré de conscience des enseignants à propos de ces compétences en général et celles spécifiques des SVT était moyen. Et que la formation continue et initiale des enseignants, la conception des ressources numériques à multi niveau et multi type, la réforme du curriculum sont quelques éléments très importants pour développer ce type de compétences dans l’enseignementapprentissage des SVT en exploitant tout le potentiel des TICE

Pedagogical innovation and the development of 21

The world of education in the 21st century is undergoing transformations that affect teaching methods and learning styles. The Moroccan education system is at the heart of this movement, demonstrating its will and institutional commitment through the pedagogical integration of information and communication technologies (ICT) into the teaching-learning process. However, a number of studies have shown that this integration into learning and assessment activities in life and earth sciences (LES) remains very weak, if not absent, in qualifying secondary and college education. To pedagogically innovate teaching practice in LES, our research comes to help teachers and innovative designers conceive digital resources to develop 21st century skills in LES. To meet the objective of our research, a questionnaire was drawn up and sent to 200 teachers in the various regional education and training academies of the Kingdom of Morocco. Analysis of the results showed that teachers’ awareness of these skills in general, and those specific to LES in particular, was moderate and that in-service and pre-service teacher training, the design of multi-level and multi-type digital resources, and curriculum reform are very important elements in reinforcing 21st century skills in the digital teaching-learning of LES

Asymmetric synthesis of the stereoisomers of 2-amino-5-carboxymethyl-cyclopentane-1-carboxylate

The stereoisomers of 2-amino-5-carboxymethyl-cyclopentane-1-carboxylate may be prepared stereoselectively from diester derivatives of (E,E)-octa-2,6-diendioc acid, with the key step utilising the conjugate addition of homochiral lithium N-benzyl-N- alpha-methylbenzylamide. The trans-C(1)-C(2)-stereoisomers are readily prepared via a diastereoselective tandem conjugate addition cyclisation protocol with lithium (R)-N-benzyl-N- alpha-methylbenzylamide, with subsequent hydrogenolysis and ester hydrolysis giving the (1R,2R,5R)- and (1R,2R,5S)- beta-amino diacids in good yields. The preparation of the cis-C(1)-C(2)-stereoisomers utilises a protocol involving N-oxidation and Cope elimination of the major diastereoisomeric product arising from conjugate addition and cyclisation, giving homochiral (R)-5-carboxymethyl-cyclopentene-1-carboxylate. Conjugate addition of either lithium (R)- or (S)-N-benzyl-N- alpha-methylbenzylamide to (R)-5-carboxymethyl-cyclopentene-1-carboxylate, and diastereoselective protonation with 2,6-di-tert-butyl phenol gives, after hydrogenolysis and ester hydrolysis, the (1S,2R,5R)- and (1R,2S,5R)- beta-amino diacids in good yield. The use of (S)-N-benzyl-N- alpha-methylbenzylamide in the initial conjugate addition and cyclisation reaction, and subsequent repetition of the elimination and conjugate addition strategy allows stereoselective access to all stereoisomers of 2-amino-5-carboxymethyl-cyclopentane-1-carboxylate

Effect of the COVID-19 pandemic on surgery for indeterminate thyroid nodules (THYCOVID): a retrospective, international, multicentre, cross-sectional study

Background: Since its outbreak in early 2020, the COVID-19 pandemic has diverted resources from non-urgent and elective procedures, leading to diagnosis and treatment delays, with an increased number of neoplasms at advanced stages worldwide. The aims of this study were to quantify the reduction in surgical activity for indeterminate thyroid nodules during the COVID-19 pandemic; and to evaluate whether delays in surgery led to an increased occurrence of aggressive tumours. Methods: In this retrospective, international, cross-sectional study, centres were invited to participate in June 22, 2022; each centre joining the study was asked to provide data from medical records on all surgical thyroidectomies consecutively performed from Jan 1, 2019, to Dec 31, 2021. Patients with indeterminate thyroid nodules were divided into three groups according to when they underwent surgery: from Jan 1, 2019, to Feb 29, 2020 (global prepandemic phase), from March 1, 2020, to May 31, 2021 (pandemic escalation phase), and from June 1 to Dec 31, 2021 (pandemic decrease phase). The main outcomes were, for each phase, the number of surgeries for indeterminate thyroid nodules, and in patients with a postoperative diagnosis of thyroid cancers, the occurrence of tumours larger than 10 mm, extrathyroidal extension, lymph node metastases, vascular invasion, distant metastases, and tumours at high risk of structural disease recurrence. Univariate analysis was used to compare the probability of aggressive thyroid features between the first and third study phases. The study was registered on ClinicalTrials.gov, NCT05178186. Findings: Data from 157 centres (n=49 countries) on 87 467 patients who underwent surgery for benign and malignant thyroid disease were collected, of whom 22 974 patients (18 052 [78·6%] female patients and 4922 [21·4%] male patients) received surgery for indeterminate thyroid nodules. We observed a significant reduction in surgery for indeterminate thyroid nodules during the pandemic escalation phase (median monthly surgeries per centre, 1·4 [IQR 0·6-3·4]) compared with the prepandemic phase (2·0 [0·9-3·7]; p<0·0001) and pandemic decrease phase (2·3 [1·0-5·0]; p<0·0001). Compared with the prepandemic phase, in the pandemic decrease phase we observed an increased occurrence of thyroid tumours larger than 10 mm (2554 [69·0%] of 3704 vs 1515 [71·5%] of 2119; OR 1·1 [95% CI 1·0-1·3]; p=0·042), lymph node metastases (343 [9·3%] vs 264 [12·5%]; OR 1·4 [1·2-1·7]; p=0·0001), and tumours at high risk of structural disease recurrence (203 [5·7%] of 3584 vs 155 [7·7%] of 2006; OR 1·4 [1·1-1·7]; p=0·0039). Interpretation: Our study suggests that the reduction in surgical activity for indeterminate thyroid nodules during the COVID-19 pandemic period could have led to an increased occurrence of aggressive thyroid tumours. However, other compelling hypotheses, including increased selection of patients with aggressive malignancies during this period, should be considered. We suggest that surgery for indeterminate thyroid nodules should no longer be postponed even in future instances of pandemic escalation. Funding: None