The nature of epistemic climates in elementary classrooms

This study explored the nature of three epistemic climates in a fourth-grade classroom (i.e., a science and a reading lesson) and a sixth-grade classroom (i.e., a reading lesson). An epistemic climate is defined as the nature of knowledge and knowing emerging from the personal epistemologies of: (1) students, and (2) teachers, as well as from the epistemological underpinnings of (3) knowledge representations (e.g., curricula and textbooks), (4) instruction, and (5) their reciprocal relations. An epistemic climate is unique to individual classrooms and subject to change. A variety of qualitative methods were applied to tap the five data points of each epistemic climate, and a 12-Cell Matrix interlacing epistemic dimensions and developmental levels was developed to analyze, triangulate, and integrate these different data points. The results showed that despite the more absolutistic nature of the three epistemic climates overall, certain variations could be identified within the epistemic patterns of learners\u27 personal epistemology, teachers\u27 personal epistemology, epistemic instruction, epistemic knowledge representations, and the reciprocal relations among them. Results indicated (1) an epistemic development in elementary school students from absolutistic thinking towards more multiplistic thinking, (2) domain-general and domain-specific aspects of epistemic climates, (3) an influence of teachers\u27 personal epistemology and epistemic knowledge representations on epistemic instruction (i.e., mixed messages and instructional monocultures), (4) the influence of epistemic instruction on learners\u27 personal epistemology, and (5) the ability of elementary school students to develop a positive or negative attitude towards the epistemology of a school subject. General issues are discussed, which focus on the developmental potential of epistemic climates on learners\u27 personal epistemology, the need of addressing teachers\u27 and students\u27 personal epistemology in teacher pre- and in-service training, and their acknowledgement and influence in the development of curricula, school books, and other educational materials. Furthermore, detailed methodological and theoretical implications are provided along with recommendations for future research

Is the Earth Crying Wolf? Exploring Knowledge Source and Certainty in High School Students\u27 Analysis of Global Warming News

The marked contrast between the scientific consensus on global warming and public beliefs indicates a need to research how high schoolers, as future citizens, engage with and make meaning from news articles on such topics. In the case of socioscientific issues (SSIs) such as global warming, students’ acquisition of knowledge from the news is mediated by their epistemic understandings of the nature of science (NOS) and use of informal reasoning in evaluating claims, evidence, and sources. This exploratory qualitative study examined twelve U.S. high school students’ understandings, opinions, and epistemic beliefs concerning global warming knowledge. Researchers examined microgenetic changes as students discussed global warming during semi-structured interviews and a close reading of global warming news texts. Although results showed that most students could articulate a working concept of global warming, in follow-up questions, a subset offered personal opinions that differed from or contradicted their previously stated understandings. Meanwhile, students who offered opinions consistent with the scientific consensus often argued that the dangers of global warming were exaggerated by politicians and scientists who wished to profit from the issue. This study suggests a need for more explicit focus on NOS and scientific news literacy in curricula, as well as further research into the interplay between epistemic beliefs and the informal reasoning students use to negotiate diverse sources of SSI knowledge—from the classroom to the news media and public life

Midbrain–hindbrain malformations in patients with malformations of cortical development and epilepsy: A series of 220 patients

SummaryMidbrain–hindbrain malformations (MHM) may coexist with malformations of cortical development (MCD). This study represents a first attempt to investigate the spectrum of MHM in a large series of patients with MCD and epilepsy. We aimed to explore specific associations between MCD and MHM and to compare two groups of patients: MCD with MHM (wMHM) and MCD without MHM (w/oMHM) with regard to clinical and imaging features.Two hundred and twenty patients (116 women/104 men, median age 28 years, interquartile range 20–44 years at the time of assessment) with MCD and epilepsy were identified at the Departments of Neurology and Pediatrics, Innsbruck Medical University, Austria. All underwent high-resolution MRIs (1.5-T) between 01.01.2002 and 31.12.2011. Midbrain–hindbrain structures were visually assessed by three independent raters.MHM were seen in 17% (38/220) of patients. The rate of patients wMHM and w/oMHM differed significantly (p=0.004) in three categories of MCD (category I – to abnormal neuronal proliferation; category II – to abnormal neuronal migration; and category III – due to abnormal neuronal late migration/organization): MCD due to abnormal neuronal migration (31%) and organization (23%) were more commonly associated with MHM compared to those with MCD due to abnormal neuronal proliferation (9%). Extensive bilateral MCD were seen more often in patients wMHM compared to those w/oMHM (63% vs. 36%; p=0.004). In wMHM group compared to w/oMHM group there were higher rates of callosal dysgenesis (26% vs. 4%; p<0.001) and hippocampal abnormalities (52% vs. 27%; p<0.001). Patients wMHM were younger (median 25 years vs. 30 years; p=0.010) at the time of assessment and had seizure onset at an earlier age (median 5 years vs. 12 years; p=0.043) compared to those w/oMHM. Patients wMHM had higher rates of learning disability (71% vs. 38%; p<0.001), delayed developmental milestones (68% vs. 35%; p<0.001) and neurological deficits (66% vs. 47%; p=0.049) compared to those w/oMHM.The groups (wMHM and w/oMHM) did not differ in their response to antiepileptic treatment, seizure outcome, seizure types, EEG abnormalities and rate of status epilepticus. Presence of MHM in patients with MCD and epilepsy is associated with severe morphological and clinical phenotypes

Electroweak corrections to W-boson pair production at the LHC

Vector-boson pair production ranks among the most important Standard-Model benchmark processes at the LHC, not only in view of on-going Higgs analyses. These processes may also help to gain a deeper understanding of the electroweak interaction in general, and to test the validity of the Standard Model at highest energies. In this work, the first calculation of the full one-loop electroweak corrections to on-shell W-boson pair production at hadron colliders is presented. We discuss the impact of the corrections on the total cross section as well as on relevant differential distributions. We observe that corrections due to photon-induced channels can be amazingly large at energies accessible at the LHC, while radiation of additional massive vector bosons does not influence the results significantly.Comment: 29 pages, 15 figures, 4 tables; some references and comments on \gamma\gamma -> WW added; matches version published in JHE

Moving beyond reflection: Reflexivity and epistemic cognition in teaching and teacher education

Building on reflective practices and action taking as cornerstones of teacher education and professional development, we argue that epistemic reflexivity becomes a powerful tool for teachers to facilitate meaningful and sustainable change in their classroom teaching. In this introductory article, we provide an overview of epistemic reflexivity conceptualized in the 3R-EC Framework, briefly review key theories in teachers’ personal epistemology, and introduce the four core articles that comprise this special issue entitled “Changing epistemic cognition in teaching and teacher education: a focus on reflection and reflexivity”. Finally, we anticipate conceptual, empirical, methodological and educational opportunities that arise from the 3R-EC Framework

Stellenwert der Bandrekonstruktion bei bestehender Arthrose

Regarding the importance of ligament replacement in existing osteoarthritis three topics are highlighted: the development of osteoarthritis after ACL-tear or -replacement, ACL-replacement in existing osteoarthritis and ACL-replacement together with medial unicompartmental knee replacement. Concomitant lesions at the meniscus and cartilage, especially the patella-femoral cartilage are risk factors for the development and progression of osteoarthritis in ACL insufficiency. The treatment of a symptomatic ACL-insufficiency in existing osteoarthritis in the elderly patient is directly dependent on pre-existing degenerative changes. Medial unicompartmental knee replacement and ACL-replacement can, however, be well combined and lead to very good long-term results even in the young patient

Understanding children's epistemic beliefs in elementary education

Research shows that the beliefs individuals hold about knowledge and knowing (epistemic beliefs) influence learning approaches and outcomes. However, little is known about the nature of children’s epistemic beliefs and how best to measure these. In this pilot study, 11 Australian children (in Grade 4 or Grade 6) were asked to ‘draw, write and tell’ about their epistemic beliefs using drawings, written responses and interviews respectively. Drawings were analysed, with the majority of children depicting external, one-way sources of knowledge. The written statements and interviews were analysed using inductive thematic analysis, showing that children predominantly described knowledge acquisition as processes of task-based learning. Interviews also enabled children to describe a wider range of views. These results indicate that the methodological combination of ‘draw, write and tell’ allowed for a deeper understanding of the children’s epistemic beliefs which holds implications for future research

Informed reflexivity : Enacting epistemic virtue

To discuss reflexive practice in relation to epistemic cognition, we posit informed reflexivity as an epistemic virtue that is informed by its particular context and purposes of knowing and action and promotes use of reliable processes to achieve epistemic aims. It involves reasoning about social relationships in which a person is embedded when acting in a specific kind of context—whether academic or real-world—that requires construction, evaluation, and application of knowledge. Informed reflexivity is the learned disposition to reason about one's knowledge-related actions, entailing context-specific epistemic characteristics. It involves an intentional stance about the need to reason about oneself and the context. Discussions of two disciplinary competencies (science and history) and two cross-disciplinary competencies (critical thinking and writing) illustrate how epistemically competent practices instantiate informed reflexivity. Promoting informed reflexivity as an epistemic virtue might dispose students toward reliable processes of knowing and making epistemically informed resolved action appropriate to the context

Understanding children’s epistemic beliefs in elementary education

Research shows that the beliefs individuals hold about knowledge and knowing (epistemic beliefs) influence learning approaches and outcomes. However, little is known about the nature of children’s epistemic beliefs and how best to measure these. In this pilot study, 11 Australian children (in Grade 4 or Grade 6) were asked to ‘draw, write and tell’ about their epistemic beliefs using drawings, written responses and interviews respectively. Drawings were analysed, with the majority of children depicting external, one-way sources of knowledge. The written statements and interviews were analysed using inductive thematic analysis, showing that children predominantly described knowledge acquisition as processes of task-based learning. Interviews also enabled children to describe a wider range of views. These results indicate that the methodological combination of ‘draw, write and tell’ allowed for a deeper understanding of the children’s epistemic beliefs which holds implications for future research