Design and Development of a Learning Progression about Stellar Structure and Evolution

[This paper is part of the Focused Collection on Astronomy Education Research.] In this paper we discuss the design and development of a learning progression (LP) to describe and interpret students' understanding about stellar structure and evolution (SSE). The LP is built upon three content dimensions: hydrostatic equilibrium; composition and aggregation state; functioning and evolution. The data to build up the levels of the hypothetical LP (LP1) came from a 45-minute, seven-question interview, with 33 high school students previously taught about the topic. The questions were adapted from an existing multiple-choice instrument. Data were analyzed using Minstrell's "facets" approach. To assess the validity of LP1, we designed a twelve-hour teaching module featuring paper-and-pencil tasks and practical activities to estimate the stellar structure and evolution parameters. Twenty high school students were interviewed before and after the activities using the same interview protocol. Results informed a revision of LP1 (LP2) and, in parallel, of the module. The revised module included supplementary activities corresponding to changes made to LP1. We then assessed LP2 with 30 high school students through the same interview, submitted before and after the teaching intervention. A final version of the LP (LP3) was then developed drawing on students' emerging reasoning strategies. This paper contributes to research in science education by providing an example of the iterative development of the instruction required to support the student thinking that LPs' levels describe. Concerning astronomy education research, our findings can inform suitable instructional activities more responsive to students' reasoning strategies about stellar structure and evolution

Developing the use of visual representations to explain basic astronomy phenomena

Several decades of research have contributed to our understanding of students’ reasoning about astronomical phenomena. Some authors have pointed out the difficulty in reading and interpreting images used in school textbooks as factors that may justify the persistence of misconceptions. However, only a few studies have investigated to what extent usual textbook images influence students’ understanding of such phenomena. This study examines this issue exploring 13-14 years old students’ explanations, drawings and conceptions about three familiar phenomena: change of seasons, Moon phases and solar/lunar eclipses. The research questions that guided the study were: RQ1) How are students’ explanations and visual representations about familiar astronomical phenomena affected by different imagesupport conditions? RQ2) How are students’ conceptions about familiar astronomical phenomena affected by different image-support conditions? RQ3) Which features of the used images most affected the students’ visual representations and explanations of familiar astronomical phenomena? To answer our research questions, we designed three instructional contexts under increasing support conditions: textbook images and text; teaching booklets with specially designed images and text; only text. To analyze students’ drawings, we used exploratory factor analysis to deconstruct drawings into their most salient elements. To analyze students’ explanations, we adopted a constant comparison method identifying different levels of increasing knowledge. To investigate students’ conceptions, we used a mixed multiple choice/true false baseline questionnaire. For RQ1, results show that the specially designed images condition was effective in helping students producing informed drawings in comparison to text-only condition for all phenomena, and more effective than textbook images condition when one considers seasonal change drawings. Concerning RQ2, the specially designed images condition was the most effective for all phenomena. Concerning RQ3, prevalent elements of astronomy images that affected students’ explanations and visual representations were: elliptical Earth's orbit, position of the Sun with respect to the Moon orbit, Sun, Moon and Earth alignment. Our findings confirm concerns about textbook astronomy images, whose features may interfere with the identification of the relevant factors underlying the phenomena. Moreover, findings of this study suggest that affordances of the specially designed images may play an essential role in scaffolding meaningful understanding of the targeted phenomena. Implications for teaching through and learning from visual representations in astronomy education are briefly discussed

Effects of instruction on students' overconfidence in introductory quantum mechanics

Students' ability to assess their own knowledge is an important skill in science education. However, students often overestimate their actual performances. In such cases, overconfidence bias arises. Previous studies in physics education have shown that overconfidence bias concerns mainly content areas, such as Newtonian mechanics, where misconceptions are strongly held by students. However, how the received instruction and the levels of understanding of a given topic influence overconfidence bias is yet to be proved. In this paper, we address this issue choosing as content area introductory quantum mechanics (QM). Overall, 408 high school students were involved in the study and randomly assigned to two experimental groups. One group received a textbook-based instruction about introductory QM, whereas the other one received instruction on the same topics through an innovative guided inquiry teaching-learning sequence (TLS), which included also potential pedagogical countermeasures for overconfidence bias. Students of both experimental groups completed a multiple-choice questionnaire and indicated for each item the degree of their confidence in the given answer using a 5-point Likert scale. The overconfidence bias was quantitatively defined and evaluated at person level using a 1D Rasch model. Progress in knowledge about the targeted topics was modeled according to a construct map validated in a previous paper. Results show that, for the whole sample, the overconfidence bias decreased as students progressed along the levels of the construct map. However, findings indicate that students of the TLS group achieved a significantly higher accuracy and a better confidence calibration, while the textbook group exhibited a lower performance and a significantly greater overconfidence bias. Implications for research into overconfidence bias in physics education are briefly discussed

Effector mechanisms of cd8+ hla-dr+ t cells in breast cancer patients who respond to neoadjuvant chemotherapy

Cytotoxic T lymphocyte (CTLs) activation is an independent predictor of response to neoadjuvant chemotherapy (NACT) in breast cancer (BC) patients. Here, we go deeper into the function of CD8+ HLA-DR+T cells from NACT treated HER2 negative BC patients. Flow cytometry analysis revealed that CD8+ HLA-DR+ T cell percentage was increased in NACT responder (R) compared to non-responder (NR) patients. R patients with ER-/PR- hormone receptors had the highest CD8+HLA-DR+T cell frequencies, while no differences were found when patients were classified according to cancer stage or menopause status. Interestingly, the cytotoxicity and production of anti-tumor cytokines were enhanced when CD8+ HLA-DR+ T cells from healthy donors were cultured with plasma from R, but not from NR patients. The induced anti-tumor profile of CD8+ HLA-DR+ T cells was associated with plasmatic IL-12 and IFN-γ levels, increased cytokines in R patients. IL-12 or IFN-γ neutralization decreased cytotoxic activity and TNF-α production by cultured CD8+ HLA-DR+ T cells in R plasma presence. All these data suggest that an effective response to NACT in BC patients is associated with increased IL-12 or IFN-γ levels involved in the induction of cytotoxic and pro-inflammatory mechanisms in CD8+ HLA-DR+ T cells

Quantitative experiments to explain the change of seasons

The science education literature shows that students have difficulty understanding what causes the seasons. Incorrect explanations are often due to a lack of knowledge about the physical mechanisms underlying this phenomenon. To address this, we present a module in which the students engage in quantitative measurements with a photovoltaic panel to explain changes to the sunray flow on Earth’s surface over the year. The activities also provide examples of energy transfers between the incoming radiation and the environment to introduce basic features of Earth’s climate. The module was evaluated with 45 secondary school students (aged 17–18) and a pre-/posttest research design. Analysis of students’ learning outcomes supports the effectiveness of the proposed activities

Review Article Isoprostanes and 4-Hydroxy-2-nonenal: Markers or Mediators of Disease? Focus on Rett Syndrome as a Model of Autism Spectrum Disorder

Lipid peroxidation, a process known to induce oxidative damage to key cellular components, has been implicated in several diseases. Following three decades of explorations mainly on in vitro models reproducible in the laboratories, lipid peroxidation has become increasingly relevant for the interpretation of a wide range of pathophysiological mechanisms in the clinical setting. This cumulative effort has led to the identification of several lipid peroxidation end-products meeting the needs of the in vivo evaluation. Among these different molecules, isoprostanes and 4-hydroxy-2-nonenal protein adducts appear to be particularly interesting. This review shows how specific oxidation products, deriving from polyunsaturated fatty acids precursors, are strictly related to the clinical manifestations and the natural history of Rett syndrome, a genetically determined neurodevelopmental pathology, currently classified among the autism spectrum disorders. In our experience, Rett syndrome offers a unique setting for physicians, biologists, and chemists to explore the borders of the lipid mediators concept

Isoprostanoids in clinical and experimental neurological disease models

Isoprostanoids are a large family of compounds derived from non-enzymatic oxidation of polyunsaturated fatty acids (PUFAs). Unlike other oxidative stress biomarkers, they provide unique information on the precursor of the targeted PUFA. Although they were discovered about a quarter of century ago, the knowledge on the role of key isoprostanoids in the pathogenesis of experimental and human disease models remains limited. This is mainly due to the limited availability of highly purified molecules to be used as a reference standard in the identification of biological samples. The accurate knowledge on their biological relevance is the critical step that could be translated from some mere technical/industrial advances into a reliable biological disease marker which is helpful in deciphering the oxidative stress puzzle related to neurological disorders. Recent research indicates the value of isoprostanoids in predicting the clinical presentation and evolution of the neurological diseases. This review focuses on the relevance of isoprostanoids as mediators and potential biomarkers in neurological diseases, a heterogeneous family ranging from rare brain diseases to major health conditions that could have worldwide socioeconomic impact in the health sector. The current challenge is to identify the preferential biochemical pathways that actually follow the oxidative reactions in the neurological diseases and the consequence of the specific isoprostanes in the underlying pathogenic mechanisms

Un modello del processo di apprendimento nella didattica delle scienze - The Learning Progression model in science education

Riassunto. Le Learning Progressions (LPs) sono un modello del processo di apprendimento ormai consolidato nella ricerca in didattica delle scienze. Alla base delle LPs vi `e l’idea che gli studenti sviluppino la loro conoscenza su un argomento partendo da concezioni ingenue, e, attraverso una serie di stadi intermedi di comprensione, sempre pi`u sofisticati, arrivino a padroneggiare una conoscenza scientificamente corretta. Partendo da una LP `e possibile sviluppare interi curricula e strumenti di valutazione su larga scala basati su dati empirici. In questo lavoro presenteremo una review della letteratura sulle LPs discutendo possibili implicazioni per la ricerca in didattica della fisica e la pratica didattica. Abstract. Learning Progressions (LPs) are a well-established model used in science education to describe the learning process. They are rooted in a developmental view of the learning process according to which students’ knowledge develops from naive concepts, through a series of increasingly sophisticated intermediate stages of understanding, until students master the correct knowledge of the addressed topics. Learning Progressions can be used as a framework to develop curricula, teaching-learning materials and large-scale evaluation tools based on empirical data. In this paper we will present a literature review on LPs discussing possible implications for both research in physics education and school practices

Le Learning Progressions nella ricerca didattica e nella pratica educativa

Le Learning Progressions (LPs) sono un modello del processo di apprendimento ormai consolidato nella ricerca in didattica delle scienze. Alla base delle LPs vi `e l’idea che gli studenti sviluppino la loro conoscenza su un argomento partendo da concezioni ingenue, e, attraverso una serie di stadi intermedi di comprensione, sempre più sofisticati, arrivino a padroneggiare una conoscenza scientificamente corretta. Partendo da una LP `e possibile sviluppare interi curricula e strumenti di valutazione su larga scala basati su dati empirici. In questo intervento presenteremo una review della letteratura sulle LPs discutendo possibili implicazioni per la ricerca in didattica della fisica