Self-effective scientific reasoning? Differences between elementary and secondary school students

Although scientific reasoning is not a formal, independent school subject, it is an increasingly important skill, especially for student learning in science, technology, engineering, and mathematics (STEM) subjects. To promote scientific reasoning effectively, it is important to know its influencing factors. While cognitive influences have been investigated, affective-motivational factors, particularly self-efficacy, have rarely been considered in studies on scientific reasoning. To examine, for the first time, whether self-efficacy can be measured in a task-specific way and whether self-efficacy correlates with students’ scientific reasoning performance, the study assessed performance in scientific reasoning and self-efficacy (academic and task-specific) in a sample of 140 fourth graders and 148 eighth graders. As expected, higher correlations emerged for task-specific self-efficacy in both grades. A hierarchical cluster analysis showed that the correlational patterns were not the same across grade levels, with differences in self-estimated performance prevailing between the two grade levels: The largest cluster in Grade 4 (41%) comprised children who significantly overestimated their performance, whereas the largest cluster in Grade 8 (39%) comprised students who gave a realistic estimate of their own performance in scientific reasoning. This cluster was not present in Grade 4. Additional clusters of students who overestimated or underestimated their performance emerged in both grades. The results support the conclusion that self-efficacy expectations are important to consider when fostering scientific reasoning, and the large number of elementary school students who overestimated their performance suggests that not all students might benefit from interventions targeted at increasing self-efficacy

Does Task-specific Self-efficacy Predict Science Competencies?

Self-efficacy is an affective-motivational factor that strongly predicts academic performance. With respect to science competencies, self-efficacy is related to two subcomponents that are closely associated already in kindergarten: Science content knowledge (e.g., physics knowledge) and scientific reasoning (e.g., knowing how to conduct a controlled experiment). To make accurate action predictions, the precise and specific measurement of self-efficacy is needed. With respect to different subcomponents of science competencies (i.e., science knowledge and scientific reasoning), there is to date a lack of studies that simultaneously investigate the association between students’ self-efficacy and their performance in these two subcomponents of science competencies. The complex (cross-)relations between these constructs are investigated in the present study. The sample comprised N=181 fifth graders (90 girls, 91 boys). Exploratory and confirmatory factor analyses suggest that the two task-specific self-efficacy scales (scientific reasoning and science content knowledge) can be distinguished from each other and from general academic self-efficacy. Structural equation models reveal that task-specific self-efficacy in scientific reasoning is related to performance in scientific reasoning (.52) and science content knowledge (.32). Conversely, task-specific self-efficacy in science content knowledge correlates with performance in science content knowledge (.36) and scientific reasoning (.27). As expected, the strongest correlations between task-specific self-efficacy and performance emerge within the domain, but the significant cross-relations show the potential for furthering both aspects of performance and self-efficacy of science competencies and a need for a more detailed (longitudinal) investigation of these complex relations

Diagrams support revision of prior belief in primary-school children

The reluctance of children to revise their prior beliefs is a prominent phenomenon in the reasoning literature. One way to facilitate belief change is offering explanations, and this study examined whether highlighting (counter)evidence with diagrams leads to belief revision to the same extent. Altogether 134 preschoolers and second-graders (5- and 7-year-olds, respectively) were presented with either counterintuitive data or explanations, both refuting a strong commonly held belief concerning the relation between two variables (e.g. eating carrots improves vision). In the explanation condition, we presented children with an explanatory underlying mechanism for the unexpected causal relation (e.g. spinach and carrots contain the same amount of vitamin A, with both improving vision). In the diagram condition, children were presented with empirical data displayed in a bar graph (non-covariation), which also disconfirmed the initial belief. In both age groups and both conditions we found significant numbers of belief revision with high certainty ratings concerning the new belief. Belief change was more pronounced in second-graders, who in addition showed significantly more changes in the diagram condition than in the explanation condition. These findings suggest that the perceptual saliency of (counter)evidence helps children to correctly evaluate hypotheses, which supports changes in their prior belief

Extracting the Single-Particle Gap in Carbon Nanotubes with Lattice Quantum Monte Carlo

We show how lattice Quantum Monte Carlo simulations can be used to calculate electronic properties of carbon nanotubes in the presence of strong electron-electron correlations. We employ the path integral formalism and use methods developed within the lattice QCD community for our numerical work and compare our results to empirical data of the Anti-Ferromagnetic Mott Insulating gap in large diameter tubes.Comment: 8 pages, 5 figures, Lat2017 proceedin

Structure of CD20 in complex with the therapeutic monoclonal antibody rituximab.

Cluster of differentiation 20 (CD20) is a B cell membrane protein that is targeted by monoclonal antibodies for the treatment of malignancies and autoimmune disorders but whose structure and function are unknown. Rituximab (RTX) has been in clinical use for two decades, but how it activates complement to kill B cells remains poorly understood. We obtained a structure of CD20 in complex with RTX, revealing CD20 as a compact double-barrel dimer bound by two RTX antigen-binding fragments (Fabs), each of which engages a composite epitope and an extensive homotypic Fab:Fab interface. Our data suggest that RTX cross-links CD20 into circular assemblies and lead to a structural model for complement recruitment. Our results further highlight the potential relevance of homotypic Fab:Fab interactions in targeting oligomeric cell-surface markers

Peptide Ligands Incorporated into the Threefold Spike Capsid Domain to Re-Direct Gene Transduction of AAV8 and AAV9 In Vivo

Efficiency and specificity of viral vectors are vital issues in gene therapy. Insertion of peptide ligands into the adeno-associated viral (AAV) capsid at receptor binding sites can re-target AAV2-derived vectors to alternative cell types. Also, the use of serotypes AAV8 and -9 is more efficient than AAV2 for gene transfer to certain tissues in vivo. Consequently, re-targeting of these serotypes by ligand insertion could be a promising approach but has not been explored so far. Here, we generated AAV8 and -9 vectors displaying peptides in the threefold spike capsid domain. These peptides had been selected from peptide libraries displayed on capsids of AAV serotype 2 to optimize systemic gene delivery to murine lung tissue and to breast cancer tissue in PymT transgenic mice (PymT). Such peptide insertions at position 590 of the AAV8 capsid and position 589 of the AAV9 capsid changed the transduction properties of both serotypes. However, both peptides inserted in AAV8 did not result in the same changes of tissue tropism as they did in AAV2. While the AAV2 peptides selected on murine lung tissue did not alter tropism of serotypes 8 and -9, insertion of the AAV2-derived peptide selected on breast cancer tissue augmented tumor gene delivery in both serotypes. Further, this peptide mediated a strong but unspecific in vivo gene transfer for AAV8 and abrogated transduction of various control tissues for AAV9. Our findings indicate that peptide insertion into defined sites of AAV8 and -9 capsids can change and improve their efficiency and specificity compared to their wild type variants and to AAV2, making these insertion sites attractive for the generation of novel targeted vectors in these serotypes

Biomarkers in anal cancer: from biological understanding to stratified treatment

Squamous cell carcinomas of the anus and anal canal represent a model of a cancer and perhaps the first where level 1 evidence supported primary chemoradiotherapy (CRT) in treating locoregional disease with curative intent. The majority of tumours are associated with infection with oncogenic subtypes of human papilloma virus and this plays a significant role in their sensitivity to treatment. However, not all tumours are cured with CRT and there remain opportunities to improve outcomes in terms of oncological control and also reducing late toxicities. Understanding the biology of ASCC promises to allow a more personalised approach to treatment, with the development and validation of a range of biomarkers and associated techniques that are the focus of this review