6 research outputs found
How to tell a constructivist science teacher: An interview protocol to diagnose a constructivist teacher
2001As a research paradigm, constructivism offers accounts of the epistemology of science,
inspires science education curriculum reform programs, underpins major research
programs in science education, and is also the foundation of many science-teacher
training programs where constructivist teaching methods are widely advocated.
Underlying all versions of constructivism are the philosophical constructs of
epistemological commitments and ontological beliefs. Specifically, educational
constructivism can be divided into individual, radical, and social constructivism
depending on the unique ontological, epistemological, and pedagogical commitments for
each version. In this article, we present an interview protocol with which researchers can
elicit the philosophical foundations (i.e., ontological beliefs and epistemological
commitments) that preservice teachers gave to support of their developing notions of
several versions of educational constructivism through in-depth interviews. By providing
researchers and educators with our interview protocol and methods, we intend to show
one way of revealing an individuals often implicitly held philosophical beliefs and
commitments. For each ontological and epistemological beliefs subcategory, a detailed
definition along with two to three exemplary quotes taken from the interview transcripts
from a previous research is also provided. The development of a system of categories
for identifying constructivist ideas (i.e., ontological, epistemological, and pedagogical
profiles), and its use in tracing of the development of preservice teachers beliefs changes
throughout their university coursework, has the potential to contribute to a better
understanding of how preservice teachers learn to teach. Accordingly, this interview
protocol will be a valuable theoretical and analytical framework in describing the
relationship between a teachers beliefs about nature of knowledge (or reality) and his or
her conceptions of science teaching and learning. This understanding can lead to a
restructuring of the science teacher education program's methods courses
Designing a Serious Game: Teaching Developers to Embed Privacy into Software Systems
Software applications continue to challenge user privacy when users interact
with them. Privacy practices (e.g. Data Minimisation (DM), Privacy by Design
(PbD) or General Data Protection Regulation (GDPR)) and related "privacy
engineering" methodologies exist and provide clear instructions for developers
to implement privacy into software systems they develop that preserve user
privacy. However, those practices and methodologies are not yet a common
practice in the software development community. There has been no previous
research focused on developing "educational" interventions such as serious
games to enhance software developers' coding behaviour. Therefore, this
research proposes a game design framework as an educational tool for software
developers to improve (secure) coding behaviour, so they can develop
privacy-preserving software applications that people can use. The elements of
the proposed framework were incorporated into a gaming application scenario
that enhances the software developers' coding behaviour through their
motivation. The proposed work not only enables the development of
privacy-preserving software systems but also helping the software development
community to put privacy guidelines and engineering methodologies into
practice.Comment:
Acute Distal Vertebral Artery Occlusion in Patients with Asymmetrical Vertebral Artery Geometry: Role of Black-Blood-Enhanced MR Imaging
Background: The purpose of this study was to evaluate the diagnostic value of contrast enhancement in a unilateral distal vertebral artery (VA) using black blood (BB)-enhanced magnetic resonance (MR) imaging in patients with acute neurological symptoms and asymmetrical VA geometry. Methods: From January 2020 to August 2021, we retrospectively analyzed BB-contrast-enhanced MR imaging and MR angiography (MRA) findings in stroke patients visiting the emergency room for an evaluation of acute neurological symptoms. We classified four patterns according to asymmetrical VA geometry using MRA and contrast enhancement using BB-enhanced MR imaging: type 1 = enhanced VA + no visualization of VA, type 2 = enhanced VA + hypoplastic VA, type 3 = non-enhanced VA + hypoplastic VA, or type 4 = non-enhanced VA + no visualization of VA. Results: In total, 288 patients (type 1 = 65, type 2 = 17, type 3 = 130, type 4 = 76) were enrolled in this study. Of these patients, 82 (28.5%) showed contrast enhancement of a unilateral distal VA on BB-enhanced MR imaging, and 51 (17.8%) had positive findings on diffusion-weighted imaging (DWI) in the ipsilateral medulla, pons, or posterior inferior cerebellar artery (PICA) territory. The contrast enhancement of a unilateral distal VA using BB-enhanced MR imaging demonstrated a significantly higher prevalence in patients with acute infarction on DWI (50.0% vs. 4.9%, p < 0.001). Conclusions: The contrast enhancement of a unilateral distal VA on BB-enhanced MR imaging is associated with acute infarction of the medulla, pons, or PICA territory and suggests acute occlusion of a distal VA