Transition between canted antiferromagnetic and spin-polarized ferromagnetic quantum Hall states in graphene on a ferrimagnetic insulator

In the quantum Hall regime of graphene, antiferromagnetic and spin-polarized ferromagnetic states at the zeroth Landau level compete, leading to a canted antiferromagnetic state depending on the direction and magnitude of an applied magnetic field. Here, we investigate this transition at 2.7 K in graphene Hall bars that are proximity coupled to the ferrimagnetic insulator Y$_{3}$Fe$_{5}$O$_{12}$. From nonlocal transport measurements, we demonstrate an induced magnetic exchange field in graphene, which lowers the magnetic field required to modulate the magnetic state in graphene. These results show that a magnetic proximity effect in graphene is an important ingredient for the development of two-dimensional materials in which it is desirable for ordered states of matter to be tunable with relatively small applied magnetic fields (> 6 T)

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Since first conceived, the concept of pedagogical content knowledge (PCK) has attracted much attention. Despite being lauded by educationalists as the unique knowledge base of teachers, research on the concept over the past 30 years has yet to result in a universally accepted definition being presented. Much of the contentions surrounding the lack of an agreed upon conception appear to have stemmed from difficulties in understanding the relationship between PCK, other areas of teacher knowledge, teacher beliefs, and enacted practice. This paper considers the application of PCK frameworks to design and technology (D&T) education, through an analysis of the nature of the discipline from an ontological and epistemological perspective and contemporary perspectives on the construct of PCK. It is theorised that the volition afforded to teachers in D&T through weakly framed subject boundaries negates the effective application of PCK frameworks, as teachers’ beliefs have a greater impact on enacted practices. In an attempt to better understanding enacted practice in D&T education, the paper proposes a methodological framework centred on the interactions between teachers’ beliefs and knowledge in the discipline, through synthesising the concept of amplifiers and filters of practice with the nature of D&T education. The proposed framework outlines the need to recognise individual teachers’ conception of capability as a critical influence on enacted practice