Primary Teachers' Understandings Of The Nature Of Science And The Purposes Of Science Education

With the introduction of the National Curriculum in English primary schools in the late 1980s, the status of science changed from discretionary option, taught to the teacher’s strengths, to mandated core subject with tightly defined curriculum. During the first few years, teachers’ initial uncertainty gave way to growing feelings of competence and confidence, which local, national and international evidence from the mid- 1990s onwards shows were not entirely misplaced. Meanwhile, however, a series of studies consistently showed apparently severe gaps in primary teachers’ science knowledge – so what was it that was changing? Teachers themselves hold the key to understanding how science has been accommodated into primary practice: this research looks at some teachers’ views of the nature of science and the purposes of teaching it, the manifestation of such views in planning and teaching; changes in views over time: and the accommodation of science teaching into their professional identities. Drawing on a 1996 pilot study, the research involves case studies of five teachers - biographical and semi-structured interviews, protocol analysis, and lesson observations, over eighteen months from early 1998, a questionnaire survey of a broader sample; and triangulation between case studies and survey. Various factors that may underlie a teacher’s view of the nature of science are proposed - scientism, naive empiricism, new-age-ism, constructivism, pragmatism, and scepticism. It is suggested that teachers’ accommodation of science into their practice can involve its structural and organisational interweaving into the fabric of their professional identities. A tentative hypothetical model is outlined, of the emergence of professional identity from an autopoietic network involving auto-biography; values; dispositions; beliefs; personal theories; self-image; knowledge of and relationships and discourse with children and colleagues; curriculum, subject and pedagogic knowledge: images of teaching and learning; the exercise of agency in practice; and reflexive connections between, and reflection upon, these

Synthesis of mannosylated and PEGylated nanoparticles via RAFT emulsion polymerisation, and investigation of particle-lectin aggregation using turbidimetric and DLS techniques

Recent developments in controlled radical polymerisation presents an attractive way of producing biocompatible polymeric nanoparticles for a wide range of applications. With this motivation, well defined P (ManAm) and P(PEGA) coated nanoparticles in a range of different sizes have been synthesised via RAFT emulsion polymerisation. The particles were used to precisely investigate the effect of particle size on lectin binding with Concanavalin A, and validate the use of online DLS measurements for lectin-glycoparticle aggregation studies. Larger particles were found to have an enhanced aggregation by both UV–Vis turbidimetric and DLS aggregation studies. The DLS technique was shown to be robust up to an aggregate diameter of c.500 nm for aggregation tests, and was not affected by any dilution or light scattering effects that typically hinder the common use of turbidimetry in particle aggregation studies

Synthesis of glyconanoparticles via Emulsion Polymerisation Techniques and their use to probe lectin interactions and in pH responsive drug delivery

The objectives of this thesis are to develop a simple method of synthesising glyconanoparticles, use these particles to explore the impact of particle size and hardness on lectin binding, and to develop a targeted antibiotic delivery system. Nanoparticles have various properties that can be modified to improve their performance such as: size, morphology and surface charge. They can also be surface functionalised with sugars such that they target a specific location through interaction with cell surface lectins. Glyconanoparticles may be synthesised in a variety of ways. One suitable method of preparation is emulsion polymerisation, a classic emulsion polymerisation being free radical with the addition of surfactant. Methods to improve the biological properties of the resulting latex include RAFT emulsion polymerisation and a classic free radical emulsion polymerisation, without the addition of a surfactant. The former potentially suffers from being prohibitively expensive and time consuming, and the latter from poor size control and lack of surface functionality. Glycosylated nanoparticles were initially synthesised via RAFT emulsion polymerisation; subsequently a simplified free radical surfactant free emulsion polymerisation was used, with the addition of a hydrophilic co-monomer, to improve size control and impart surface functionality. Glyconanoparticles between 50-350 nm in diameter were produced with both methods. The particles were subsequently used to determine the effect of particle size and core glass transition temperature (Tg) on lectin induced aggregation. Larger particles, and those with a “soft” core above their Tg were quantitatively shown to aggregate to a greater extent, with more particles per aggregate. The free radical technique was further used to produce a pH responsive, mannosylated nanoparticle, capable of: targeting macrophages, selectively releasing isoniazid intracellularly and breaking up after endocytosis. This system was shown to eradicate intracellular mycobacteria (BCG) in cellulo at physiological concentrations. Overall this thesis presents the facile synthesis of glyconanoparticles suitable for a wide range of applications and uses them to explore the influence of size and hardness on particle-lectin interactions. The same synthetic technique is used to produce a macrophage targeted, dual pH responsive nanoparticle capable of delivering isoniazid intracellularly

Patient as teacher sessions contextualize learning, enhancing knowledge, communication, and participation of pharmacy students in the United Kingdom

Purpose: This study aimed to evaluate the impact of Patient As Teacher (PAT) sessions on the knowledge, communication skills, and participation of pharmacy students in the United Kingdom. Methods: During the academic year 2019-2020, year 1 and 2 pharmacy students at the University of Central Lancashire were invited to complete a questionnaire following PAT sessions. Data were analyzed by means of descriptive statistics, including mean and standard deviation (SD) for: continuous variables and reliability analysis. Pearson’s Chi-Square or Fisher Exact Test, odds ratio, and Phi were used for analyzing dichotomous variables. Thematic analysis was used for free text comments. Results: Sixty eight of 228 students participated, (response rate of 29.8%). No statistical difference was found between gender (p=0.090); a statistically significant difference was found between year (p=0.008). Cronbach's alpha (0.809) confirmed a good internal consistency. 97.0% of the students learned a lot, and 85.3% appreciated and valued the PAT sessions; 89.7% wanted more sessions. 92.7% perceived the sessions to contextualize their learning. Five questions were dichotomized by grouping the responses into negative and positive; 90.3% of responses were positive and did not show statistically significant differences in gender and year of study. Overall students’ free text comments were positive, but active listening and consultation appeared in the positive and negative domains, highlighting the need for more student engagement. Conclusions: PAT sessions had a positive impact on students’ knowledge, communication skills, and participation, and contextualized learning. They provide a valuable contribution to the pharmcy students’ experience in the United Kingdom

Impact of reduced idea density on pharmacy students’ attainment in pharmaceutical calculations: A study protocol for a single-blind multicentre randomised controlled trial

Introduction: To register as a pharmacist in the United Kingdom, an exam set by the General Pharmaceutical Council must be undertaken. It involves pharmaceutical calculations and shows variable pass rates. Linguistic factors, such as idea density, affect and predict comprehension time. This trial will evaluate the effect of lowering question idea density on attainment in a pharmaceutical calculations exam aligned to that of the General Pharmaceutical Council Methods: This is a single-blind, parallel 2-arm multicentre randomised controlled trial conducted in 14 Universities across the United Kingdom. A 1:1 randomisation and a sample size of 198 pharmacy students will be sufficient to detect a 1-point difference in the mean scores between the intervention and control group during a pharmacy calculation test with two-tails, 80% power and 5% significance level. Each school will recruit a minimum of 14/15 students. Participants will sit two 12-question pharmaceutical calculation tests. All students will take the same baseline test; then, will be randomised and undertake a second test 2-week after, with standard idea density for the control group and lower idea density for the intervention. Primary outcome: the scores obtained by the students undertaking the second calculation test 2-week after the baseline. Sec�ondary outcomes: percentage of students achieving a pass during the second test; effect of demographic characteristics (first or not-first English language speakers, age, ethnicity, year of study, specific learning disability) on students’ attainment when lowering idea density Conclusion: Results could inform the development of new standards in pharmaceutical calcula�tions exams. Trial registration number: NCT05526365 (registered 31/08/2022

Changes in Land Distribution of Polar Bears in Western Hudson Bay

We examined the capture locations of polar bears (Ursus maritimus) on land in western Hudson Bay over 19 years (1986–2004) to assess temporal trends in the distribution of the population. We found that the distribution of bears of most age and sex groups shifted northward and eastward over the study. The causes of these shifts may be related to an altered population structure, changing environmental conditions, or a combination of both factors. Segregation by age, sex, and reproductive status persisted over time as found in earlier studies, but more females with young were within 5 km of the coast after 2001 than before. The distribution changes were correlated with the timing of sea-ice breakup, which now occurs, on average, about three weeks earlier than it did 30 years ago. While environmental conditions may have influenced polar bear distribution, the reduction in the number of large adult males along the coast may also have affected distribution patterns, allowing adult females to remain closer to the coast in more recent times.Nous avons examiné les lieux de capture d’ours polaires (Ursus maritimus) sur la terre ferme dans l’ouest de la baie d’Hudson pendant 19 ans (de 1986 à 2004) afin d’évaluer les tendances temporelles caractérisant la répartition de la population. Nous avons remarqué que la répartition des ours de la plupart des groupes d’âge et de sexe se déplaçait vers le nord et vers l’est au cours de l’étude. Cela pourrait être attribuable à une structure de population modifiée, à l’évolution des conditions environnementales ou à un ensemble des deux facteurs. La ségrégation en fonction de l’âge, du sexe et de l’état reproducteur a persisté avec le temps, tel que dénoté dans le cadre d’études antérieures, mais plus de femelles avec des jeunes se trouvaient en-dedans de cinq kilomètres de la côte après 2001 qu’avant. Les changements en matière de répartition ont été corrélés au moment de la débâcle de la glace de mer qui maintenant se produit, en moyenne, environ trois semaines plus tôt qu’il y a 30 ans. Bien que les conditions environnementales puissent avoir exercé une influence sur la répartition des ours polaires, la réduction du nombre de gros mâles adultes le long de la côte pourrait également avoir modifié les tendances caractérisant la répartition, permettant ainsi aux femelles adultes de rester plus près de la côte ces dernières années

Pedagogic Interest Group: a novel and proven collaborative, adhocracy research group structure

Background: Teaching is a core activity for universities, and pedagogic research is essential for improving student experience, staff satisfaction, and REF and TEF scores. Pedagogic research is often performed as a secondary research area or by part-time staff, requiring good collaboration. Existing research structures in universities often result in pedagogic research falling through the gaps and for quality work and pedagogic improvements to be missed. Aim: To develop a clear and flexible structure to improve participation in and the output of pedagogic research in the School of Pharmacy and Biomedical Sciences at the University of Central Lancashire (UCLan). Methods: A collaborative adhocracy called the Pedagogic Interest Group (PIG) was created in January 2020. It was designed to allow collaborative, flexible research projects to be easily set up by any member of staff. The group supervises and organises a team of people for each project, drawing on all previously involved staff's expertise and contacts through an initial project meeting organised by an independent group chair. Each project group runs independently, with further help available from the group chairs. Results: Under the PIG structure, seven projects have been undertaken in less than one year, with two papers published, one under review, two in preparation, one abstract accepted at an international conference, fifteen funded undergraduate research projects completed. Part-time teaching staff are more involved in the research. Internally, three departments and externally, three other UK universities have been collaboratively involved in research projects. Conclusion: The PIG structure works and depends on staff's continued engagement and at least two independent chairs for impartiality and transparency

A Novel Ion Exchange System to Purify Mixed ISS Waste Water Brines for Chemical Production and Enhanced Water Recovery

Current International Space Station water recovery regimes produce a sizable portion of waste water brine. This brine is highly toxic and water recovery is poor: a highly wasteful proposition. With new biological techniques that do not require waste water chemical pretreatment, the resulting brine would be chromium-free and nitrate rich which can allow possible fertilizer recovery for future plant systems. Using a system of ion exchange resins we can remove hardness, sulfate, phosphate and nitrate from these brines to leave only sodium and potassium chloride. At this point modern chlor-alkali cells can be utilized to produce a low salt stream as well as an acid and base stream. The first stream can be used to gain higher water recovery through recycle to the water separation stage while the last two streams can be used to regenerate the ion exchange beds used here, as well as other ion exchange beds in the ISS. Conveniently these waste products from ion exchange regeneration would be suitable as plant fertilizer. In this report we go over the performance of state of the art resins designed for high selectivity of target ions under brine conditions. Using ersatz ISS waste water we can evaluate the performance of specific resins and calculate mass balances to determine resin effectiveness and process viability. If this system is feasible then we will be one step closer to closed loop environmental control and life support systems (ECLSS) for current or future applications

Evaluation of students' performance and engagement using post-laboratory integrated assessments within a pharmacy course in the United Kingdom: a pilot cohort cross-over study

Introduction: This pilot study investigated the impact of practice integrated, post-laboratory assessment on the scientific education and attitudes of first-year pharmacy students. Median assessment performance, achievement of full marks, and engagement in laboratory classes were evaluated. Methods: The pilot randomised cross-over study was conducted at the University of Central Lancashire. Students were randomly assigned to two groups, and after undertaking four identical pharmaceutics laboratory classes, answered two science-based questions that were either integrated with practice using a contextualizing scenario or had no integration. Student performance and engagement were subsequently analysed. Results: Thirty students completed the study. Students performed better in the integrated assessment (median 3.5; interquartile range [IQR] 2.00–4.00) compared to the non-integrated assessment (median 2; IQR 1.75–3.00) (P < .001). Twenty-five students (83%) achieved full marks with the integrated assessment (P = .006). Correlation (R2) for the integrated assessment was 0.90 and for the non-integrated assessment was 0.12. Engagement was positive in both groups but significantly improved in the domains of “instructor contribution” and “value of activity” (P = .01) when receiving the integrated assessment. Conclusions: Integrated and contextualized assessment of science teaching as a lone intervention increased pharmacy students' performance and engagement in laboratory classes without requiring any change to the teaching session itself

Heterospecific Anural Eavesdropping Cues

The ability to communicate within species is a trait utilized by every organism. Using cues conspecifically creates a better chance of survival for other members of the species and increases fitness overall. However, using cues heterospecifically also poses a great advantage as animals can eavesdrop on cues released by another species. Previous studies have recorded that eavesdropping is beneficial to prey species, such as squirrels reacting to bird calls and tadpoles reacting to visual and chemical cues to avoid predation. We asked how one local and one exotic species of frog would respond to cues emitted by another local species of frog, especially considering that the exotic frog has no natural predators. We hypothesized that Pseudacis cadaverina will react to the chemical cues released by an agitated Psuedacris regilla while Dendrobates tinctorius will not. For this experiment, data were collected on the reactions of the two species to P. regilla cues. The data was found to be non-normal and non-parametric, therefore a Wilcox test was run to determine if the control and experimental frogs had differing responses. We expected the control frogs to have no reaction since there should not have been a cue to respond to, but the p-values acquired for P. cadaverina, and D. tinctorius were less than .01. This could suggest our experimental design was flawed although the two species do appear to have different responses to the cues. Understanding how animals communicate and respond to potential danger can inform how we can best conserve these species