The environmental citizenship opinions questionnaire: a self-assessment tool for secondary students

Introduction: We present a validated instrument for assessing Environmental Citizenship (EC) of students in lower secondary education. The Environmental Citizenship Opinions (ECO) questionnaire focusses on general citizenship components, key sustainability competences, and Socio-Scientific Reasoning aspects. By combining these domains, our work provides a needed innovation as these different aspects of EC have not previously been covered in one single, balanced and validated measurement instrument. Methods: The ECO questionnaire was validated through a pilot round and a subsequent large-scale study (781 lower secondary students). Several rounds of Confirmatory Factor Analysis resulted in a final model of 38 items divided in 7 first order and 5 s order constructs. Results: The final model fit statistics indicate near excellent quality of our model (RMSEA = 0.036, CFI = 0.93, TLI = 0.93, SRMR = 0.05), which consists of EC knowledge, EC attitudes, EC skills, EC reflection and complexity of EC issues. Calculations on the relative attribution of each of the five main constructs to overall environmental sustainability citizenship, highlight that attitudes and reflection skills are the most important constituents. Discussion: Our result present the ECO questionnaire as a valuable, valid and reliable tool to measure environmental citizenship of students. Applications in practice include monitoring student’s development and supporting teachers during the challenging task of effective teaching for EC in and outside the classroom

The environmental citizenship opinions questionnaire: a self-assessment tool for secondary students

IntroductionWe present a validated instrument for assessing Environmental Citizenship (EC) of students in lower secondary education. The Environmental Citizenship Opinions (ECO) questionnaire focusses on general citizenship components, key sustainability competences, and Socio-Scientific Reasoning aspects. By combining these domains, our work provides a needed innovation as these different aspects of EC have not previously been covered in one single, balanced and validated measurement instrument.MethodsThe ECO questionnaire was validated through a pilot round and a subsequent large-scale study (781 lower secondary students). Several rounds of Confirmatory Factor Analysis resulted in a final model of 38 items divided in 7 first order and 5 s order constructs.ResultsThe final model fit statistics indicate near excellent quality of our model (RMSEA = 0.036, CFI = 0.93, TLI = 0.93, SRMR = 0.05), which consists of EC knowledge, EC attitudes, EC skills, EC reflection and complexity of EC issues. Calculations on the relative attribution of each of the five main constructs to overall environmental sustainability citizenship, highlight that attitudes and reflection skills are the most important constituents.DiscussionOur result present the ECO questionnaire as a valuable, valid and reliable tool to measure environmental citizenship of students. Applications in practice include monitoring student’s development and supporting teachers during the challenging task of effective teaching for EC in and outside the classroom

Prediction models for atrial fibrillation applicable in the community:a systematic review and meta-analysis

AIMS: Atrial fibrillation (AF) is a common arrhythmia associated with an increased stroke risk. The use of multivariable prediction models could result in more efficient primary AF screening by selecting at-risk individuals. We aimed to determine which model may be best suitable for increasing efficiency of future primary AF screening efforts. METHODS AND RESULTS: We performed a systematic review on multivariable models derived, validated, and/or augmented for AF prediction in community cohorts using Pubmed, Embase, and CINAHL (Cumulative Index to Nursing and Allied Health Literature) through 1 August 2019. We performed meta-analysis of model discrimination with the summary C-statistic as the primary expression of associations using a random effects model. In case of high heterogeneity, we calculated a 95% prediction interval. We used the CHARMS (Critical Appraisal and Data Extraction for Systematic Reviews of Prediction Modelling Studies) checklist for risk of bias assessment. We included 27 studies with a total of 2 978 659 unique participants among 20 cohorts with mean age ranging from 42 to 76 years. We identified 21 risk models used for incident AF risk in community cohorts. Three models showed significant summary discrimination despite high heterogeneity: CHARGE-AF (Cohorts for Heart and Aging Research in Genomic Epidemiology) [summary C-statistic 0.71; 95% confidence interval (95% CI) 0.66-0.76], FHS-AF (Framingham Heart Study risk score for AF) (summary C-statistic 0.70; 95% CI 0.64-0.76), and CHA2DS2-VASc (summary C-statistic 0.69; 95% CI 0.64-0.74). Of these, CHARGE-AF and FHS-AF had originally been derived for AF incidence prediction. Only CHARGE-AF, which comprises easily obtainable measurements and medical history elements, showed significant summary discrimination among cohorts that had applied a uniform (5-year) risk prediction window. CONCLUSION: CHARGE-AF appeared most suitable for primary screening purposes in terms of performance and applicability in older community cohorts of predominantly European descent

Vascular risk factors, atherosclerosis, cerebral white matter lesions and cerebral perfusion in a population-based study

We studied risk factors for cerebral vascular disease (blood pressure and hypertension, factor VIIc, factor VIIIc, fibrinogen), indicators of atherosclerosis (intima-media thickness and plaques in the carotid artery) and cerebral white matter lesions in relation to regional cerebral blood flow (rCBF) in 60 persons (aged 65-85 years) recruited from a population-based study. rCBF was assessed with single-photon emission tomography using technetium-99m d,l-hexamethylpropylene amine oxime (99mTc-HMPAO). Statistical analysis was performed with multiple linear regression with adjustment for age, sex and ventricle-to-brain ratio. A significant positive association was found between systolic and diastolic blood pressure and temporo-parietal rCBF. In analysis with quartiles of the distribution, we found a threshold effect for the relation of low diastolic blood pressure (≤ 60 mmHg) and low temporo-parietal rCBF. Levels of plasma fibrinogen were inversely related to parietal rCBF, with a threshold effect of high fibrinogen levels (> 3.2 g/l) and low rCBF. Increased atherosclerosis was related to low rCBF in all cortical regions, but these associations were not significant. No consistent relation was observed between severity of cerebral white matter lesions and rCBF. Our results may have implications for blood pressure control in the elderly population

Vraag, zoek uit en handel: Bevorderen van milieubewust burgerschap middels natuurwetenschappelijk onderwijs

Education for Environmental Citizenship (EC) aims to equip students with the competences for sustainable opinion-forming, decision-making, and action-taking. These competences include systems thinking competence, normative competence, strategic competence, and action competence among others. Yet because of the complexity of sustainability issues, it is a challenge for science teachers to foster EC through their teaching practice. This dissertation describes how Socio-Scientific Inquiry-Based Learning (SSIBL), with its three main phases of Ask, Find out, and Act, was tested for its potential to foster EC through science education at lower secondary level. This dissertation has three main aims. The first aim is to describe current EC practice, and views and experiences of science teachers (Chapter 2) and lower secondary students (Chapter 3) regarding EC. Insights from these chapters are used in subsequent studies. The second aim of this dissertation is to develop and validate an assessment instrument that focusses on EC opinion-forming (Chapter 4). This instrument was used to provide insight in student EC in the final classroom study. Finally, the third aim of this dissertation is exploring the potential of SSIBL to foster EC through science education at lower secondary level, for which several cycles of Lesson Study (Chapters 5 and 6) were carried out. These provide an empirical basis of SSIBL’s workings in science education practice. Results regarding the first aim show that while most teachers think sustainability and citizenship are important, they experience a lack of support from the curriculum and feel less prepared regarding inclusion of normative aspects of EC in their teaching practice. Their students have a complex relationship with sustainability, being worried and wanting to know what they can do to help, whilst simultaneously feeling issues only concern people who live somewhere else or in the future. Concerning the second aim, the ECO-questionnaire was developed, offering a focus on EC opinion-forming which was previously unavailable. Regarding the final aim, results of this dissertation show that SSIBL’s three phases of Ask, Find out, and Act enable students to practice their EC competences in the context of science education. Its focus on dialogue-driven opinion-forming, and on holistic and pluralistic decision-making and action-taking, among others, make it suitable for student EC development. These findings contribute to the knowledge base for science teachers and teacher educators who wish to incorporate EC in their teaching practice, for (science) education researchers with an interest in EC, and for policy makers who want to adjust, update, fortify, or expand EC’s place on the educational agenda. Insights and findings from this dissertation provide directions for how to foster Environmental Citizenship through science education at lower secondary level. In doing so, this dissertation forms a small but important step towards equipping students with the necessary competences to form informed opinions, make corresponding decisions, and take appropriate action regarding sustainability issues. Ultimately, this is a prerequisite for the transition towards creating a more sustainable future for all

Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation

Secondary Science Teachers’ Views on Environmental Citizenship in the Netherlands

Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation

Environmental Citizenship of Dutch Lower Secondary Students

To enable students to deal with sustainability issues, science education needs to provide tools to navigate sustainability issues, thus fostering Environmental Citizenship (EC) [...

Secondary Science Teachers’ Views on Environmental Citizenship in the Netherlands

Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation

Development and Validation of a New Gas Chromatography-Tandem Mass Spectrometry Method for the Measurement of Enrichment of Glyoxylate Metabolism Analytes in Hyperoxaluria Patients Using a Stable Isotope Procedure

Primary hyperoxalurias (PH) are inborn errors of glyoxylate metabolism characterized by an increase in endogenous oxalate production. Oxalate overproduction may cause calcium-oxalate crystal formation leading to kidney stones, nephrocalcinosis, and ultimately kidney failure. Twenty-four hour urine oxalate excretion is an inaccurate measure for endogenous oxalate production in PH patients and not applicable in those with kidney failure. Treatment efficacy cannot be assessed with this measure during clinical trials. We describe the development and validation of a gas chromatography-tandem mass spectrometry method to analyze the samples obtained following a stable isotope infusion protocol of 13C2-oxalate and 1-13C-glycolate in both healthy individuals and PH patients. Isotopic enrichments of plasma oxalate, glycolate, and glyoxylate were measured on a gas chromatography-triple quadrupole mass spectrometry system using ethylhydroxylamine and N-tert-butyldimethylsilyl-N-methyltrifluoroacetamide (MTBSTFA) for analyte derivatization. Method precision was good for oxalate and glycolate (coefficients of variation [CV] were <6.3% and <4.2% for inter- and intraday precision, respectively) and acceptable for glyoxylate (CV <18.3% and <6.7% for inter- and intraday precision, respectively). The enrichment curves were linear over the specified range. Sensitivity was sufficient to accurately analyze enrichments. This new method allowed calculation of kinetic features of these metabolites, thus enabling a detailed analysis of the various pathways involved in glyoxylate metabolism. The method will further enhance the investigation of the metabolic PH derangements, provides a tool to accurately assess the therapeutic efficacy of new promising therapeutic interventions for PH, and could serve as a clinical tool to improve personalized therapeutic strategies