Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers’ use of the Internet in science teaching

In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society

Position effect, cryptic complexity, and direct gene disruption as disease mechanisms in de novo apparently balanced translocation cases.

The majority of apparently balanced translocation (ABT) carriers are phenotypically normal. However, several mechanisms were proposed to underlie phenotypes in affected ABT cases. In the current study, whole-genome mate-pair sequencing (WG-MPS) followed by Sanger sequencing was applied to further characterize de novo ABTs in three affected individuals. WG-MPS precisely mapped all ABT breakpoints and revealed three possible underlying molecular mechanisms. Firstly, in a t(X;1) carrier with hearing loss, a highly skewed X-inactivation pattern was observed and the der(X) breakpoint mapped ~87kb upstream an X-linked deafness gene namely POU3F4, thus suggesting an underlying long-range position effect mechanism. Secondly, cryptic complexity and a chromothripsis rearrangement was identified in a t(6;7;8;12) carrier with intellectual disability. Two translocations and a heterozygous deletion disrupted SOX5; a dominant nervous system development gene previously reported in similar patients. Finally, a direct gene disruption mechanism was proposed in a t(4;9) carrier with dysmorphic facial features and speech delay. In this case, the der(9) breakpoint directly disrupted NFIB, a gene involved in lung maturation and development of the pons with important functions in main speech processes. To conclude, in contrast to familial ABT cases with identical rearrangements and discordant phenotypes, where translocations are considered coincidental, translocations seem to be associated with phenotype presentation in affected de novo ABT cases. In addition, this study highlights the importance of investigating both coding and non-coding regions to decipher the underlying pathogenic mechanisms in these patients, and supports the potential introduction of low coverage WG-MPS in the clinical investigation of de novo ABTs

The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works

The use of visual representations (i.e., photographs, diagrams, models) has been part of science, and their use makes it possible for scientists to interact with and represent complex phenomena, not observable in other ways. Despite a wealth of research in science education on visual representations, the emphasis of such research has mainly been on the conceptual understanding when using visual representations and less on visual representations as epistemic objects. In this paper, we argue that by positioning visual representations as epistemic objects of scientific practices, science education can bring a renewed focus on how visualization contributes to knowledge formation in science from the learners’ perspective. Results This is a theoretical paper, and in order to argue about the role of visualization, we first present a case study, that of the discovery of the structure of DNA that highlights the epistemic components of visual information in science. The second case study focuses on Faraday’s use of the lines of magnetic force. Faraday is known of his exploratory, creative, and yet systemic way of experimenting, and the visual reasoning leading to theoretical development was an inherent part of the experimentation. Third, we trace a contemporary account from science focusing on the experimental practices and how reproducibility of experimental procedures can be reinforced through video data. Conclusions Our conclusions suggest that in teaching science, the emphasis in visualization should shift from cognitive understanding—using the products of science to understand the content—to engaging in the processes of visualization. Furthermore, we suggest that is it essential to design curriculum materials and learning environments that create a social and epistemic context and invite students to engage in the practice of visualization as evidence, reasoning, experimental procedure, or a means of communication and reflect on these practices. Implications for teacher education include the need for teacher professional development programs to problematize the use of visual representations as epistemic objects that are part of scientific practices.BioMed Central/Springer open acces