Guiding Students\u27 Scientific Practice

Many science education programs involve scientists in K-12 education to support students’ engagement in scientific practices and learning science process skills and scientific epistemologies. Little research has studied the actions of scientists in classrooms or how scientists’ actions may (or may not) supplement or complement the actions of teachers. In this descriptive study, we explore how teachers and scientists, working in pairs, guide high school students in the practice of scientific experimentation. In particular, we study the ways by which teachers and scientists act independently and in concert to guide students in designing and conducting biology experiments with unknown outcomes. We analyzed video recordings of classroom instruction in two different school settings, focusing on teachers’ and scientists’ acts as they are manifested through their language-in-use during face-to-face interactions with students. We argue that scientists and teachers act to support students in scientific experimentation in both distinct and common ways influenced by the particular teaching acts they perform and distinct authority roles they possess in the classroom (e.g., classroom authority vs. scientific authority)

Le créationnisme dans les programmes scolaires turcs : l’ombre de l’antiscientisme

La théorie de l’évolution a récemment été retirée du programme de biologie pour le secondaire en Turquie, où l’enseignement en sciences, technologies, ingénierie et mathématiques est pourtant considéré comme une priorité éducative. Lorsqu’il s’agit d’enseigner l’évolution, les positions antiscientistes et l’absence de disposition favorable du public sont régulièrement justifiées par le recours à des théories selon lesquelles les individus interprètent le monde sur la base de leurs systèmes de croyances. Cette tendance va de pair avec une importance accrue accordée à l’éducation aux valeurs dans le curriculum. En Turquie, il semble admis qu’une théorie scientifique soit considérée comme inacceptable ou révocable, si elle entre en conflit avec des valeurs majoritaires de la société. Cela menace tout autant le projet d’édification de la société que la rigueur de l’enseignement scientifique dans ce pays. L’article décrit l’histoire de l’enseignement de l’évolution en Turquie, son état actuel et les contextes politiques successifs qui ont façonné cet enseignement, depuis la fondation de la République.The theory of evolution was recently withdrawn from the biology secondary school curriculum in Turkey, where the teaching of science, technology, engineering and mathematics is nonetheless considered an education priority. When it comes to teaching evolution, anti-scientistic positions and the absence of a favourable public attitude are regularly justified through recourse to theories holding that individuals interpret the world on the basis of their systems of belief. This tendency goes hand in hand with the increased importance ascribed in the curriculum to the teaching of values. In Turkey, there seems to be an acceptance that a scientific theory may be considered unacceptable or revocable if it comes into conflict with the predominant values of society. This threatens the project of constructing society as much as the rigour of scientific teaching in the country. This article describes the history of the teaching of evolution in Turkey, its current state and the successive political contexts that have shaped this teaching since the founding of the Republic.La teoría de la evolución ha sido retirada recientemente del programa de biología para la escuela secundaria en Turquía, país en el que la enseñanza en ciencias, tecnologías, ingeniería y matemáticas se considera sin embargo como una prioridad educativa. Cuando se trata de enseñar la evolución, las posiciones anti-cientificistas y la ausencia de disposición favorable del público se justifican a menudo por el recurso a unas teorías según las que los individuos interpretan el mundo a partir de sus sistemas de creencia. Esta tendencia se acompaña de una importancia creciente dedicada a la educación a los valores en el currículum. En Turquía, parece admitido que una teoría científica pueda ser considerada como inaceptable o revocable si entra en conflicto con unos valores mayoritarios de la sociedad. Esto amenaza tanto el proyecto de edificación de la sociedad como el rigor de la docencia científica en este país. El presente artículo describe la historia de la enseñanza de la evolución en Turquía, su estado actual y los contextos políticos sucesivos que han forjado esta enseñanza desde la fundación de la República

Staged, Open, No-Ischemia Nephron-Sparing Surgery for Bilateral-Multiple Kidney Tumors in a Patient with Birt-Hogg-Dubé Syndrome

Hereditary kidney cancer patients with bilateral multiple kidney tumors represent challenges in the era of rapidly growing minimal invasive treatment techniques. Birt-Hogg-Dubé Syndrome (BHDS) is an autosomal dominant genodermatosis characterized by a triad of benign skin tumors (fibrofolliculomas, trichodiscomas, acrochordons) together with an increased risk of developing malignant renal tumors and pulmonary disease such as pneumothoraces and multiple lung cysts. The morbidity and mortality of the affected patients is determined by the presence of the kidney tumors, which tend to be multifocal and bilateral, as observed in other hereditary kidney cancer syndromes like von Hippel-Lindau disease, familial leiomyomatosis, and hereditary papillary renal cell carcinoma. Herein, a patient with BHDS, presenting with synchronous bilateral multiple kidney tumors, is reported. The report describes the management of kidney tumors with two-stage open nephron-sparing surgery in which the nonvascular clamping technique was utilized

Impact of opioid-free analgesia on pain severity and patient satisfaction after discharge from surgery: multispecialty, prospective cohort study in 25 countries

Background: Balancing opioid stewardship and the need for adequate analgesia following discharge after surgery is challenging. This study aimed to compare the outcomes for patients discharged with opioid versus opioid-free analgesia after common surgical procedures.Methods: This international, multicentre, prospective cohort study collected data from patients undergoing common acute and elective general surgical, urological, gynaecological, and orthopaedic procedures. The primary outcomes were patient-reported time in severe pain measured on a numerical analogue scale from 0 to 100% and patient-reported satisfaction with pain relief during the first week following discharge. Data were collected by in-hospital chart review and patient telephone interview 1 week after discharge.Results: The study recruited 4273 patients from 144 centres in 25 countries; 1311 patients (30.7%) were prescribed opioid analgesia at discharge. Patients reported being in severe pain for 10 (i.q.r. 1-30)% of the first week after discharge and rated satisfaction with analgesia as 90 (i.q.r. 80-100) of 100. After adjustment for confounders, opioid analgesia on discharge was independently associated with increased pain severity (risk ratio 1.52, 95% c.i. 1.31 to 1.76; P < 0.001) and re-presentation to healthcare providers owing to side-effects of medication (OR 2.38, 95% c.i. 1.36 to 4.17; P = 0.004), but not with satisfaction with analgesia (beta coefficient 0.92, 95% c.i. -1.52 to 3.36; P = 0.468) compared with opioid-free analgesia. Although opioid prescribing varied greatly between high-income and low- and middle-income countries, patient-reported outcomes did not.Conclusion: Opioid analgesia prescription on surgical discharge is associated with a higher risk of re-presentation owing to side-effects of medication and increased patient-reported pain, but not with changes in patient-reported satisfaction. Opioid-free discharge analgesia should be adopted routinely