Improving Argumentation Through Goal Instructions in Asynchronous Online Discussions

Argumentation incorporated into class discussions can improve students\u27 problem solving skills and enhance their epistemic and conceptual understanding. Research indicates students sometimes need scaffolding such as goal instructions to improve their argumentation skills. This study examined the effectiveness of different types of goal instructions on participants\u27 argumentation achievement. In particular, the study compared the effects of minimal, moderate, substantial, and no goal instructions in asynchronous online discussions on participants\u27 argumentation achievement, as measured by development, balance, and explanatory discourse scores. The study also tried to understand participants\u27 experiences of the goal instructions by comparing the differences in emergent themes across goal instructions groups. Ninety-seven undergraduate students participated in three debates and posted responses to an open-ended qualitative question over a three-week period. The study found significant differences in the balance scores between minimal, moderate, and substantial goal instructions and no goal instructions, indicating that goal instructions are effective in facilitating responses that consider both sides of an issue. In particular, findings suggested that goal instructions with any level of specificity are more effective in creating balance in argumentation than no goal instructions and that minimal goal instructions are more effective than moderate and substantial goal instructions in encouraging participants to present both sides of an issue. While the study did not find significant differences in explanatory discourse scores, the differences were close enough to significance to suggest that goal instructions did have some positive effect on helping participants consider other people\u27s perspectives in a constructive way and build on each other\u27s ideas. Quantitative analysis of codes across goal instructions groups revealed participants who received limited instructions focused their discussions on the environment itself while participants who received extended instructions focused their discussions on the impact that debates had on them. Therefore, it is likely that more extended instructions made an impact on encouraging participants to think about their views and consider other people\u27s perspectives. The study did not find significant differences in development scores or differences in participants\u27 perceptions across goal instructions groups. However, there are indicators that suggest that participants might have dismissed many aspects of moderate and substantial goal instructions, and additional research is needed to confirm these conclusions. Additional research on goal instructions using different methods for evaluating quality of argumentation is also needed to confirm the results of this study

Category-Procedural Reconstruction of Higher Education: Hierarchy Processes of Educating, Preparation, Education

У статті виявлено специфіку функціонування понять «навчання», «підготовка», «освіта» у вищій школі. Здійснено ієрархізацію означених процесів за трьома етапами, що характеризують особистісно-професійне становлення молодої людини. Відповідно до них визначено рівні професіоналізму майбутнього спеціаліста: учнівський, ремісничий і креативний.The specific of functioning of concepts is educed «educating», «preparation», «education» at higher school. Hierarchy of the distinguished processes is carried out after three stages, which characterize the personality-professional becoming of young man. In accordance with them the levels of professionalism of future specialist are certain: student’s, handicraft and creative

Intensification processing of ceramic materials with additional chemical effect of cooling lubricant (coolant) with different pH

Наведені результати теоретичних та експериментальних досліджень хімічного впливу мастильно-охолодної рідини на процес алмазного шліфування змінних непероточуваних пластин із інструментальної кераміки. Встановлені властивості та наведені практичні рекомендації щодо використання технологічного середовища при алмазному шліфуванні керамічних матеріалів. The aim of the article is physical-chemical cooling liquid influence on the cutting process under glazier’s diamond processing of tool-making ceramics. Structures of modern lubrication-cooling liquids have been studied. Cutting conditions at mechanic processing of cutting ceramics are defined. Methods of laboratory research of technological medium influence on glazier’s diamond wear and tear diminution are presented. The research of glazier’s diamond efficiency at different tool-making materials grinding has been conducted. Efficiency estimation of lubrication-cooling liquid use at glazier’s diamond processing has been conducted. There are recommendations on the choice of synthetic lubrication-cooling liquids during cutting ceramics processing

Biodegradable microparticles loaded with thrombin receptor agonist peptide for gastric ulcer treatment in rats

peer reviewedThe aim of the current paper was to elaborate an immobilization method of thrombin receptor agonist peptide (TRAP-6) in biodegradable biocompatible poly(d,l)-lactide-co-glycolide (PLGA) inicroparticles and to demonstrate the effect of the entrapped peptide for tissue repair, namely,for a gastric ulcer treatment in rats. TRAP-6 was entrapped in polymer using w/o/w double emulsion-evaporation technique. The morphology of empty and TRAP-6 loaded microparticles was evaluated by light and scanning electron microscopy (SEM). In vitro release kinetics profile of TRAP-6 from microparticles was studied by HPLC. To investigate gastric mucosal protection effect in vivo, TRAP-6-loaded microparticles were administered in a rat stomach after a previous mucosal injury (a gastric ulcer). Microparticles with entrapped TRAP-6 were found to reduce both an inflammation and proliferation phases of wound healing, and thus accelerated tissue repair in rats.Programme de travail Région Wallonne/Fédération de Russie 2001- 2002, Art. 3. , Projet de coopération n°3, en collaboration avec : Shemyakin Institute Bioorganic Chemistry, Moscow, Professor Vitali P. Zubov et du Dr. Elena Markvichev