Creative clusters and innovation (C.Chapain, P.Cooke, L.De Propris, S.MacNeill, J.Mateos-Garcia, NESTA)

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Peptide Bonds in the Interstellar Medium: Facile Autocatalytic Formation from Nitriles on Water-Ice Grains

A recent suggestion that acetamide, \ce{CH3C(O)NH2}, could be readily formed on water-ice grains by the acid induced addition of water across the \ce{CN} bond is now shown to be valid. Computational modelling of the reaction between \ce{R-CN} (R = H, \ce{CH3}) and a cluster of 32 molecules of water and one \ce{H3O+} proceeds auto-catalytically to form firstly a hydroxy imine \ce{R-C(OH)=NH} and secondly an amide \ce{R-C(O)NH2}. Quantum mechanical tunnelling, computed from small-curvature estimates, plays a key role in the rates of these reactions. This work represents the first credible effort to show how amides can be formed from abundant substrates, namely nitriles and water, reacting on a water-ice cluster containing catalytic amounts of hydrons in the interstellar medium with consequential implications towards the origins of life.Comment: 19 pages, 8 Figure

Alternative Concepts in the Teaching of Photosynthesis: A Literature Review 2000-2021

The acquisition of abstract concepts in science education is a major challenge as acquisition of accurate scientific knowledge depends on a complexity of processes, including teachers’ capability to adopt a generative co-inquiry stance. In a previous article in Higher Education of Social Science we proposed a ‘good enough’ practice approach to this ‘problem’: an iterative pedagogical cycle of 3Rs: Recognition, Reduction and Removal within an understanding that affordances for conceptual conflict are often necessary and can increase the probability of reduction and possible removal of alternative concepts (details with Editor). We advance processes of deep meaning making and (re)construction that support affordances for productive pedagogies beyond deficit discourses of didactic failure or seeking some form of elusive perfection. In this article, we continue this reasoning to conduct a literature review of alternative concepts, often referred to as misconceptions in the teaching of photosynthesis inclusive of primary education, secondary (high school) education and higher education within the timeline 2000 to 2021. Photosynthesis was chosen as it is a prevalent biology topic that students and teachers often find conceptually challenging. Findings indicate approaching the problem of acquisition of accurate scientific knowledge in the teaching of photosynthesis requires a multiplicity of pedagogical strategies and a rich variety of professional supports. A productive engagement with alternative concepts is already underway in the literature, seeking a co-inquiry stance within an understanding of the crucial role of teacher upskilling in subject matter knowledge in science education (Bevins & Price, 2016; Greca, 2016; Karakaya, Yilmaz & Aka, 2021; Windschitl, 2002). It is a hypothesis worthy of further consideration and research.

Identification of misconceptions in the teaching of biology

peer-reviewedTo date research into how young people acquire accurate higher-order scientific knowledge, and gain an understanding of abstract and challenging concepts in science, has occupied much of the science education literature across countries and across continents. In previous studies, we identified that biology teaching that involves the diagnosis, reduction and elimination of misconceptions can be one effective pedagogic approach, particularly if positioned within a “good enough” model of pedagogic practice1 . In this study, we investigate the use of one diagnostic testing approach to the identification of misconceptions in the teaching of respiration and photosynthesis in a small sample of secondary school students (n=139) and pre-service teachers (n=43) in the Republic of Ireland. Photosynthesis and respiration were chosen as they are prevalent biology topics that students find conceptually challenging. The study used test items to elicit the extent of misconceptions among this cohort – a paper-and-pencil test for students and a survey instrument for pre-service teachers. The findings show unacceptably high level of misconceptions among all pre-service teachers and students and suggest that diagnostic tests of this type can be a useful entry point to a pedagogical cycle for the recognition, reduction and removal of misconceptions. The findings have wider implications than this small scale study and are primarily directed toward new understandings in relation to more effective models of biology teaching and teacher education.PUBLISHEDpeer-reviewe