Affordances for Science Learning in “Bush Kinders”

The European forest kindergarten movement has recently translated into an Australian ‘bush kinder’ approach. The affordances of bush kindergarten settings with relation to the science experienced through play has not been previously investigated. This pilot project followed three kindergartens in South Eastern Australia using a bush kindergarten approach. A phenomenographic case study approach was used, in which data consisted of observations of ‘science learning through play’ during bush kinder sessions and educator interviews. Using interactive video interviews, educators were asked to comment on their perceptions of the science that formed children’s play. Findings suggest that the bush kinder environment enables children to experience and improve their understanding of a range of science ideas, however, there is an impact in the scope of children’s learning based on the educator scaffolding. It is argued here that bush kinder provides affordances for science learning and makes an important contribution to science education

Disrupting the cortical actin cytoskeleton points to two distinct mechanisms of yeast [PSI+] prion formation

Mammalian and fungal prions arise de novo; however, the mechanism is poorly understood in molecular terms. One strong possibility is that oxidative damage to the non-prion form of a protein may be an important trigger influencing the formation of its heritable prion conformation. We have examined the oxidative stress-induced formation of the yeast [PSI+] prion, which is the altered conformation of the Sup35 translation termination factor. We used tandem affinity purification (TAP) and mass spectrometry to identify the proteins which associate with Sup35 in a tsa1 tsa2 antioxidant mutant to address the mechanism by which Sup35 forms the [PSI+] prion during oxidative stress conditions. This analysis identified several components of the cortical actin cytoskeleton including the Abp1 actin nucleation promoting factor, and we show that deletion of the ABP1 gene abrogates oxidant-induced [PSI+] prion formation. The frequency of spontaneous [PSI+] prion formation can be increased by overexpression of Sup35 since the excess Sup35 increases the probability of forming prion seeds. In contrast to oxidant-induced [PSI+] prion formation, overexpression-induced [PSI+] prion formation was only modestly affected in an abp1 mutant. Furthermore, treating yeast cells with latrunculin A to disrupt the formation of actin cables and patches abrogated oxidant-induced, but not overexpression-induced [PSI+] prion formation, suggesting a mechanistic difference in prion formation. [PIN+], the prion form of Rnq1, localizes to the IPOD (insoluble protein deposit) and is thought to influence the aggregation of other proteins. We show Sup35 becomes oxidized and aggregates during oxidative stress conditions, but does not co-localize with Rnq1 in an abp1 mutant which may account for the reduced frequency of [PSI+] prion formation

‘Don’t Pick, Don’t Lick’: Connecting Young Children’s Risky Play in Nature to Science Education in Australian Bush Kinders

AbstractThe forest school approach to nature learning has gathered momentum in the UK and across parts of Europe including Scandinavia for well over 50 years. In other contexts that include Canada, China, New Zealand and Australia, nature-based early childhood education and care settings, influenced by European forest school approaches, are in a rapid expansion phase as educators and policy makers acknowledge the benefits for children from time spent in nature. It is known that science education opportunities exist in these nature-based settings, yet this area has only garnered limited research attention to date. An example of a nature-based approach to early childhood education which emerged in the 2010s is the Australian ‘bush kinder’. Four- to five-year-old preschool children experience and learn from nature through play in bush kinders. This paper highlights the intersections that occur between risky play and science teaching and learning in the context of bush kinders. Through analysing research in early years science education, guiding curriculum frameworks and early childhood learning, I propose the importance of children’s risky play to early childhood science education. Drawing on vignettes from ethnographic fieldwork data, the merits of risky play in bush kinders to embed science knowledge is illustrated here. Participant observation was used to build a profile of each site and to gather data relating to how educators draw on children’s risky play to seek out opportunities to teach children about physical, chemical and biological science

Researching early childhood education for sustainability: challenging assumptions and orthodoxies : Book review

Researching early childhood education for sustainability: challenging assumptions and orthodoxies : Book revie

STEM practice in the early years

In 2015 and 2017, we observed four pre-school centres, researching science, maths and technology pedagogy and how opportunities presented themselves for learning in outdoor settings. The purpose of this paper is to interrogate STEM practises in the early years, practices that are informed by play-based education pedagogies, to understand approaches to STEM education. The research adopted a mixed methods approach which, in addition to our observations, included a pilot survey and educator interviews. These data are brought together to examinepractices of STEM education in pre-schools. We were able to view pre-school centres as places that provide varied, rich experiences for children to develop understandings of STEM. Importantly, we observed that children’s STEM experiences enhance their self-belief in their ability to learn STEM, and these early years’ opportunities trigger STEM appreciation and its value to everyday life. We were able to conclude from the research results that integrated STEM, particularly science and mathematics, arise through children’s play and themes arising from their interests. The findings importantly highlight how different practices and pedagogies are used to support STEM learning

Spermidine cures yeast of prions

Prions are self-perpetuating amyloid protein aggregates which underlie various neurodegenerative diseases in mammals. The molecular basis underlying their conversion from a normally soluble protein into the prion form remains largely unknown. Studies aimed at uncovering these mechanism(s) are therefore essential if we are to develop effective therapeutic strategies to counteract these disease-causing entities. Autophagy is a cellular degradation system which has predominantly been considered as a non-selective bulk degradation process which recycles macromolecules in response to starvation conditions. We now know that autophagy also serves as a protein quality control mechanism which selectively degrades protein aggregates and damaged organelles. These are commonly accumulated in various neurodegenerative disorders including prion diseases. In our recent study [Speldewinde et al. Mol. Biol. Cell. (2015)] we used the well-established yeast [PSI+]/Sup35 and [PIN­+]/Rnq1 prion models to show that autophagy prevents sporadic prion formation. Importantly, we found that spermidine, a polyamine that has been used to increase autophagic flux, acts as a protective agent which prevents spontaneous prion formation

Girls in STEM: Addressing SDG 4 in Context

Raising girls’ aspirations for STEM careers is one way to address Sustainability Development Goal 4 (SDG4)—quality education—which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Various strategies have been suggested in STEM education research literature to achieve this. One such initiative begins with exposing girls to STEM industries during their formative school years. While a range of industry-school partnerships exist, examples of successful models that might inform practice are scarce. This article describes an investigation into how industry professionals, university educators, teachers, and students successfully implemented a STEM education experience (Girls as Leaders in STEM (GALS)). Formative and summative evaluation processes were used to generate data through a co-design research approach to describe and measure changes in student practices, attitudes, and engagement in relation to STEM and leadership as a result of connecting to industry problems. This research focused on the analysis of teacher and student interview data generated upon the completion of the program, which provided feedback on the different aspects of the process and, in particular, the role of industry in relation to the girls’ attitudes. This research highlights the benefits of industry involvement with girls in terms of their engagement with STEM, the authenticity of STEM learning, and the novelty of the learning experience. These benefits are discussed with respect to how they can raise girls’ STEM aspirations and ensure equitable educational opportunities—aligning with SDG4