Development of Active and Collaborative Problem-Solving Learning in Science Lesson : Focused on Students’ Ideas about Chemical Change

本研究では，五感を通して小学生にも分かりやすい化学変化の指導のための教材を開発し，その効果を検証するとともに，子どもの主体的・協働的な課題解決による授業開発のための示唆を得ることを目的とした。 そこで，カルボン酸とアルコールによるエステル化反応を取り上げ，試薬の種類や組み合わせを変えて化学変化の理解に適した実験内容と方法を開発した。そして，実験の記録や質問紙調査の分析により，教材の効果について検討した。その結果，多くの子どもがにおいの変化を通して物質がはじめと異なるものに変化していることをとらえていることが明らかとなった。また，エステル化反応における物質の変化の学習では，カルボン酸とアルコールの両方が互いに関わっていることをとらえることができた。以上のことから，においの変化に注目した実験を教材として活用することにより，小学生が化学変化について探究する授業の開発の可能性が示唆された。This study aimed to develop teaching materials through which elementary students can understand chemical change with their five senses, examine those effects for their understanding, and obtain suggestions for learning active and collaborative problem-solving. We conducted an experiment to examine effective combinations of esterification using some chemical reagents of carboxylic acid and alcohol, so we developed the contents and methods of the experiment for the students’ investigation. Then, we verified the effects of the materials for an understanding of chemical reaction through teaching practice and a questionnaire. Most students identified changes of substances through the sense of smell. Also, it was indicated that most of students grasped that two kinds of materials were related to each other for chemical reaction. From the above, it was inferred that it is possible to develop science teaching for elementary students to investigate chemical reactions through experimental activities focused on the sense of smell

Exploration of the Nature of Active Learning in Elementary School Science Class: Focussing on Learning-Problem Making and the Method of Interchange Between Groups

本研究の目的は，子どもの学び合いの姿を明らかにするとともに，アクティブ・ラーニングの実質化のための示唆を得ることである。その目的の達成に向けて，自然事象と子どもの素朴概念とのギャップが子どもに意識できるようにする導入を行うとともに，実験後には他グループと交流できる「フリータイム」を採り入れた授業を実践し，子どもの学びを分析した。その結果，子どもは自ら学習を開始し，他の子どもが考えた仮説や検証方法であっても共感的に理解して実験を行えることが明らかになった。また，子どもは自ら目的意識をもって他のグループへ行き，実験を行ったり納得できるまで話し合い活動を行ったりしながら，学級全体で合意することができることが分かった。加えて，アクティブ・ラーニングの実質化のためには，共に学ぶ学級の全員が納得できることをゴールとするという意識を子どもに培い続けることや，子どもには主体的・対話的で深く学び合う力があることを教師が認識し，その力を発揮できるような授業をデザインすると共に，子どもの学び合いをコーディネートすることが必要であるという示唆を得た。This study aimed to clarify children's interaction and to suggest for the enrichment of active learning. After the classes where children recognized and investigated problems from natural events, and then they interacted with other groups in "Free Time", the data of their learning were analyzed. It was clarified that children started learning by themselves and other’s ideas could be understood empathically and investigated. In addition, children could agree in the whole class by going to other groups with purposes, conducting experiments and talking until they were satisfied. It was suggested that in order to enrich active learning, teachers need to continue to cultivate chilren’s awareness that one goal of science learning is the agreement in whole class, to recognize that children have the ability to learn independently, interactively and deeply, to design classes that children can demonstrate their power, and to coordinate the learning of children in class

Vaccination and Infection as Causative Factors in Japanese Patients With Rasmussen Syndrome: Molecular Mimicry and HLA Class I

Rasmussen syndrome is an intractable epilepsy with a putative causal relation with cellular and humoral autoimmunity. Almost half of the patients have some preceding causative factors, with infections found in 38.2%, vaccinations in 5.9% and head trauma in 8.9% of Japanese patients. In a patient with seizure onset after influenza A infections, cross-reaction of the patient's lymphocytes with GluRε2 and influenza vaccine components was demonstrated by lymphocyte stimulation test. Database analyses revealed that influenza A virus hemagglutinin and GluRε2 molecules contain peptides with the patient's HLA class I binding motif (HLA − A*0201). The relative risks of HLA class I genotypes for Rasmussen syndrome are 6.1 (A*2402), 6.4 (A*0201), 6.3 (A*2601) and 11.4 (B*4601). The relative risks of HLA class I-A and B haplotypes are infinity (A*2601+B*5401), 21.1 (A*2402+B*1501), 13.3 (A*2402+B*4801) and 5.1 (A*2402+B*5201). Some alleles and haplotypes of HLA class I may be the risk factors in Japanese patients. Cross-reactivity of cytotoxic T lymphocytes may contribute to the processes leading from infection to the involvement of CNS

Distribution of a brain-specific extracellular matrix protein in developing and adult zebrafish

A monoclonal antibody (IgG) that recognizes a 53-kDa zebrafishnext brain protein was isolated and used to characterize the distribution of this protein in zebrafish.next (1) The antigen was found only in the brain and not in any other tissues such as muscle, dermis and cartilage. Within the brain, the antibody recognized extracellular matrix (ECM) outside neuronal cells. (2) Digestion by hyaluronidase released the antigen from brain tissue, and the monoclonal antibody staining was also decreased by the digestion by hyaluronidase. (3) The pattern of antigen distribution is not perineuronal, as the density of the antigen at the periphery of the cells was practically identical to that of the empty intercellular spaces. Therefore, this monoclonal antibody does not recognize the perineuronal glycocortex. (4) The antigen is distributed only in limited areas of the brain, namely in the periphery of the forebrain, the hypothalamus, the optic tectum, the interpeduncular nucleus, the cerebellum and the ventricular rim of the medulla. In the optic tectum, the antibody strongly stained the most superficial layer, and in the cerebellum, it stained the molecular but not the granular layer. These patterns of distribution are very different from those of other typical brain ECM proteins and suggest that this protein may play quite distinct roles in brain development and maintenance.</p

Current status of a helicopter transportation system on remote islands for patients undergoing mechanical thrombectomy

Background: Mechanical thrombectomy (MT) is standard treatment for acute ischemic stroke (AIS) with large-vessel occlusion within 6 h of symptom onset to treatment initiation (OTP). Recent trials have extended the therapeutic time window for MT to within 24 h. However, MT treatment remains low in remote areas. Nagasaki Prefecture, Japan has many inhabited islands with no neurointerventionalists. Our hospital on the mainland is a regional hub for eight island hospitals. We evaluated clinical outcomes of MT for patients with AIS on these islands versus on the mainland. Methods: During 2014–2019, we reviewed consecutive patients with AIS who received MT at our hospital. Patients comprised the Islands group and Mainland group. Patient characteristics and clinical outcomes were compared between groups. Results: We included 91 patients (Islands group: 15 patients, Mainland group: 76 patients). Seven patients (46.7%) in the Islands group versus 43 (56.6%) in the Mainland group achieved favorable outcomes. Successful recanalization was obtained in 11 patients (73.3%) on the islands and 67 (88.2%) on the mainland. The median OTP time in the Islands was 365 min. In both the Islands and Mainland groups, the OTP time and successful recanalization were associated with functional outcome. The modified Rankin Scale (mRS) score at 90 days ≤2 was obtained in two patients and mRS = 3 in four patients among eight patients with OTP time >6 h. Conclusions: Few patients with AIS on remote islands have received MT. Although patients who underwent MT on the islands had longer OTP, the clinical outcomes were acceptable. OTP time on remote islands must be shortened, as this is related to functional outcome. In some cases with successful recanalization, a favorable outcome can still be obtained even after 6 h. Even if OTP exceeds 6 h, it is desirable to appropriately select patients and actively perform MT