Learning from the knowledge builders: Student perspectives on the challenges of classroom Knowledge Building communities

How do students make sense of the change process from more traditional learning environments to a Knowledge Building Community classroom (Scardamalia & Bereiter, 2006)? What challenges do they identify in their own participation and the development of the collective as a knowledge building community? This research followed a team of middle school students and teachers over the course of two years. Student interviews focused on the community s knowledge work in Knowledge Forum and their development as knowledge builders. Students identified structures that both supported and challenged student socialization into knowledge building communities. The research also examines how students experiences can inform design researchers and teachers about enacting knowledge building classrooms. © 2023 Progedit. All rights reserved

Geochemical markers and polycyclic aromatic hydrocarbons in solvent extracts from diesel engine particulate matter

Exhaust particulate from compression ignition (CI) engines running on engine and chassis dynamometers was studied. Particulate dichloromethane extracts were qualitatively and quantitatively analyzed for polycyclic aromatic hydrocarbons (PAHs) and biomarkers by gas chromatography with flame ionization detector (GC-FID) and gas chromatographymass spectrometry (GC-MS). PAH group profiles were made and the PAH group shares according to the number of rings (2 or 3; 4; 5 or more) as well as diagnostic indices were calculated. Values of geochemical ratios of selected biomarkers and alkyl aromatic hydrocarbons were compared with literature values. A geochemical interpretation was carried out using these values and biomarker and alkyl aromatic hydrocarbon distributions. It has been shown that geochemical features are unequivocally connected to the emission of fossil fuels and biofuels burned in CI engines. The effect of the exothermic combustion process is limited to low-molecular-weight compounds, which shows that the applied methodology permits source identification of PAHs coexisting in the particulate emitted

Findings of the 2019 National Food Hub Survey

This report was nearing completion in March 2020 and therefore does not address the impacts of the COVID-19 crisis in detail. Please see the epilogue, on page 44, for the authors' reflections on the role food hubs have played in supporting and enhancing the resiliency of local and regional food systems throughout the pandemic. We encourage readers to consider this context as they read the report, which offers a unique snapshot of pre-COVID food hub operations.

Primary gigantic lipoma of the arm

This paper presents a rare case of a primary gigantic tumour of the right arm in a fifty-seven-year old man. The measurements of the arm tumour were as follows: length - 490 mm, width - 340 mm, circumference - 1080 mm, weight - 7350 grams, while the period of its development was about 20 years. The patient was admitted to hospital as an emergency case suffering from bleeding of superficial tumour vessels and secondary anaemia. The patient was operated on in a planned course of action. During and after the operation no complications were observed while secondary anaemia syndromes receded.Przedstawiono rzadki przypadek ogromnego pojedynczego tłuszczaka prawego ramienia u 57-letniego mężczyzny, który został przyjęty na oddział chirurgii ogólnej w trybie pilnym z powodu obfitego krwawienia żylnego z powierzchownego naczynia skóry nad tłuszczakiem. U pacjenta występowały objawy niedokrwistości wtórnej. Wymiary guza ramienia prawego: długość - 490 mm, szerokość - 340 mm, obwód - 1080 mm, waga - 7350 gramów, okres wzrostu - około 20 lat. Po wyrównaniu parametrów morfologicznych zoperowano pacjenta w trybie planowym; operacja i okres pooperacyjny przebiegały bez komplikacji. Objawy wtórnej niedokrwistości ustąpiły po leczeniu chirurgicznym

Delivering More Than Food: Understanding and Operationalizing Racial Equity in Food Hubs

This report is a look at a how U.S.-based food hubs understand engagement in racial equity work. The sample of food hubs interviewed for this report are diverse in their structures, leadership, and missions. Through interviews with food hub managers and other roles, we identify common facilitators and inhibitors to food hubs engaging in racial equity work. After presenting the major themes of our findings, we provide an analysis of those findings through multiple frames. We offer takeaways in the form of identifying deeper questions for food hubs, funders, and researchers about how to meaningfully support racial equity within the food system. We also offer specifics of how to operationalize some of our findings by providing a few examples of food hubs/food system organizations that have taken clear action toward achieving racial equity goals.

Infrastructuring for Knowledge Building: Advancing a framework for sustained innovation

Despite the wide implementations and extensive research base that has developed on knowledge building communities, continued efforts are required to address the challenges of implementing innovations in diverse contexts as well as sustaining them over time. In this paper, we draw on the idea of infrastructuring as an emergent, multilevel approach that can shed new light on ways to do this. After defining the notion of infrastructuring and showing its unique potential to sustain knowledge building, we examine three cases of infrastructuring within the context of efforts to grow knowledge building innovations in existing educational ecologies. This paper offers some new insights into how infrastructuring can be conceptualized to expand and sustain knowledge building innovations. © 2023 Progedit. All rights reserved

The effect of functional roles on perceived group efficiency during computer-supported collaborative learning

In this article, the effect of functional roles on group performance and collaboration during computer-supported collaborative learning (CSCL) is investigated. Especially the need for triangulating multiple methods is emphasised: Likert-scale evaluation questions, quantitative content analysis of e-mail communication and qualitative analysis of open-ended questions were used. A comparison of fourty-one questionnaire observations, distributed over thirteen groups in two research conditions – groups with prescribed functional roles (n = 7, N = 18) and nonrole groups (n = 6, N = 23) – revealed no main effect for performance (grade). Principal axis factoring of the Likert-scales revealed a latent variable that was interpreted as perceived group efficiency (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Most groups in the role condition report a higher degree of PGE than nonrole groups. Content analysis of e-mail communication of all groups in both conditions (role n = 7, N = 25; nonrole n = 6, N = 26) revealed that students in role groups contribute more ‘coordination’ focussed statements. Finally, results from cross case matrices of student responses to open-ended questions support the observed marginal effect that most role groups report a higher degree of perceived group efficiency than nonrole groups

Why sketching may aid learning from science texts: contrasting sketching with written explanations

The goal of this study was to explore two accounts for why sketching during learning from text is helpful: (1) sketching acts like other constructive strategies such as self-explanation because it helps learners to identify relevant information and generate inferences; or (2) that in addition to these general effects, sketching has more specific benefits due to the pictorial representation that is constructed. Seventy-three seventh-graders (32 girls, M = 12.82 years) were first taught how to either create sketches or self-explain while studying science texts. During a subsequent learning phase, all students were asked to read an expository text about the greenhouse effect. Finally, they were asked to write down everything they remembered and then answer transfer questions. Strategy quality during learning was assessed as the number of key concepts that had either been sketched or mentioned in the self-explanations. The results showed that at an overall performance level there were only marginal group differences. However, a more in-depth analysis revealed that whereas no group differences emerged for students implementing either strategy poorly, the sketching group clearly outperformed the self-explanation group for students who applied the strategies with higher quality. Furthermore, higher sketching quality was strongly related to better learning outcomes. Thus, the study's results are more in line with the second account: Sketching can have a beneficial effect on learning above and beyond generating written explanations; at least, if well deployed

Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center

Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. Finn and Rock [1] link the academic and social integration of students to increased rates of retention. We utilize social network analysis to quantify interactions in Florida International University's Physics Learning Center (PLC) that support the development of academic and social integration,. The tools of social network analysis allow us to visualize and quantify student interactions, and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors which contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of supportive learning community.Comment: 14 pages, 3 tables, 4 figure