Can Collaborative Knowledge Building Promote Both Scientific Processes and Science Achievement?

This study investigated the role of collective knowledge building in promoting scientific inquiry and achievements among Hong Kong high-school chemistry students. The participants included 34 Grade 10 (15-16 years old) students who engaged in collective inquiry and progressive discourse, using Knowledge Forum@, a computer-supported learning environment. A comparison class of 35 students also participated in the study. The instructional design, premised on knowledge-building principles including epistemic agency, improvable ideas and community knowledge, consisted of several components: developing a collaborative classroom culture, engaging in problem-centered inquiry, deepening the knowledge-building discourse, and aligning assessment with collective learning. Quantitative findings show that the students in the knowledge-building classroom outperformed the comparison students in scientific understanding with sustained effects in public examination. Analyses of knowledge-building dynamics indicate that the students showed deeper engagement and inquiry over time. Students’ collaboration and inquiry on Knowledge Forum significantly predicted their scientific understanding, over and above the effects of their prior science achievement. Qualitative analyses suggest how student’s knowledge-creation discourse, involving explanatory inquiry, constructive use of information and theory revision,can scaffold scientific understanding

Surveillance of emerging drugs of abuse in Hong Kong: Validation of an analytical tool

© 2015, Hong Kong Academy of Medicine Press. All rights reserved. Objective: To validate a locally developed chromatography-based method to monitor emerging drugs of abuse whilst performing regular drug testing in abusers. Design: Cross-sectional study. Setting: Eleven regional hospitals, seven social service units, and a tertiary level clinical toxicology laboratory in Hong Kong. Participants: A total of 972 drug abusers and high-risk individuals were recruited from acute, rehabilitation, and high-risk settings between 1 November 2011 and 31 July 2013. A subset of the participants was of South Asian ethnicity. In total, 2000 urine or hair specimens were collected. Main outcome measures: Proof of concept that surveillance of emerging drugs of abuse can be performed whilst conducting routine drug of abuse testing in patients. Results: The method was successfully applied to 2000 samples with three emerging drugs of abuse detected in five samples: PMMA (paramethoxymethamphetamine), TFMPP [1-(3-trifluoromethylphenyl)piperazine], and methcathinone. The method also detected conventional drugs of abuse, with codeine, methadone, heroin, methamphetamine, and ketamine being the most frequently detected drugs. Other findings included the observation that South Asians had significantly higher rates of using opiates such as heroin, methadone, and codeine; and that ketamine and cocaine had significantly higher detection rates in acute subjects compared with the rehabilitation population. Conclusions: This locally developed analytical method is a valid tool for simultaneous surveillance of emerging drugs of abuse and routine drug monitoring of patients at minimal additional cost and effort. Continued, proactive surveillance and early identification of emerging drugs will facilitate prompt clinical, social, and legislative management.Link_to_subscribed_fulltex

Networks in small-group and whole-class structures in large knowledge building communities

This study compared small-group and whole-class structures in two large knowledge building communities. We analyzed students’ online notes on Knowledge Forum by KBDex (Oshima, Oshima, & Matsuzawa, 2012). Results found that students in the small-group structure showed better community knowledge advancement. However, the unbalanced distribution of expertise in the small-group class was also observed

Co-designing a collective journey of knowledge creation with idea-friend maps

We examined a knowledge building environment, mediated by Knowledge Forum®, in which representations from a learning analytics tool were used for creating “Idea-Friend Maps”, to scaffold knowledge creation. Fifty-two Grade Five students studying Human Input & Output participated and worked in 12 groups. Quantitative analysis of Knowledge Forum notes shows that students’ contribution to collective knowledge advancement significantly predicted students’ science scores. By examining analytics-based pivotal turns, centralities, and knowledge building discourse moves, this analysis reveals different patterns of knowledge building trajectories among high-, medium-, and low-contribution groups, as well as the role of Idea-Friend Maps in scaffolding collective knowledge creation. We also examined how students co-designed and used the collective journey to sustain their knowledge creation, with the aid of Idea-Friend Maps. This study sheds light on using opportunistic groups and learning analytics approach to examine and to scaffold student knowledge building trajectories in collective inquiry and ways of fostering collective knowledge creation in large communities

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field