Narava znanosti v grških srednješolskih bioloških učbeniki

The nature of science describes what science is, how it works, and its interactions with society under the perspectives of philosophy, history, sociology, and psychology of science. Understanding it is an essential aspect of scientific literacy. Given the critical role that school textbooks hold, considering what is taught and how it is taught in schools, we find the presence of the nature of science in school science textbooks to be significant. In this research paper, all Greek biology textbooks of lower secondary education are analysed to evaluate whether principal elements of the nature of science can be found in them. The whole array of educational resources available (textbooks, workbooks, lab guides, teachers’ books) was analysed as well as the corresponding official biology curricula. Content analysis was the method of choice, and the ‘meaning unit’ was the unit of analysis. We found that most of the nature of science references in the material that students were taught in 2021/22 was implicit and not especially designed by the curriculum. Some nature of science aspects were more commonly found (e.g., evidence is vital in science) than others (e.g., science has limits). The most opportunities for the nature of science to be introduced were found in history of science vignettes, laboratory activities, and some optional inquiry activities. However, without a structured design from the curriculum, it is the teachers’ responsibility to design and facilitate nature of science instruction (or not). We conclude that lacking explicit references, the nature of science falls into the hidden curriculum and becomes falsely depicted, enforcing a positivist image of science. (DIPF/Orig.

Chapter Designing VR and AR gamifications for cultural heritage educational escape games

The 43rd UID conference, held in Genova, takes up the theme of ‘Dialogues’ as practice and debate on many fundamental topics in our social life, especially in these complex and not yet resolved times. The city of Genova offers the opportunity to ponder on the value of comparison and on the possibilities for the community, naturally focused on the aspects that concern us, as professors, researchers, disseminators of knowledge, or on all the possibile meanings of the discipline of representation and its dialogue with ‘others’, which we have broadly catalogued in three macro areas: History, Semiotics, Science / Technology. Therefore, “dialogue” as a profitable exchange based on a common language, without which it is impossible to comprehend and understand one another; and the graphic sign that connotes the conference is the precise transcription of this concept: the title ‘translated’ into signs, derived from the visual alphabet designed for the visual identity of the UID since 2017. There are many topics which refer to three macro sessions: - Witnessing (signs and history) - Communicating (signs and semiotics) - Experimenting (signs and sciences) Thanks to the different points of view, an exceptional resource of our disciplinary area, we want to try to outline the prevailing theoretical-operational synergies, the collaborative lines of an instrumental nature, the recent updates of the repertoires of images that attest and nourish the relations among representation, history, semiotics, sciences

Approaches to teaching dynamic geographical phenomena

Teaching students of primary education about geomorphological features and phenomena requires posing interrelated questions; the latter are of interest to geographers, curricula planners and textbook writers. Within this framework, a new teaching model was created and applied in practice. This model was based on scientifically accepted principles of how dynamic geomorphological features are constructed and behave, enriching the school geographical content with new teaching data. The goal was to help students to understand and be able to explain better the landscape forms and human actions. Two different teaching models relating to changes in present geographical primary school content were developed. Covering the same geographical geodynamic phenomena (rivers and lakes), one them incorporated the existing program of study, the other a new one based on the new proposal teaching approach. The conclusion is that in order to understand the geographical dynamic phenomena (rivers, lakes), students construct mental models that are based on their prior knowledge, existing ideas, and past experiences. In addition, the data of this study seem to provide evidence about the ability of the students to know how dynamic geomorphological features are constructed and behave, to explain better the environmental field and human interactions, so, they can design better for the future. This alternative approach could be applied as an innovative teaching model of geomorphological features and phenomena in primary school. Based on these findings, we propose curricular recommendations which are built on the new developed teaching model.Σκοπός της διατριβής είναι η ανάπτυξη και η δόμηση ενός διδακτικού μοντέλου το οποίο βασίζεται πάνω στο επιστημονικό γεωγραφικό μοντέλο δομής και λειτουργίας των δυναμικά μεταβαλλόμενων φυσικών διεργασιών σε γεωγραφικά συστήματα (ποτάμια, λίμνες). Αφετηρία του εγχειρήματος αποτέλεσε η διδακτική προσέγγιση των γεωμορφών στην πρωτοβάθμια εκπαίδευση: οι μαθητές αναφέρονται στους τρόπους διαχείρισης και προστασίας των δυναμικών γεωγραφικών φαινομένων (ποτάμια, λίμνες, κτλ.) χωρίς στην πραγματικότητα να αναγνωρίζουν το αίτιο δημιουργίας του φαινομένου, με αποτέλεσμα να μην κατανοούν επαρκώς και άρα να μην ερμηνεύουν το ίδιο το φαινόμενο αλλά ούτε και τις δομές του. Το διδακτικό μοντέλο παρέμβασης με τη διδασκαλία του αιτίου συμβάλλει στην αντιμετώπιση του ποταμού και της λίμνης ως δυναμικά φαινόμενα και κατά συνέπεια στην κατανόηση και αιτιολόγηση των διεργασιών και των αλλαγών που συμβαίνουν στις δομές τους και στο περιβάλλον. Μέσα από αυτό οι μαθητές/-τριες συνειδητοποιούν τη σπουδαιότητα των συνετών παρεμβάσεων των ανθρώπων στο περιβάλλον, αφού οι συνέπειες των ενεργειών του ανθρώπου που σημειώνονται στο παρόν μπορεί να γίνουν ορατές πολλά χρόνια αργότερα. Στο νέο διδακτικό μοντέλο, οι μαθητές/-τριες χρησιμοποιούν με συνέπεια τη νέα γνώση, χωρίς να είναι αντιφατική με τις υπόλοιπες εξηγήσεις που δίνουν. Το διδακτικό μοντέλο εξαρτάται σε μεγάλο βαθμό από την αντίληψη που έχουν οι μαθητές/-τριες για την έννοια της βαρύτητας καθώς και από το επεξηγηματικό πλαίσιο στο οποίο εντάσσεται αυτή κάθε φορά. Η διδασκαλία των θεμάτων που αφορούν τις γεωμορφές θα πρέπει να σχεδιάζεται έτσι ώστε (i)να οδηγεί τους μαθητές/-τριες να συνειδητοποιήσουν τις πεποιθήσεις τους, (ii)να καταλάβουν τα όρια των εξηγήσεών τους και (iii)να οικοδομήσουν πάνω σε αυτά αιτιολογώντας τα, τροποποιώντας τα ή και αλλάζοντάς τα όπου χρειάζεται

Methotrexate treatment of very high β-HCG ectopic pregnancy on previous cesarean scar: A case report

Ectopic pregnancy in a previous caesarean scar is a rare, potentially life-threatening situation that can cause massive bleeding and uterine rupture. Clinical symptoms can range from vaginal bleeding with or without pain, to uterine rupture with hypovolemic shock. Early diagnosis is possible by ultrasound examination, and it is very important because it leads to prompt management, improving maternal morbidity and mortality as well as future fertility. The current case report refers to a G3P2 woman with a history of 2 previous caesarean deliveries, who was diagnosed with an ectopic pregnancy on the caesarean scar using ultrasonography. The patient was treated with methotrexate both systemic and into the sac, as well as with injection into the sac of 5mEq potassium chloride. The woman was followed up until measurements of serum β-Human Chorionic Gonadotropin were within nonpregnant levels. There is no clear-cut best way to handle cesarean scar pregnancy. Pregnancy with a cesarean scar should be identified and treated as soon as possible in order to avoid serious problems and preserve fertility. However, even more advanced cesarean scar pregnancies can be managed conservatively at first, when a highly expertized team in a tertiary hospital is available

Is Hysteroscopy Prior to IVF Associated with an Increased Probability of Live Births in Patients with Normal Transvaginal Scan Findings after Their First Failed IVF Trial?

(1) Background: Nowadays, pregnancy can be achieved by in vitro fertilisation (IVF) or by intracytoplasmic sperm injection (ICSI) for many infertile couples. However, implantation failure still remains a significant problem and it can be stressful for both patients and doctors. One of the key players for pregnancy achievement is the uterine environment. Hysteroscopy is the most reliable method to evaluate the uterine cavity and to identify any intauterine pathology. The aim of this retrospective study was to compare live birth ranges in between women who after a first failed IVF/ICSI attempt underwent a hysteroscopy and those who were evaluated by a transvaginal scan. (2) The retrospective study took place at the Assisted Reproductive Unit of the University Hospital of Ioannina, Greece, from 2017 to 2020. It included 334 women with normal findings in a repeat ultrasound scan after a failed IVF/ICSI trial, 137 of whom underwent in turn diagnostic hysteroscopy before the next IVF/ICSI. (3) Results: Live birth rates were higher in the study group (58/137 vs. 52/197 p = 0.0025). Abnormal endometrial findings were identified in 30% of the patients of the study group. (4) Conclusions: The addition of hysteroscopy as an additional investigation to those patients with a first failed IVF/ICSI could improve the rates of live births. A properly conducted RCT could lead to a robust answer