Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions

This paper gives a reflective account of lessons learned from the experiences of three cognitive developmental scientists conducting psychological research in educational settings. First, we describe and analyze four key cultural distinctions between traditional approaches to research in psychology and education: (1) different structures; (2) different research philosophies; (3) different time frames; and (4) different semantics. Valuing and understanding the rationale behind the differing views from education is vital for creating effective collaborations. Second, we describe how our independent research questions and methods in the area of executive functions have been impacted by classroom constraints and observations, discussions of findings, and planning interventions. We advocate for shared goal setting with educators because it improves the research design, validity generalizability and the impact of findings. We anticipate that as psychologists engage in more transparent research the opportunity to collaborate with educators on educational policy will increase and that these lessons will remain important as we consider policy-making in future research studies.LEGO Foundation Institute of Education Sciences, U.S. Department of Education (R305A110932

Under What Conditions Can Recursion be Learned? Effects of Starting Small in Artificial Grammar Learning of Center Embedded Structure

It has been suggested that external and/or internal limitations paradoxically may lead to superior learning, i.e., the concepts of starting small and less is more (Elman, 1993; Newport, 1990). In this paper, we explore the type of incremental ordering during training that might help learning, and what mechanism explains this facilitation. We report four artificial grammar learning experiments with human participants. In Experiments 1a and 1b we found a beneficial effect of starting small using two types of simple recursive grammars: right-branching and center-embedding, with recursive embedded clauses in fixed positions and fixed length. This effect was replicated in Experiment 2 (N=100). In Experiment 3 and 4, we used a more complex center-embedded grammar with recursive loops in variable positions, producing strings of variable length. When participants were presented an incremental ordering of training stimuli, as in natural language, they were better able to generalize their knowledge of simple units to more complex units when the training input ‘grew’ according to structural complexity, compared to when it ‘grew’ according to string length. Overall, the results suggest that starting small confers an advantage for learning complex center-embedded structures when the input is organized according to structural complexity.This research has been supported in part by a grant from the Human Frontiers Science Program (grant RGP0177/2001-B) to MHC, and by the Netherlands Organization for scientific Research (NWO) to FH

Principles of genetic circuit design

Cells navigate environments, communicate and build complex patterns by initiating gene expression in response to specific signals. Engineers seek to harness this capability to program cells to perform tasks or create chemicals and materials that match the complexity seen in nature. This Review describes new tools that aid the construction of genetic circuits. Circuit dynamics can be influenced by the choice of regulators and changed with expression 'tuning knobs'. We collate the failure modes encountered when assembling circuits, quantify their impact on performance and review mitigation efforts. Finally, we discuss the constraints that arise from circuits having to operate within a living cell. Collectively, better tools, well-characterized parts and a comprehensive understanding of how to compose circuits are leading to a breakthrough in the ability to program living cells for advanced applications, from living therapeutics to the atomic manufacturing of functional materials.National Institute of General Medical Sciences (U.S.) (Grant P50 GM098792)National Institute of General Medical Sciences (U.S.) (Grant R01 GM095765)National Science Foundation (U.S.). Synthetic Biology Engineering Research Center (EEC0540879)Life Technologies, Inc. (A114510)National Science Foundation (U.S.). Graduate Research FellowshipUnited States. Office of Naval Research. Multidisciplinary University Research Initiative (Grant 4500000552

How Multidimensional is Computational Thinking Competency? A Bi-Factor Model of the Computational Thinking Challenge

Computational thinking (CT) is an emerging and multifaceted competence important to the computing era. However, despite the growing consensus that CT is a competence domain, its theoretical and empirical account remain scarce in the current literature. To address this issue, rigorous psychometric evaluation procedures were adopted to investigate the structure of CT competency, as measured by Computational Thinking Challenge (Lai, 2021a), in a large sample of 1,130 British secondary school students ( M age = 14.14 years, SD age = 1.45). Based on model comparison from an exploratory multidimensional item response theory approach, the results supported the multidimensional operationalization of CT competency. A confirmatory bi-factor item response theory model further suggested CT competency is comprised of a general CT competency factor and two specific factors for programming and non-programming problem-solving. Despite the multidimensionality, the common variance is largely explained by a primary general factor of CT competency, thus the use of a single scale score is recommended. Psychometric evaluation from the bi-factor model indicated good psychometric properties of the assessment tool. Overall, the bi-factor model provides a useful approach to investigating CT competency and serves as a robust test validation tool. </jats:p

Learning Together While Designing: Does Group Size Make a Difference?

As the use of project-based learning becomes more frequent in the K-12 science classroom, and in chemistry classrooms in particular, teachers have begun to identify practical questions about implementation that should be addressed empirically. One such question concerns whether there is an ideal group size that fosters individual student achievement. The current project was designed to assess how group size might impact student chemistry content learning in a project-based learning environment, and how well students are prepared to transfer this new knowledge to other relevant areas. The results indicated that particular conditions (e. g. advanced classrooms) interact with group size (a seemingly superficial feature) to differentially influence the depth and level of student learning related to the unit and student's ability to transfer his/her knowledge outside of the context of a project-based learning unit. © 2011 Springer Science+Business Media, LLC

Design-based learning for biology: Genetic engineering experience improves understanding of gene expression

Gene expression is a difficult topic for students to learn and comprehend, at least partially because it involves various biochemical structures and processes occurring at the microscopic level. Designer Bacteria, a design-based learning (DBL) unit for high-school students, applies principles of DBL to the teaching of gene expression. Throughout the 8-week unit, students genetically engineer bacteria to meet a need in their own lives. Through a series of investigations, discussions, and design modifications, students learn about the molecular processes and structures involved in gene expression, and how these processes and structures are dependent upon various environmental variables. This article is intended to describe the Designer Bacteria unit and report preliminary results of student progress and performance on pre-unit and post-unit assessments. Teacher experiences and student progress indicate that Designer Bacteria successfully taught core aspects of gene expression through DBL. © 2008 by The International Union of Biochemistry and Molecular Biology

Bringing engineering design into high school science classrooms: The heating/cooling unit

Infusing engineering design projects in K-12 settings can promote interest and attract a wide range of students to engineering careers. However, the current climate of high-stakes testing and accountability to standards leaves little room to incorporate engineering design into K-12 classrooms. We argue that design-based learning, the combination of scientific inquiry and engineering design, is an approach that can be used to meet both K-12 educators' and engineering advocates' goals. This paper describes an 8-week high school curriculum unit, the Heating/Cooling System, in which engineering design is used to teach students central and difficult chemistry concepts such as atomic interactions, reactions, and energy changes in reactions. The goals of the paper are to (1) describe this successful design-based unit, (2) provide guidelines for incorporating design-based learning into other science topics, and (3) provide some evidence of its value for teaching difficult chemistry concepts and increasing interest in engineering careers. © 2008 Springer Science+Business Media, LLC