Using Responsive Evaluation to Evaluate a Professional Conference

In a statewide conference on alternative methods for assessing students’ learning, we incorporated responsive evaluation methods into the structure of the conference. The application of these interactive evaluation techniques serves as a pilot study that illustrates the possible utility of these tech-niques in evaluating conferences. This paper provides a brief review of the literature surrounding responsive evaluation, a description of the responsive evaluation methods applied to this conference, and a discussion of the results and implications of this pilot study

Informal Science Experiences among Urban and Rural Youth: Exploring Differences at the Intersections of Socioeconomic Status, Gender and Ethnicity

The current study explores patterns of informal science experiences among youth in urban and rural middle schools by gender and socioeconomic status. Data come from surveys in two Midwestern middle schools, one in a mid-sized city, and the other in a rural-remote town. We asked about participation in informal science activities (e.g. visiting zoos or museums, or watching shows about science) and if youth had participated in science-focused clubs in the last 12 months (e.g. after-school science clubs, 4-H, scouts). Rural youth reported lower rates of participation in after-school science clubs and a greater desire to participate in after-school science programming than urban youth. Latino/a youth tend to have fewer informal science experiences than non- Latino/a youth, particularly in urban areas. There were few differences in informal science experiences between boys and girls, but in urban areas, girls report more science experiences than boys. Reported science experiences are overall higher in urban areas, yet youth with fewer resources (i.e. books in the home) have fewer informal science experiences overall. This study sheds new light on how socioeconomic status, gender, ethnicity, and geography interact with one another to shape youth science exposure and interest

Accuracy of COVID-19 Relevant Knowledge among Youth: Number of Information Sources Matters

Can comics effectively convey scientific knowledge about COVID-19 to youth? What types and how many sources of information did youth have about COVID-19 during the pandemic? How are sources of information associated with accurate COVID-19 knowledge? To answer these questions, we surveyed youth in grades 5–9 in a Midwestern United States school district in the winter of 2020–2021. The online survey used measures of COVID-19 knowledge and sources, with an embedded experiment on COVID-19 relevant comics. Guided by an integrated science capital and just-in-time health and science information acquisition model, we also measured level of science capital, science identity, and utility of science for health and society. The school district protocol required parental consent for participation; 264 of ~15,000 youth participated. Youth were randomly assigned one of four comic conditions before receiving an online survey. Results indicate that, similar to knowledge gains in comic studies on other science topics, reading the comics was associated with 7 to 29% higher accuracy about COVID-19. We found that youth reported getting information about COVID-19 from between 0–6 sources including media, family, friends, school, and experts. The bivariate positive association of news versus other sources with accuracy of knowledge did not persist in the full model, yet the positive association of a higher number of sources and accuracy did persist in the multivariate models. The degree of valuing the utility of science for their health moderated the number of sources to accuracy association. Those with less value on science for health had a stronger positive association of number of sources and accuracy in COVID-19 knowledge. We conclude that during a pandemic, even with health and science information ubiquitous in the news media, increasing youth access to a variety of accurate sources of information about science and health can increase youth knowledge

Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence

In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate (“fixed mindsets”) is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers

Hands-on Computer Use in Science Classrooms: The Skeptics Are Still Waiting

Frank Collea was a friend of Robert Fuller and David Brooks, and a mentor to Brooks. We miss him for his energy, his enthusiasm for teaching science, and his perception about how to improve science education. Frank Collea was not a big fan of using computers in instruction. Frank was neither an advocate of using computers to deliver instruction, nor an advocate of teaching their use as professional tools. Indeed, he thought that most of those of us who advocate computer use make assertions that are unwarranted. A decade ago, desktop computers were beginning to appear in colleges and universities in small numbers, and we began to explore their use (Sowell and Fuller, 1990). Since then, our thinking has changed substantially, moving away from having computers serve as patient teachers of the classical curriculum, and toward using them as professional tools—to extend, to magnify, to expand, and to enhance human reasoning. This article deals with the issues related to students learning to use computers as such professional tools. Two qualitative data sources inform this paper. The first is a recent doctoral dissertation consisting of a case study of a ‘mathematical methods in physics’ course that incorporated the use of Maple™* software (Runge, 1997). The other is an evaluation of a new undergraduate course, ‘multimedia physics,’ that sought to integrate mathematics and physics content, and involved the use of many media forms (Pytlik Z. and Spiegel, 1997)

Reduced T Regulatory Cell Response during Acute Plasmodium falciparum Infection in Malian Children Co-Infected with Schistosoma haematobium

Regulatory T cells (Tregs) suppress host immune responses and participate in immune homeostasis. In co-infection, secondary parasite infections may disrupt the immunologic responses induced by a pre-existing parasitic infection. We previously demonstrated that schistosomiasis-positive (SP) Malian children, aged 4-8 years, are protected against the acquisition of malaria compared to matched schistosomiasis-negative (SN) children.To determine if Tregs contribute to this protection, we performed immunologic and Treg depletion in vitro studies using PBMC acquired from children with and without S. haematobium infection followed longitudinally for the acquisition of malaria. Levels of Tregs were lower in children with dual infections compared to children with malaria alone (0.49 versus 1.37%, respectively, P = 0.004) but were similar months later, during a period with negligible malaria transmission. The increased levels of Tregs in SN subjects were associated with suppressed serum Th1 cytokine levels, as well as elevated parasitemia compared to co-infected counterparts.These results suggest that lower levels of Tregs in helminth-infected children correlate with altered circulating cytokine and parasitologic results which may play a partial role in mediating protection against falciparum malaria

Measurement of associated Z plus charm production in proton-proton collisions at root s=8TeV

A study of the associated production of a Z boson and a charm quark jet (Z + c), and a comparison to production with a b quark jet (Z + b), in pp collisions at a centre-of-mass energy of 8 TeV are presented. The analysis uses a data sample corresponding to an integrated luminosity of 19.7 fb(-1), collected with the CMS detector at the CERN LHC. The Z boson candidates are identified through their decays into pairs of electrons or muons. Jets originating from heavy flavour quarks are identified using semileptonic decays of c or b flavoured hadrons and hadronic decays of charm hadrons. The measurements are performed in the kinematic region with two leptons with pT(l) > 20 GeV, vertical bar eta(l)vertical bar 25 GeV and vertical bar eta(jet)vertical bar Z + c + X) B(Z -> l(+)l(-)) = 8.8 +/- 0.5 (stat)+/- 0.6 (syst) pb. The ratio of the Z+c and Z+b production cross sections is measured to be sigma(pp -> Z+c+X)/sigma (pp -> Z+b+X) = 2.0 +/- 0.2 (stat)+/- 0.2 (syst). The Z+c production cross section and the cross section ratio are also measured as a function of the transverse momentum of theZ boson and of the heavy flavour jet. The measurements are compared with theoretical predictions.Peer reviewe

Measurement of the underlying event activity in inclusive Z boson production in proton-proton collisions at root s=13 TeV

This paper presents a measurement of the underlying event activity in proton-proton collisions at a center-of-mass energy of 13TeV, performed using inclusive Z boson production events collected with the CMS experiment at the LHC. The analyzed data correspond to an integrated luminosity of 2.1 fb(-1). The underlying event activity is quantified in terms of the charged particle multiplicity, as well as of the scalar sum of the charged particles' transverse momenta in different topological regions defined with respect to the Z boson direction. The distributions are unfolded to the stable particle level and compared with predictions from various Monte Carlo event generators, as well as with similar CDF and CMS measurements at center-of-mass energies of 1.96 and 7TeV respectively.Peer reviewe