Definition of historical models of gene function and their relation to students’ understanding of genetics     

Niklas Markus Gericke  Mariana Hagberg 《Science & Education》2007,16(7-8):849-881

Models are often used when teaching science. In this paper historical models and students’ ideas about genetics are compared. The historical development of the scientific idea of the gene and its function is described and categorized into five historical models of gene function. Differences and similarities between these historical models are made explicit. Internal and external consistency problems between the models are identified and discussed. From the consistency analysis seven epistemological features are identified. The features vary in such ways between the historical models that it is claimed that learning difficulties might be the consequence if these features are not explicitly addressed when teaching genetics. Students’ understanding of genetics, as described in science education literature, is then examined. The comparison shows extensive parallelism between students’ alternative understanding of genetics and the epistemological features, i.e., the claim is strengthened. It is also argued that, when teaching gene function, the outlined historical models could be useful in a combined nature of science and history of science approach. Our findings also raise the question what to teach in relation to preferred learning outcomes in genetics.  相似文献   

Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia,Brazil, the Dominican Republic,Ecuador, Finland,Poland, Turkey,and Uruguay     

Tomczyk  Łukasz  Jáuregui  Vladimir Costas  de La Higuera Amato  Cibelle Albuquerque  Muñoz  Darwin  Arteaga  Magali  Oyelere  Solomon Sunday  Akyar  Özgür Yaşar  Porta  Mariana 《Education and Information Technologies》2021,26(3):2715-2741

The aim of the article is to highlight the key elements related to the implementation of new technologies in education from the perspective of the opinions and experiences of educators in the field in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. The text compares issues related to attitudes towards the use of new media in education, experiences with different forms of e-learning, and the level of restrictions on the use of smartphones in school. These variables are juxtaposed with the self-assessment of digital competence and how cyberspace is used. The survey was conducted using a standardised survey questionnaire translated into the relevant national languages in the first half of 2019, and involved a sample of 873 teachers representing eight countries. On the basis of the pilot studies it was noted that: 1) Teachers from LAC and EU like to use digital media - this is a constant trend independent of geographical location; 2) Teachers note that new technologies are not always better than analogue didactic aids; 3) Teachers from selected countries (the Dominican Republic, Brazil, Turkey, and Uruguay) have much greater techno-optimism in themselves than teachers from Bolivia, Poland, Finland and Turkey in terms of the impact of ICT on student motivation and engagement; 4) In all countries teachers prefer free online courses (the different forms of e-learning are used most often by those in the Dominican Republic, and the least often in Bolivia and Poland); 5) In each country teachers who highly value their own digital competences and have a positive attitude towards new media use ICT much more actively; 6) There is also a global trend in that the extensive use of cyberspace (typical e-services) appears in combination with the extensive use of various forms of e-learning; 7) Teachers from Ecuador are most likely to want to ban the use of smartphones in schools. The most liberal approach in this respect is taken by the Uruguayans; 8) The knowledge of the conditions related to restricting the use of smartphones goes beyond the analyses related to the style of use and attitude towards new media. This article is the result of pilot studies conducted within the framework of the SMART ECOSYSTEM FOR LEARNING AND INCLUSION project carried out in selected Latin American, Caribbean (LAC) and European (EU) countries.

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A patent portfolio assessment of a Brazilian research university: The case of Universidade Federal Fluminense     

Gabriel Marcuzzo do Canto Cavalheiro  Favio Akiyoshi Toda  Mariana Brandao 《The Journal of High Technology Management Research》2019,30(1):91-99

Intellectual Property Rights (IPRs) are widely acknowledged to be of central importance to research universities worldwide. This article assesses the patent portfolio of Universidade Federal Fluminense (UFF), which is located in State of Rio de Janeiro in Brazil and currently consists of the largest Brazilian research university in terms of the total number of enrolled undergraduate students. More specifically, this study provides robust empirical evidence pointing out that a major university in a developing country is strengthening its patent portfolio by increasing the number of patent applications. In addition, it was also possible to observe that UFF's patent portfolio is dominated by emerging technologies addressing human necessities, such as medical, hygiene, or veterinary products.  相似文献   

A brief history of family life education in Romania     

Mariana Momanu  Nicoleta Laura Popa 《Paedagogica Historica: International Journal of the History of Education》2018,54(3):266-286

Starting from the state of conceptual diversity, semantic ambiguity, and poor connection of family life education practices to current policies and theoretical models in Romania, our study aims at understanding the underlying meanings of these issues by recourse to the history of approaches in the field. To this purpose, we carried out a qualitative historical research, based on the thematic analysis of a set of educational works produced between the sixteenth century, when the first Romanian texts were written, and the present time. Primary historical sources are supplemented with reliable secondary sources, while the criteria used for the selection of texts were their relevance to family life education (FLE), and the notoriety of the works in the corresponding historical periods. As in western countries, the concept of FLE was coined in Romania at the beginning of the twentieth century, when the family education discourse was outlined, but the roots of the field can be traced even in the first printed texts. Although marked by strong moral and religious emphases during pre-modernity, FLE has entered the slow process of secularisation and evolved from the perspective of political, social, and moral reconstruction goals of modern Romania. However, FLE’s goals and contents were redefined during Communism, and the discrepancies between discourses, practices, and realities compromised the functionality of the pedagogical model promoted at the time. A unitary definition of FLE in relation to Romanian contemporary families’ needs requires reconciliation with historical, cultural, and educational premises, as well as a careful contextualisation of western models and practices.  相似文献   

The AGTR2 rs11091046 (A>C) polymorphism and power athletic status in top-level Brazilian athletes     

João Paulo Limongi França Guilherme  Mariana Sussi Silva  Rômulo Bertuzzi  Antonio Herbert Lancha Junior 《Journal of sports sciences》2018,36(20):2327-2332

The main purpose of this study was to investigate if the rs11091046 (A>C) polymorphism in AGTR2 gene is associated with athletic status in top-level athletes from Brazil. Since the AGTR2 gene is located on the X chromosome, the case-control association study was done separately for women and men. The female cohort was composed of 205 athletes and 241 non-athletes, and the male cohort was composed of 419 athletes and 490 non-athletes. We did not identify an association between the C-allele and the endurance phenotype. However, power athletes had a higher frequency of the A-allele. In women, A/A genotype was overrepresented in international-level power group compared with non-athletes or international-level endurance athletes (23.2% vs. 16.6% or 8.8%, respectively; p < 0.05). In men, the A-allele frequency observed in power athletes or international-level power athletes was statistically different from that observed in non-athletes (51.6% or 57.8% vs. 40.4%; p < 0.009). Furthermore, men sprinters with the A-allele showed significantly faster personal best times for the 100 m than those with the C-allele (10.56 ± 0.32 s vs. 10.93 ± 0.49 s; p < 0.02). In conclusion, it was found that the AGTR2 A-allele is a candidate genetic marker for top-level power athletes.  相似文献   

Knowledge management and scientific knowledge generation     

Mariana?van der WaltEmail author 《知识管理研究与实践》2006,4(4):319-330

This paper focuses on the knowledge generation property of science, asking the question how the historical success of science in the field of knowledge generation can be articulated to make it relevant to all approaches used for scientific knowledge generation in a pluralist reality. It proposes that science can be described more appropriately as a capability rather than to describe it methodologically and also provides preliminary indications on how to go about describing science as a capability. The goal of the investigation is to add value to the third generation of knowledge management where knowledge generation becomes important, not only knowledge diffusion. It assumes that knowledge generation is of foundational importance in practical problem solving.  相似文献   

Massed and spaced training build up different components of long-term habituation in the crabChasmagnathus     

María Eugenia Pedreira  Arturo Romano  Daniel Tomsic  Mariana Lozada  Héctor Maldonado 《Learning & behavior》1998,26(1):34-45

The crabChasmagnathus granulatus reacts to a shadow passing overhead with an escape response that habituates after 30 trials and for 5 days at least. The effect of a wide range of different intertrial intervals (ITIs) (0, 9, 27, 45, 81, 135, and 171 sec) on theChasmagnathus long-term habituation (LTH) was evaluated at 24 h. Memory retention was estimated separately at two phases of a six-trial testing session: at first trial (the initial testing phase) and at the subsequent block of five trials (the retraining phase). A training of 30 trials with an ITI equal to or longer than 27 sec induced LTH at both testing phases, however, with a 0- or a 9-sec ITI, training wholly failed to build up LTH. When the number of trials was increased, a massed training (ITI=0 or 9 sec) induced LTH at retraining but not at initial testing. Thus, massed training produces LTH only at retraining, whereas spaced training (ITI ≥ 27 sec) produces LTH at both initial phase and retraining. An ITI shift from training to testing diminished or abolished retention at retraining regardless of the direction of the shift, thus suggesting that crabs acquire a memory of the trial-spacing at training. According to these results, it is postulated that LTH consists of two memory components: one produced by spaced training and expressed at both initial testing and retraining, and one yielded by massed training and expressed only at retraining. The possibility that the two components of LTH were differentially affected by cycloxemide and context shift is discussed.  相似文献   

Resistance training prescription with different load-management methods improves phase angle in older women     

Alex S. Ribeiro  Brad J. Schoenfeld  Mariana F. Souza  Crisieli M. Tomeleri  Analiza M. Silva  Denílson C. Teixeira 《European Journal of Sport Science》2017,17(7):913-921

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Edge of Autumn     

Mariana B. Davenport 《The Educational forum》2013,77(1)

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Defining and Operationalizing Appropriation for Science Learning     

Olivia Levrini  Paola Fantini  Giulia Tasquier  Barbara Pecori  Mariana Levin 《学习科学杂志》2015,24(1):93-136

The goal of this article is to contribute to understanding the interplay between students' disciplinary engagement and their identity construction. The term appropriation, borrowed from scholars in linguistics and education, was chosen to capture this broader sense of productive learning that sits at the nexus of disciplinary engagement and identity. Appropriation implies deep conceptual understanding, but it also involves a reflexive process of transforming scientific discourse in a way that is authentic and personal. The core aim of this article is to turn the term appropriation into a theoretical construct by means of an analytic process of defining, operationalizing, and testing the definition against student interview and classroom data. Five discourse markers for operationalizing appropriation were discovered through this process. Appropriation, in our study, implies students’ discourse is (A) an expression of a personal “signature“ idea, (B) grounded in the discipline, (C) thick, in that it involves a metacognitive and epistemological dimension, (D) non-incidental, in the sense of being consistently used throughout classroom activities, and (E) a carrier of social relationships, in that it positions the student within classroom. The study is grounded in an extended intervention on thermodynamics in an Italian secondary school class (grade 12).  相似文献