Referee acknowledgment for 2015     

Hsueh-Chia Chang  Leslie Y. Yeo 《Biomicrofluidics》2016,10(2)

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Development of a Framework to Characterise the Openness of Mathematical Tasks     

Joseph B. W. Yeo 《International Journal of Science and Mathematics Education》2017,15(1):175-191

Educators usually mean different constructs when they speak of open tasks: some may refer to pure-mathematics investigative tasks while others may have authentic real-life tasks in mind; some may think of the answer being open while others may refer to an open method. On the other hand, some educators use different terms, e.g. open and open-ended, to mean the same construct, while others distinguish between these terms. It is difficult to hold a meaningful discussion or to define clearly an area of research on open tasks if the idea of what constitutes the construct of openness is vague. Moreover, what students learn depends on the types of tasks that they are given, and different kinds of tasks place differing cognitive demands on students. Thus, the objectives of this article are to clarify the types of mathematical tasks and develop a framework to characterise their openness based on five task variables: goal, method, task complexity, answer and extension; and to discuss how different types of tasks and openness may affect student learning. The openness framework can help teachers to design or select more appropriate tasks to cater to students with different abilities in order to develop in them various kinds of mathematical thinking processes, and it can also make it easier for researchers to study the interaction between different types of openness and student learning.  相似文献   

Specific Language Disorders in Singaporean Children: Four Case Studies     

Helen Chandler Yeo  Susan Rickard Liow  Anthea Fraser Gupta 《Asia Pacific Journal of Education》1994,14(2):1-10

Children with specific disorders of language have failed to develop normal means of spoken and written communication. International studies suggest that 5–10% of children enter school with a significant language disorder that puts them at risk educationally and also affects their social and emotional development.

The invisible nature of language disorders makes early detection and remediation difficult. In multilingual settings, such as Singapore, early detection may be particularly difficult, and remediation is complicated by the desirability of maintaining the range of languages used in the home and at school. Two case studies of specific spoken language disorder and two of written language disorder are presented to illustrate means of remediation and the importance of early intervention.  相似文献   

Persuasive impact of loss and gain frames on intentions to exercise: A test of six moderators     

Jakob D. Jensen  Chelsea L. Ratcliff  Robert N. Yale  Melinda Krakow  Courtney L. Scherr  Sara K. Yeo 《Communication monographs》2018,85(2):245-262

The current study situated loss/gain-framing research in the extended parallel process model and tested whether two message features (dose, efficacy appeals) and four individual difference variables (walking self-efficacy, grit, consideration of future consequences, health information overload (HIO)) moderated the impact of message framing on intentions to engage in physical activity. Adults (N?=?341, M_age?=?38.09, SD?=?10.94) were randomly assigned to one of eight message conditions advocating exercise behavior. All four individual difference variables significantly moderated framing effects such that gain-framed messages were more effective for individuals with lower walking self-efficacy, grit, and consideration of future consequences and loss-framed messages were significantly more effective for individuals with higher walking self-efficacy, grit, consideration of future consequences, and for those with lower HIO.  相似文献   

Drawing queer and trans kinship with children: Affect,cohabitation, and reciprocal care     

Hannah Dyer  Julia Sinclair-Palm  Miranda Yeo 《Review of Education, Pedagogy & Cultural Studies》2020,42(4):257-276

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First‐year university science and engineering students’ understanding of plagiarism     

Shelley Yeo 《高等教育研究与发展》2007,26(2):199-216

This paper is a case study of first‐year science and engineering students’ understandings of plagiarism. Students were surveyed for their views on scenarios illustrating instances of plagiarism in the context of the academic work and assessment of science and engineering students. The aim was to explore their understandings of plagiarism and their judgement about the seriousness of each incident, and to shed light on the decisions they might make in response to such situations. The data indicated that although students could provide sound definitions of plagiarism, they did not always appreciate the scope of class‐based activity that constitutes plagiarism. Some examples of plagiarism were regarded as less serious than others, and in contradiction with the institution’s policy. Students also generally favoured more lenient penalties than provided for by policy. The purpose of the study was to ascertain first‐year students’ developmental needs in relation to academic honesty, plagiarism and appropriate acknowledgement of others’ work.  相似文献   

Effect of surface acoustic waves on the viability, proliferation and differentiation of primary osteoblast-like cells     

Haiyan Li  James Friend  Leslie Yeo  Ayan Dasvarma    Kathy Traianedes 《Biomicrofluidics》2009,3(3)

Surface acoustic waves (SAWs) have been used as a rapid and efficient technique for driving microparticles into a three-dimensional scaffold matrix, raising the possibility that SAW may be effective in seeding live cells into scaffolds, that is, if the cells were able to survive the infusion process. Primary osteoblast-like cells were used to specifically address this issue: To investigate the effects of SAW on the cells’ viability, proliferation, and differentiation. Fluorescence-labeled osteoblast-like cells were seeded into polycaprolactone scaffolds using the SAW method with a static method as a control. The cell distribution in the scaffold was assessed through image analysis. The cells were far more uniformly driven into the scaffold with the SAW method compared to the control, and the seeding process with SAW was also significantly faster: Cells were delivered into the scaffold in seconds compared to the hour-long process of static seeding. Over 80% of the osteoblast-like cells were found to be viable after being treated with SAW at 20 MHz for 10–30 s with an applied power of 380 mW over a wide range of cell suspension volumes (10–100 μℓ) and cell densities (1000–8000 cells∕μℓ). After determining the optimal cell seeding parameters, we further found that the treated cells offered the same functionality as untreated cells. Taken together, these results show that the SAW method has significant potential as a practical scaffold cell seeding method for tissue and orthopedic engineering.  相似文献   

Reviews     

Ludmilla Jordanova  John Earman  Keith Campbell  Pierre Kerszberg  Sverre Myhra  Richard Yeo  Daniel L. Schacter  Hugh LaFollette  Raymond F. Haynes  Viviane Morrigan  Stephen Gaukroger  Ray Younis  Paul Redding  Phil Dowe  Tony Lynch 《Metascience》1998,7(1):181-230

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Fabrication of microfluidic devices using polydimethylsiloxane   总被引：1，自引：0，他引：1  

James Friend  Leslie Yeo 《Biomicrofluidics》2010,4(2)

Polydimethylsiloxane (PDMS) is nearly ubiquitous in microfluidic devices, being easy to work with, economical, and transparent. A detailed protocol is provided here for using PDMS in the fabrication of microfluidic devices to aid those interested in using the material in their work, with information on the many potential ways the material may be used for novel devices.  相似文献   

Finding science in students’ talk     

Jennifer Yeo 《Cultural Studies of Science Education》2009,4(4):913-919

What does it mean to understand science? This commentary extends Brown and Kloser’s argument on the role of native language for science learning by exploring the meaning of understanding in school science and discusses the extent that science educators could tolerate adulterated forms of scientific knowledge. Taking the perspective of social semiotics, this commentary looks at the extent that school science can be represented with other discourse practices. It also offers an example to illustrate how everyday language can present potential hindrance to school science learning.  相似文献