Investigating Students’ Learning Through Co-designing with Technology     

Wu  Jue  Atit  Kinnari  Ramey  Kay E.  Flanagan-Hall  Grace Ann  Vondracek  Mark  Jona  Kemi  Uttal  David H. 《Journal of Science Education and Technology》2021,30(4):529-538

Involving students in the co-design of educational curricula and practices can benefit both students and teachers. Students who participate in co-design may show better learning or increased agency or engagement. In the present study, we investigated what kind of science knowledge or practices can be learned by student co-designers while engaging in co-design practices and how that learning happens with six high school students. We created a model to guide the analysis of students’ learning with technology in co-designing processes. The results revealed that students learned engineering design process even if no explicit instruction on engineering learning was given. Also, our analysis suggested that co-designing with technology enabled learning of the engineering design process and potentially furthered learning of science because it promoted knowledge integration. The results have implications for understanding and enhancing engineering design and science learning through co-designing with technology.

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Examining the Relations Between Spatial Skills,Spatial Anxiety,and K‐12 Teacher Practice     

Kinnari Atit  Kelsey Rocha 《Mind, Brain, and Education》2021,15(1):139-148

Spatial skills are important for student success in STEM disciplines at the K‐12 educational level. Teachers' spatial skills and feelings about completing spatial tasks influence their teaching as well as their students' spatial learning. However, the relation between teachers' spatial skills and their spatial anxiety is not well understood. Here we investigated if teachers' spatial skills influence two kinds of small‐scale spatial anxiety: (a) anxiety for tasks involving visual imagery and (b) anxiety for tasks involving mental manipulations. In addition, we investigated if teachers' spatial skills in conjunction with their small‐scale spatial anxiety influence the integration of spatial practices, such as gestures and diagrams, into their teaching. Eighty‐two K‐12 teachers completed two subscales of small‐scale spatial anxiety, a measure of spatial skills, and a teaching activities questionnaire. Results indicate that teachers' spatial skills are negatively associated with their spatial anxiety for mental manipulation tasks, and positively associated with their use of spatial practices. These findings highlight the need to account for teachers' spatial skills when considering how to improve students' spatial learning.  相似文献   

Setting New Standards for Homo Academicus: Entrepreneurial University Graduates on the EU Agenda     

Hanna Laalo  Heikki Kinnari  Heikki Silvennoinen 《欧洲教育》2019,51(2):93-110

In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of building the European knowledge economy, EE has become a significant theme that establishes neoliberal ideals, redefines the values of European university education, and generates instrumental and one-dimensional understanding of the purpose of university education.  相似文献   

Non enzymatic glycosylation of IgG and their urinary excretion in patients with diabetic nephropathy     

Kinnari Mistry  Kiran Kalia 《Indian journal of clinical biochemistry : IJCB》2009,24(2):159-165

Diabetic nephropathy is a major cause of end stage renal disease. Increased excretion of albumin has widely been recognized as an early manifestation of diabetic nephropathy particularly in subjects with diabetes mellitus. However, certain other proteins besides albumin may be excreted in high amount during early phase of diabetic nephropathy. The serum and urinary IgG, Glycosylated hemoglobin, fructosamine and glycosylated IgG were evaluated in the present study. Thirty-two patients of Type 2 Diabetes without any complications, thirty-one patients of Type 2 Diabetes with nephropathy, twenty-six patients of non-diabetic nephropathy and forty normal healthy individuals were enrolled in this study. Subjects were grouped based on their serum creatinine level. Serum IgG, glycosylation of IgG and urinary IgG excretion were increased significantly in diabetic patients compared to healthy controls, which were further increased significantly in chronic renal failure patients with respect to the clinical stage of nephropathy. A positive correlation was observed between glycosylation of IgG and IgG excretion (R²=0.5995, 0.7114 respectively) in diabetic patients without any complications and diabetic nephropathy patients only, suggesting a significant role of IgG glycosylation in the vascular clearances of IgG during diabetic nephropathy.  相似文献