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Pupils benefit from adaptive instruction and feedback from their teachers. A prerequisite for providing adaptive instruction is that teachers' diagnostic ability enables them to correctly perceive their pupils' skill level. A short course has been developed to improve primary school teachers' diagnostic ability for engineering. Based on Nickerson's anchoring and adjustment model, the participants became aware of the differences their own and pupils' use of information when constructing technical systems. The Fischer scale was used as a model to understand and identify pupils' development in using such information. The participants were given examples of pupils' reconstructions of technical systems. They were asked to evaluate these work products in four ways: relative and absolute, combined with intuitive and explicit. The results reveal that relative and absolute diagnoses can differ considerably for the same teacher and between teachers, depending on whether they are implicit or explicit. Post-test results show that the course improved the ability to explain the differences between pupils' use of information to construct a technical system. The course also had a strong, significant, positive impact on teachers' self-efficacy beliefs about technology education.

Accurate teacher judgements can enhance pupils' learning about science and technology. This study explored primary school teachers' judgements about their pupils' ability to reconstruct an electrical and a mechanical system. The judgement accuracy of most teachers was poor, gender-biased, and underestimation was more common than overestimation. The teachers' gender or self-efficacy beliefs do not seem to affect their judgement accuracy, whereas greater technical knowledge and teaching experience might be beneficial. The teachers' judgements were primarily based on their estimation of pupils' cognitive abilities and learning behaviour, which both had less bearing on pupils' performance than the teachers had expected. Diagnostic tasks for technical abilities, like the ones used in this study, can be used by primary school teachers working with children aged nine and above to calibrate their judgement accuracy and adapt their teaching to their pupils' varying levels of prior knowledge. Pupils' performance on these non-verbal tasks can reveal unexpected abilities.

This study aimed to develop and validate, based on the Evidence Centered Design approach, a generic tool to diagnose primary education pupils' prior knowledge of technological systems in primary school classrooms. Two technological devices, namely the Buzz Wire device and the Stairs Marble Track, were selected to investigate whether theoretical underpinnings could be backed by empirical evidence. Study 1 indicated that the tool enabled pupils to demonstrate different aspects of their prior knowledge about a technological system by a wide variety of work products. Study 2 indicated that these work products could be reliably ranked from low to high functionality by technology education experts. Their rank order matched the Fischer-scale-based scoring rules, designed in cooperation with experts in skill development. The solution patterns fit the extended non-parametric Rasch model, confirming that the task can reveal differences in pupils' prior knowledge on a one-dimensional scale. Test--retest reliability was satisfactory. Study 3 indicated that the diagnostic tool was able to capture the range of prior knowledge levels that could be expected of 10 to 12 years old pupils. It also indicated that pupils' scores on standardised reading comprehension and mathematics test had a low predictive value for the outcomes of the diagnostic tool. Overall, the findings substantiate the claim that pupils' prior knowledge of technological systems can be diagnosed properly with the developed tool, which may support teachers in decisions for their technology lessons about content, instruction and support.

Optimal integration of education and ongoing faculty research in many undergraduate science programs is limited to the capstone project. Here, we aimed to develop a novel course-based undergraduate research experience (CURE) in synergy with ongoing faculty research. This 10-week course called Biomedical Research Lab is embedded in the curriculum of the undergraduate program Biomedical Sciences and grounded in the theoretical framework of research-based learning. Four groups of four students work together in a dedicated laboratory on an actual ongoing research problem of faculty. All groups work on the same research problem, albeit from different (methodological) perspectives, thereby stimulating interdependence between all participants. Students propose new research, execute the experiments, and collectively report in a single research article. According to students, the course enhanced scientific, laboratory, and academic skills. Students appreciated ownership and responsibilities of the research, laboratory teachers as role models, and they were inspired and motivated by doing authentic actual research. The course resulted in a better understanding of what doing research entails. Faculty valued the didactical experience, research output and scouting opportunities. Since topics can change per course edition, we have showcased a widely applicable pedagogy creating synergy between ongoing research and undergraduate education.

Translational medicine (TM) is an interdisciplinary branch of biomedicine that bridges the gap from bench‐to‐bedside to improve global health. Fundamental TM skills include interdisciplinary collaboration, communication, critical thinking, and creative problem‐solving (4Cs). TM is currently limited in undergraduate biomedical education programs, with little patient contact and opportunities for collaboration between different disciplines. In this study, we developed and evaluated a novel interdisciplinary challenge‐based educational concept, grounded in the theoretical framework of experimental research‐based education, to implement TM in undergraduate biomedicine and medicine programs. Students were introduced to an authentic clinical problem through an interdisciplinary session with patients, medical doctors, and scientists. Next, students collaborated in groups to design unique laboratory‐based research proposals addressing this problem. Stakeholders subsequently rewarded the best proposal with funding to be executed in a consecutive interdisciplinary laboratory course, in which mixed teams of biomedicine and medicine students performed the research in a fully equipped wet laboratory. Written questionnaires and focus groups revealed that students developed 4C skills and acquired a 4C mindset. Working on an authentic patient case and the interdisciplinary setting positively contributed to communication, collaboration, critical thinking, and creative problem‐solving skills. Furthermore, students were intrinsically motivated by (i) the relevance of their work that made them feel taken seriously and competent, (ii) the patient involvement that highlighted the societal relevance of their work, and (iii) the acquisition of a realistic view of what doing science in a biomedical research laboratory is. In conclusion, we showcase a widely applicable interdisciplinary challenge‐based undergraduate concept fostering TM. [ABSTRACT FROM AUTHOR]

Abstract Background Preparation of the direction of a forthcoming movement has a particularly strong influence on both reaction times and neuronal activity in the primate motor cortex. Here, we aimed to find direct neurophysiologic evidence for the preparation of movement direction in humans. We used single-pulse transcranial magnetic stimulation (TMS) to evoke isolated thumb-movements, of which the direction can be modulated experimentally, for example by training or by motor tasks. Sixteen healthy subjects performed brisk concentric voluntary thumb movements during a reaction time task in which the required movement direction was precued. We assessed whether preparation for the thumb movement lead to changes in the direction of TMS-evoked movements and to changes in amplitudes of motor-evoked potentials (MEPs) from the hand muscles. Results When the required movement direction was precued early in the preparatory interval, reaction times were 50 ms faster than when precued at the end of the preparatory interval. Over time, the direction of the TMS-evoked thumb movements became increasingly variable, but it did not turn towards the precued direction. MEPs from the thumb muscle (agonist) were differentially modulated by the direction of the precue, but only in the late phase of the preparatory interval and thereafter. MEPs from the index finger muscle did not depend on the precued direction and progressively decreased during the preparatory interval. Conclusion Our data show that the human corticospinal movement representation undergoes progressive changes during motor preparation. These changes are accompanied by inhibitory changes in corticospinal excitability, which are muscle specific and depend on the prepared movement direction. This inhibition might indicate a corticospinal braking mechanism that counteracts any preparatory motor activation.

Introduction: Number line estimation is one of the skills related to mathematical performance. Previous research has shown that eye tracking can be used to identify differences in the estimation strategies children with dyscalculia and children with typical mathematical development use on number line estimation tasks. The current study extends these findings to a larger group of children with mathematical learning disabilities (MLD). Method: A group of 9-11-year-old children with MLD ( N = 14) was compared to a control group of children without math difficulties ( N = 14). Number line estimation was measured using a 0-100 and a 0-1000 number-to-position task. A Tobii T60 eye tracker was used to measure the children's eye movements during task performance. Results: The behavioral data showed that the children with MLD had higher error scores on both number lines than the children in the control group. The eye tracking data showed that the groups also differed in their estimation strategies. The children with MLD showed less adaptation of their estimation strategies to the number to be estimated. Conclusion: This study shows that children with MLD attend to different features of the number line than children without math difficulties. Children with math difficulties are less capable of adapting their estimation strategies to the numbers to be estimated and of effectively using reference points on the number line. [ABSTRACT FROM AUTHOR]