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The widespread use of mobile devices and laptops has replaced traditional paper-based learning and the question of how the brain efficiency of digital tablet-based learning differs from that of paper-based learning remains unclear. The purpose of this study was to investigate the difference in brain efficiency for learning between paper-based and digital tablet-based learning by measuring activity in the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Thirty-two subjects were randomly assigned to the paper-based learning or the digital tablet-based learning group. Subjects in each group performed a memory task that required memorizing a three-minute novel (encoding phase) on a paper or digital tablet, followed by a test in which they answered four multiple-choice questions based on the novel's content. To compare both groups, behavioral performance on the test (retrieval phase) and activity in the PFC were measured. As a result, no significant difference in behavioral performance between both groups was observed (p > 0.05). However, the paper-based learning group showed significantly lower activity in the PFC in the encoding phase than the digital tablet-based learning group (p < 0.05) but not in the retrieval phase. The current study demonstrated that brain efficiency in encoding is higher in subjects with paper-based learning than those with digital tablet-based learning. This finding has important implications for education, particularly in terms of the pros and cons of electronic document-based learning. [ABSTRACT FROM AUTHOR]

The article explores the intersection of drama and academic learning, showcasing a playful narrative where a detective tackles the disappearance of a research paper on drama in literacy education. It mentions that this engaging storyline delves into the potential benefits of incorporating drama activities into education, highlighting the positive impact on literacy outcomes.

Background: Taking notes during learning has benefits both during class (through writing things down to encode information) and after class (by using written notes as external storage for revision). Comparisons of note‐taking methods (i.e., using paper or a computer) have mainly shown that paper leads to better learning. However, previous studies have mostly been conducted in laboratory contexts. Aims: The current study investigates university students' perceptions of the efficacity of their own preferred note‐taking method, along with the strategies they employ. Sample: Data were collected from 108 university students. Methods: Students answered a questionnaire about their note‐taking strategies during initial note‐taking (in class) and revision (after class). Results: The results show that students who take notes on paper do not consider their method to be more effective, but they report engaging in more reformulation and less multitasking. Students who take notes on a computer are more likely to reformat their notes, and thus to reformulate at a later stage. For all students, review sheets are mostly done on paper. Conclusions: These results suggest that although students are not necessarily aware of the benefits of reformulation associated with handwriting on paper during initial note‐taking, when revising, they tend to choose handwriting and benefit from reformulation when aiming for deeper processing. Therefore, revision activities remain mainly paper‐based. [ABSTRACT FROM AUTHOR]

The lateral prefrontal cortex (PFC) in humans and other primates is critical for immediate, goal-directed behaviour and working memory, which are classically considered distinct from the cognitive and neural circuits that support long-term learning and memory. Over the past few years, a reconsideration of this textbook perspective has emerged, in that different timescales of memory-guided behaviour are in constant interaction during the pursuit of immediate goals. Here, we will first detail how neural activity related to the shortest timescales of goal-directed behaviour (which requires maintenance of current states and goals in working memory) is sculpted by long-term knowledge and learning - that is, how the past informs present behaviour. Then, we will outline how learning across different timescales (from seconds to years) drives plasticity in the primate lateral PFC, from single neuron firing rates to mesoscale neuroimaging activity patterns. Finally, we will review how, over days and months of learning, dense local and long-range connectivity patterns in PFC facilitate longer-lasting changes in population activity by changing synaptic weights and recruiting additional neural resources to inform future behaviour. Our Review sheds light on how the machinery of plasticity in PFC circuits facilitates the integration of learned experiences across time to best guide adaptive behaviour., (© 2024. Springer Nature Limited.)

A systematic literature review (SLR) of seven papers written between 2015 and 2021 explored the educational experiences of learners with dyslexia in mainstream schools in England from an ecosystemic perspective and how to improve the situation. The analysis employed keywords for database searches and followed the PRISMA flow protocol. It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole-school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience., (© 2024 The Author(s). Dyslexia published by John Wiley & Sons Ltd.)

Background: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper. Methods: The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback. Results: The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations. Conclusion: The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery. [ABSTRACT FROM AUTHOR]

The widespread use of mobile devices and laptops has replaced traditional paper-based learning and the question of how the brain efficiency of digital tablet-based learning differs from that of paper-based learning remains unclear. The purpose of this study was to investigate the difference in brain efficiency for learning between paper-based and digital tablet-based learning by measuring activity in the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Thirty-two subjects were randomly assigned to the paper-based learning or the digital tablet-based learning group. Subjects in each group performed a memory task that required memorizing a three-minute novel (encoding phase) on a paper or digital tablet, followed by a test in which they answered four multiple-choice questions based on the novel’s content. To compare both groups, behavioral performance on the test (retrieval phase) and activity in the PFC were measured. As a result, no significant difference in behavioral performance between both groups was observed (p > 0.05). However, the paper-based learning group showed significantly lower activity in the PFC in the encoding phase than the digital tablet-based learning group (p < 0.05) but not in the retrieval phase. The current study demonstrated that brain efficiency in encoding is higher in subjects with paper-based learning than those with digital tablet-based learning. This finding has important implications for education, particularly in terms of the pros and cons of electronic document-based learning.

Gestures-hand movements that accompany speech and express ideas-can help children learn how to solve problems, flexibly generalize learning to novel problem-solving contexts, and retain what they have learned. But does it matter who is doing the gesturing? We know that producing gesture leads to better comprehension of a message than watching someone else produce gesture. But we do not know how producing versus observing gesture impacts deeper learning outcomes such as generalization and retention across time. Moreover, not all children benefit equally from gesture instruction, suggesting that there are individual differences that may play a role in who learns from gesture. Here, we consider two factors that might impact whether gesture leads to learning, generalization, and retention after mathematical instruction: (1) whether children see gesture or do gesture and (2) whether a child spontaneously gestures before instruction when explaining their problem-solving reasoning. For children who spontaneously gestured before instruction, both doing and seeing gesture led to better generalization and retention of the knowledge gained than a comparison manipulative action. For children who did not spontaneously gesture before instruction, doing gesture was less effective than the comparison action for learning, generalization, and retention. Importantly, this learning deficit was specific to gesture, as these children did benefit from doing the comparison manipulative action. Our findings are the first evidence that a child's use of a particular representational format for communication (gesture) directly predicts that child's propensity to learn from using the same representational format., (© 2024 Cognitive Science Society LLC.)

Interpreting a seemingly simple function word like "or," "behind," or "more" can require logical, numerical, and relational reasoning. How are such words learned by children? Prior acquisition theories have often relied on positing a foundation of innate knowledge. Yet recent neural-network-based visual question answering models apparently can learn to use function words as part of answering questions about complex visual scenes. In this paper, we study what these models learn about function words, in the hope of better understanding how the meanings of these words can be learned by both models and children. We show that recurrent models trained on visually grounded language learn gradient semantics for function words requiring spatial and numerical reasoning. Furthermore, we find that these models can learn the meanings of logical connectives and and or without any prior knowledge of logical reasoning as well as early evidence that they are sensitive to alternative expressions when interpreting language. Finally, we show that word learning difficulty is dependent on the frequency of models' input. Our findings offer proof-of-concept evidence that it is possible to learn the nuanced interpretations of function words in a visually grounded context by using non-symbolic general statistical learning algorithms, without any prior knowledge of linguistic meaning., (© 2024 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

As part of a large exercise physiology laboratory (lab) reform project, we used blended learning to support graduate teaching assistants and lab technicians in developing their pedagogical knowledge and create an entry point to reflective conversations about teaching and learning. Because self-paced asynchronous online modules can enable reflective and self-determined learning, this asynchronous professional development course is punctuated with reflective questions for the instructional team preparing to teach reformed exercise physiology labs. Asynchronous course content was shared via short videos, podcasts, and readings. We debriefed this self-paced, SoTL-informed course together, in-person. This social debriefing kicked off our weekly synchronous reflective conversations about teaching and learning in a community of practice. Developing a shared language for talking about teaching, enabling student learning, practicing effective teaching, and beginning to contemplate teaching philosophies were described by graduate teaching assistants as notable aspects of this blended learning journey. Lab technicians described discovering SoTL and discussing learning challenges as helpful to their teaching. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

A variety of real-world situations take the form of repeated principal-agent problems with binary evaluation. I evaluate the principal's optimal evaluation effort and quality threshold for acceptance in the setting of dynamic agency with binary evaluation, focusing specifically on the evaluation by a top academic journal of papers submitted by economists. In the baseline model, the journal should statistically discriminate in favour of high-status economists, by setting an acceptance threshold that declines with their prior estimate of the economist's quality, while evaluation effort should likely increase with perceived author quality, as this provides incentives for authors to exert more effort, which is particularly valuable from the highest-quality authors. However, if a first good publication is more valuable than subsequent publications by the same economist, acceptance thresholds will tend to increase after publication success, relative to the threshold that would have followed a rejection. • Considers repeated principal-agent problem with binary evaluation. • Specifically, evaluation by a top academic journal of papers submitted by economists. • Journal should statistically discriminate in favour of high-status economists. • Acceptance threshold declines with prior estimate of economist's quality. • But threshold could increase after publication if first publication is most valuable. [ABSTRACT FROM AUTHOR]

Background: Self-related information is difficult to ignore and forget, which brings valuable implications for educational practice. Self-referential encoding techniques involve integrating self-referencing cues during the processing of learning material. However, the evidence base and effective implementation boundaries for these techniques in teaching and learning remain uncertain due to research variability., Aims: The present meta-analysis aims to quantitatively synthesize the results from studies applying self-referential encoding techniques in education., Methods: The analysis was based on data from 20 independent samples, including 1082 students from 13 primary studies identified through a systematic literature search., Results: Results from random effect models show that incorporating self-referential encoding techniques improved learning (g = .40, 95% CI [.18, .62]). Subgroup analysis showed that the valence of learning material serves as a significant boundary condition for this strategy. The students' cohorts, types of learning materials, and research context did not moderate the effect sizes., Conclusions: Our results suggest that incorporating self-referential encoding techniques on negative materials shows an aversive effect. Overall, there is a universal benefit to using self-referential encoding techniques as an appropriate design guideline in educational contexts. Implications for teaching practice and future directions are discussed. Further studies are needed to investigate the effectiveness in more diverse educational and teaching situations., (© 2023 British Psychological Society.)

This is the first article in a new series designed to provide readers with insight into educating nurses about evidence-based decision-making. It builds on AJN's award-winning previous series-Evidence-Based Practice, Step by Step and EBP 2.0: Implementing and Sustaining Change (to access both series, go to http://links.lww.com/AJN/A133). This follow-up series will address how to teach and facilitate learning about the evidence-based practice (EBP) and quality improvement (QI) processes and how they impact health care quality. This series is relevant for all nurses interested in EBP and QI, especially DNP faculty and students. The brief case scenario included in each article describes one DNP student's journey., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Background: Phenomenography emerged from pedagogy to examine the qualitatively different ways that individuals experience and perceive the same phenomenon. Despite its uniqueness, the uptake of phenomenography in nursing research is still limited. Potentially, this may be related to confusion regarding what the design is about, its philosophical underpinnings and how distinct it is from other qualitative designs., Objectives: To offer a better understanding of phenomenography by comparing it with other established qualitative research designs, examining its theoretical foundations, highlighting some studies that have employed the approach in nursing and offering methodological guidance to improve its uptake in nursing., Design: Discussion paper., Findings: Compared to the traditional qualitative designs employed in nursing, phenomenography has been utilized in fewer studies. The ontological, epistemological and methodological basis of phenomenography highlights it as a distinct design. The strength of phenomenography lies in its emphasis on understanding the collective variations between participants and presenting these holistically as an 'outcome space'., Discussion: Phenomenography is a distinct qualitative research approach that presents a unique opportunity for nursing to further its use. Issues regarding bracketing, the inclusion of phenomenography studies in qualitative meta-synthesis and employing a hermeneutic approach to phenomenography are avenues for further work in nursing., Patient and Public Contribution: No patient or public contribution., (© 2023 John Wiley & Sons Ltd.)

This paper presents two studies in which a peer-assisted learning condition was compared to an individual learning condition. The first study used the paired-associates learning task and the second study used an incrementally more complex task-the remote associate test. Participants in the peer-assisted learning condition worked in groups of four. They had to solve a given problem individually and give a first answer before being able to request to see their peers' solutions; then, a second answer was issued. After six sessions of peer-assisted practice, a final individual test was administered. Peer interaction was found to benefit learning in both studies but the benefit transferred to the final test only in the second study. Fine-grained behavioral analyses and computational modeling suggested that the benefits of peer interaction were (partially) offset by its costs, particularly increased cognitive load and error exposure. Overall, the superiority of peer-assisted learning over individual learning was more pronounced in the more complex task and for the more difficult problems in that task., (© 2023 The Authors. Topics in Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society.)

Background: The importance of parent-teacher relationships has been well-discussed in Western contexts. It's still unclear whether and how parent-teacher relationships affect students' academic development, especially in the context of China's uneven development between urban and suburban areas., Aims: This study examined the urban-suburban differences in the influence of the parent-teacher relationships on students' learning engagement during the last 3 years of primary school to contribute to related policy and practice., Sample and Methods: Data were collected annually during the summer period in three waves from Grades 4 to 6. The sample included 1408 students (M age  = 10.35, SD = .48; 49.1% boys) paired with their mothers (M age  = 38.82, SD = 3.54), with 643 pairs from urban areas and 765 pairs from suburban areas in China. In each wave, the parents reported the frequency of contact with their child's teacher during the previous school year as well as the quality of their relationship, and the students reported their learning engagement. Latent growth models were used to examine the hypotheses., Results: A statistically significant decline in learning engagement was seen only in suburban students, while the parent-teacher relationships seemed to increase for both suburban and urban participants. Latent growth modelling showed that the increasing levels of relationship quality reduced the decline in the suburban students' learning engagement, although the contact between parents and teachers did not play such a positive role for both urban and suburban students., Conclusions: The findings reveal a compensatory effect of the quality of the parent-teacher relationship on suburban students' learning engagement. Considering the difference in students' learning engagement between urban and suburban students, increased effort on high-quality parent-teacher relationships for suburban students is required to better support their academic development., (© 2024 British Psychological Society.)

Undergraduate introductory human anatomy and human physiology courses are either taught as discipline-specific or integrated anatomy and physiology (A&P) sequences. An institution underwent a curricular revision to change the course approach from discipline-specific Human Anatomy and Human Physiology to an integrated A&P I and II sequence, allowing the unique opportunity to explore the potential role of contextual learning in academic achievement and content retention. Mediation and moderation analysis was used to evaluate lecture examinations, laboratory practical examinations, and anatomical content retention between the different course approaches. Undergraduate students in the integrated A&P I course approach performed significantly better on lecture assessments and had a higher anatomy content retention rate at the end of the year than students enrolled in the standalone Human Anatomy course. The lecture examination averages between Human Physiology and A&P II (the second course in the sequence), as well as the anatomy laboratory practical examinations, were not significantly different between discipline-specific and integrated course approaches. The results suggest contextual learning-providing physiological context to anatomical structures-increases the anatomical content retention and academic achievement overall., (© 2024 American Association for Anatomy.)

People learn language variation through exposure to linguistic interactions. The way we take part in these interactions is shaped by our lexical representations, the mechanisms of language processing, and the social context. Existing work has looked at how we learn and store variation in the ambient language. How this is mediated by the social context is less understood. We report on the results of an innovative experimental battery designed to test how learning variation is affected by a variable's social indexicality. Hungarian native speakers played a co-operative game involving verb nonwords. These were built on existing inflectional variation in Hungarian. Participant behavior shifted in response to an automated co-player's preferences, and this reflected a change in the overall lexical patterns of the players, affected by the particular verbs introduced by the co-player. Patterns persisted in subsequent testing. Learning was similar for variables with or without social meaning. Results show that participants can learn and retain a range of variable morphological patterns in a simulated interaction. Participants seem to have equal capacity to pick up variables with and without social meaning. This suggests that the social meaning of a pattern does not clearly constrain learning morphological variation and becomes relevant downstream in learning., (© 2024 The Author(s). Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

In "Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700–1830," Matthew Daniel Eddy explores student notebooks from Enlightenment Scotland, arguing that they functioned as "paper machines" that facilitated cognitive processing and knowledge management. Eddy's study is based on extensive archival material collected from various sources in Scotland. He situates the notekeepers and their practices within the broader social, intellectual, and cultural processes of the eighteenth century, contributing to our understanding of the popular Enlightenment. Eddy's analysis offers valuable insight into how student notebooks aided a dynamic learning process, reframing them as interactive technologies that facilitated learning, agency, and reasoning. [Extracted from the article]

In the past, research on the cognitive neural mechanism of second language (L2) learners' processing time information has focused on Indo-European languages. It has also focused on the temporal category expressed by morphological changes. However, there has been a lack of research on L2 learners' various time coding means, especially for Mandarin, which lacks morphological changes. Using event-related potentials (ERPs), we investigated the cognitive neural mechanism of L2 learners with native Indonesian background in processing two time coding means (time adverbs and aspect markers) in Chinese. Indonesian has time adverb encoding time information similar to that of Chinese, but there are no aspect markers similar to Chinese in Indonesian. We measured ERPs time locked to the time adverb " (cengjing)" and the aspect marker "verb + (verb + guo)" in two different conditions, i.e., a control condition (the correct sentence) and a temporal information violation. The experimental results showed that the native speaker group induced the biphasic N400-P600 effect under the condition of time adverb violation, and induced P600 under the condition of the aspect marker "verb + (verb + guo)" violation. Indonesian L2 learners of Chinese only elicited P600 for the violation of time adverbs, and there was no statistically significant N400 similar to that of Chinese native speakers. In the case of aspect marker violation, we observed no significant ERPs component for the Indonesian L2 learners of Chinese. Both groups of subjects induced elicited a widely distributed and sustained negativity on the post-critical words after "verb + (verb + guo)" and "(cengjing)". This showed that the neural mechanism of Indonesian L2 learners of Chinese processing Chinese time coding differs from that of Chinese native speakers., (© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

A popular preprint server, bioRxiv, is important as a tool for increased visibility for life science research. If used properly, however, bioRxiv can also be an important tool for training, as it may expose trainees (degree-seeking students undertaking research or internships directly related to their field of study) to the peer review process. Here, we offer a comprehensive guide to using bioRxiv as a training tool, as well as offer suggestions for improvements in bioRxiv, including confusion that may be caused by bioRxiv articles appearing on PubMed., (© 2024 The Authors. Journal of Cellular Physiology published by Wiley Periodicals LLC.)

A word often expresses many different morphological functions. Which part of a word contributes to which part of the overall meaning is not always clear, which raises the question as to how such functions are learned. While linguistic studies tacitly assume the co-occurrence of cues and outcomes to suffice in learning these functions (Baer-Henney, Kügler, & van de Vijver, 2015; Baer-Henney & van de Vijver, 2012), error-driven learning suggests that contingency rather than contiguity is crucial (Nixon, 2020; Ramscar, Yarlett, Dye, Denny, & Thorpe, 2010). In error-driven learning, cues gain association strength if they predict a certain outcome, and they lose strength if the outcome is absent. This reduction of association strength is called unlearning. So far, it is unclear if such unlearning has consequences for cue-outcome associations beyond the ones that get reduced. To test for such consequences of unlearning, we taught participants morphophonological patterns in an artificial language learning experiment. In one block, the cues to two morphological outcomes-plural and diminutive-co-occurred within the same word forms. In another block, a single cue to only one of these two outcomes was presented in a different set of word forms. We wanted to find out, if participants unlearn this cue's association with the outcome that is not predicted by the cue alone, and if this allows the absent cue to be associated with the absent outcome. Our results show that if unlearning was possible, participants learned that the absent cue predicts the absent outcome better than if no unlearning was possible. This effect was stronger if the unlearned cue was more salient. This shows that unlearning takes place even if no alternative cues to an absent outcome are provided, which highlights that learners take both positive and negative evidence into account-as predicted by domain general error-driven learning., (© 2024 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

This paper analyses emergent issues from four conceptualisers of FEResearchmeet. FEResearchmeet claims to be a free and democratic model for building and supporting engagement with research, led by practitioners. The narratives presented seek to document and analyse FEResearchmeet as a movement across the first three years since its inception (2017-2020). After setting out the context and methodology of the work, narrative one explores how a reaction against New Public Management (NPM) sparked an event and how this grew into a movement of collaborating individuals seeking to reposition their voices and knowledge. The second narrative looked at how an early 'meet' was used to challenge norms and barriers to research by creating safe spaces for the development of expertise. Narrative three journeys through the early months of COVID-19 to explore how capacity building through collaboration allows sector workers to value their voices. These narratives lead to a critique of the epistemological changes these experiences have developed and have the potential to develop in the future. The paper concludes by arguing that FEResearchmeet was a reaction against NPM by agentic practitioners who used collaboration and capacity building as tools to create new pools of knowledge in an attempt to change this position.

The insistence on knowledge accumulation in modern educational discourses has led to the formation of exclusive dichotomies in various forms, most tangibly observable in the division of people into 'knowledgeable' and 'unknowledgeable'. What underlies this dichotomy is a conception of rationality based on which knowledge is seen as an 'instrument' which must necessarily result in a usable, "profitable" product. From a Levinasian perspective, the latter situation inevitably, if not purposefully, leads to the formation of the Other being located at the side of irrationality, hence an unnecessary entity within the knowledge economy. Analysing Werner Herzog's film, "The Enigma of Kasper Hauser's" (1974), this paper aims to show how irrationality, contrary to the belief of dominant educational/pedagogical discourses, can act as a source for creative thinking. The paper argues that by accepting the Other as the unknowable, we allow them to resort to their singularity as a source for imaginative thinking.

Over the last few years, technology has offered new ways of teaching and learning. Accordingly, educational systems are adopting what technology has purveyed to education. The abrupt upsurge of the COVID-19 pandemic also expedited this employment and impelled educational systems to shift to online teaching and learning. Consequently, the offline and paper-based mode of testing has been being replaced with the online and remote mode. Whether the testing mode itself, in its nature, affects the use of reading comprehension strategies and whether learners follow the same patterns of strategies during offline and online reading comprehension tests have not been paid enough attention by scholars, and the findings of few studies in this regard in the literature are also disparate. Thus, the present paper investigated and compared the use of strategies and their patterns of use in offline and online reading comprehension testing. The quantitative analysis of the data revealed that learners apply reading comprehension strategies more in the offline testing mode although they employ the same patterns of strategies in offline and online reading comprehension testing. The qualitative phase of the study uncovered the reasons. That is learners' perception, shaped by their experience and familiarization with the mode of testing; individual differences; washback and reverse washback effects; and affective and emotional factors, yields this difference. Implications and suggestions for future research are also discussed.

As educational systems design and build new spaces aimed for learning in the digital age, small group configurations around large screens have become a highly popular spatial feature in classrooms and libraries. In this paper, we introduce the idea of intermediate indexing as occurring in the space between the knot of intertwined resources at the fine-grained level of interactions and the public knowledge building effort at the community level. Arguing that these intermediate processes occur in these configurations, we explored a classroom community that studied within a learning space designed to support knowledge building between individuals, small groups, and the community. In this paper, we report on our interaction analysis of a small group of students around a large screen as they negotiate a set of ideas that they want to make public to their community. The results of this study elucidate how collective monitoring of artifacts and documents, inclusive participation structures, and fluid turn-taking transitions in these configurations ultimately contribute to the knowledge building effort.

This paper discusses a sustained effort to introduce and make richer educational development opportunities for colleagues in Slovakia: a community that has common experiences, needs, expectations, access to opportunity and social interactions that follow mutual interest. In this paper, I reflect on the challenges and lessons learnt over two decades while I worked with teachers, educational developers and students taking a community-based, transformation-oriented, and needs-based approach. Over time, this resulted in expanding the community and offering it a broader range of services. The article concludes with four recommendations for those taking community-based approach, including cultivating trust and nurturing hope within the community.

An alternative to insert history of science (HS) in teacher formation programs is the use of concept maps (CM), which may be very useful to represent the historical elaboration dimension of science concepts, laws, and principles. This paper presents the results of a study that identifies the conceptions of pre-service physics teachers about the relationships between CM hierarchical organization and knowledge elaboration in HS. In the first stage of the research, the content analysis methodology was used to analyze and categorize the students' answers to questions concerning the relationships between CM hierarchical organization and HS. In the second stage, the answers of a different group of pre-service teachers were analyzed concerning the level of agreement with the categories previously elaborated. The students associated CM hierarchical organization with knowledge improvement, elucidation of the importance level of the concepts, and the relationships between more general and more specific contents. We point out that the use of CM in HS subjects may contribute to the pre-service teachers associating HS concepts not in a chronological way, but in hierarchical order, from the most general to the most specific ones.

There has been a call to amplify the scholarship of teaching and learning (SoTL) and expand its reach by engaging with audiences outside the academy. In this paper, we share our journey in crossing disciplinary boundaries and creating a SoTL-informed infographic for public consumption. As the field of SoTL continues to evolve, infographics hold tremendous potential to communicate SoTL to various stakeholders, including educators, students, administrators, policymakers, and the public. We outline best practices in infographic development and the potential of infographics as a tool for taking SoTL public, emphasizing their visual appeal and effectiveness in conveying complex information. We conclude by discussing the implications of using infographics to advance SoTL communication. The efforts of our group serve as a valuable example of how infographics can be used to bring SoTL knowledge out of academia and into the public domain.

This paper follows an earlier report of young children's object play activities investigated in a cross-sectional sample of 289 typically developing children. Thirty-minute videotaped observations were taken of children at 8, 12, 18, 24, 30, 36, 42, 48, 54, and 60 months of age in their homes. Forty-nine percent were boys. Children were identified as White (70%); mixed racial/cultural backgrounds (14%); Asian (7%); Black (6%); and Latinx (3%). This study reports patterns of cognitive development based on mastery scores derived from frequency and variety of activities in the 27 categories identified in the earlier study. Mastery scores afforded evaluation of the robustness of certain play categories, and the retention and reduction of others, yielding a final set of 14 to describe and assess developments in play. Discussion centers on the value of differentiated categories along with scores that yield a standard for an assessment of children's play.

This paper takes on and explores the disturbing and perhaps counter-intuitive notion that the university is the place where the intellect goes to die. This idea is explored alongside Georges Bataille's suggestion that the death of thought might actually be a worthy pursuit and only thought which seeks its own limits is worth striving for. The deleterious effects of the university upon thought are nonetheless contrasted to Bataille's own attempts to take thought to the point of its expiration. The key difference between the 'teaching of death' that Bataille has in mind, and the enactment of the death of thinking that the university achieves is this: Bataille seeks, however impossibly, to bring death "into the field of vision". Academic knowledge production, by contrast, with its systematism, its rigor, its proceduralism and its subsumption by work, merely abandons the thinking subject to the inevitable result, which for Bataille, is unthinking servility, a premature, utterly suppressed, and domesticated, death-in-life.

Informal science activities occurring at various non-traditional learning sites present a pivotal model for involving youths in the science learning process. The dynamic landscape of emerging technologies has prompted the exploration of innovative methodologies to bolster and refine informal science education. However, the expanse of this field and its attendant complexities has led to a lack of empirical evidence on the subject matter necessitating further research. This paper presents the findings of a systematic literature review, spanning the years 2017 to 2022, focusing on empirical inquiries into the deployment and impact of digital tools and technologies on the cognitive, affective, and behavioral dimensions of student learning. The investigation pertains specifically to unconstrained, extracurricular learning environments, encompassing science centers and museums and outdoor locations. A methodical search of renowned electronic databases, including ACM Digital Library, ERIC, Google Scholar, Sage, and Web of Science, supplemented by rigorous cross-referencing, yielded a corpus of seventeen (n = 17) relevant studies. These were subjected to a thorough qualitative content analysis. A diverse array of scientific concepts was found to have been investigated using hardware-based, software-based, or mixed approaches. Notably, augmented reality (AR) emerges as a preeminent focal point within the purview of digital interfaces explored by researchers. The synthesis of findings underscores the affirmative influence of digital tools and technologies on pivotal facets such as engagement, motivation, attitude towards science, and comprehension of scientific principles. In culmination, this study delineates prospective research focus for future studies in informal science education.