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This integrated STEM activity on the design of a vertical farming system has biology as the lead discipline and relates to the concept of photosynthesis. Students investigated the optimal design of vertical farms that will deliver appropriate amounts of water, sunlight and carbon dioxide to plants such that there will be optimal yield. Through design, testing and refinement of their design, students appreciate the connections between photosynthesis, food supply and design.

John Dewey's aesthetics subverts and transcends traditional aesthetics. He applied his empiricism philosophy into the field of aesthetics and re-established the significance of aesthetic experience. Aesthetic experience comes from daily experience; hence it is not fundamentally different from students' biological learning experience. Based on students' life experience, aesthetic education advances to the climax in biology teaching in a compact and continuous way. In this process, the students' emotions combine practice and intellect into an indivisible whole, forming "an" experience. The way of learning by doing and the support of necessary techniques make the students' inner impulsion interact with the outer resistance, so that "an" experience is strengthened and concentrated into aesthetic experience. However, there still exists a research blank in aesthetic education in biology from Dewey's perspective. As the early exploration, this case study aims to answer 'Is it possible for students in secondary schools to construct aesthetic experience through biology learning?' Thus, we designed a bio-macro-photography activity as the learning environment, and analysed the characteristics of life-nature, coherence, unity, and interactivity stemmed from the two participants' experience in phenomenological sense, the result of which indicates that students' biological learning experience is aesthetic experience at the same time.

Background: Despite the global increase in the prevalence of autism spectrum disorders (ASD), relevant research studies are lacking in Brunei Darussalam. Various studies have shown a significant association between a lowered 2D:4D ratio (ratio of second digit/index finger to the fourth digit/ring finger) and ASD, making it one of the potential phenotypic biomarkers for early detection of autism, which is important for early intervention and management. Objective: The objective of this study is to explore the association between 2D:4D ratio and ASD in Brunei Darussalam, as a potential tool to complement early ASD diagnosis. Methods: We conducted a case-control study comprising 28 ASD and 62 typically developing (TD) children in the case and control group, respectively (age range: 3-11 years old; median age: 6 years old). Median 2D:4D ratios were measured, compared and analysed between the two groups. Logistic regression models were used to explore potential associations between the median 2D:4D ratio and ASD in respective gender, for both left and right hands, independently. Results: Our study shows that the median 2D:4D ratio of left hand in ASD males is significantly lower than those in TD males, after adjusting for ethnicity and age [Odds Ratio (OR) = 0.57 (95% Confidence Interval (CI): 0.31-0.96); p = 0.044]. For females, there is no association of ASD with the median left hand 2D:4D ratio [OR = 3.09 (95% CI: 0.98-19.86); p = 0.144] or the median right hand 2D:4D ratio [OR = 1.23 (95% CI: 0.42-3.88); p = 0.702]. Our study also shows a significant positive correlation and/or a reduced asymmetry between the average 2D:4D ratio of left hands and right hands in ASD males (Pearson's correlation (r) = 0.48; 95% CI: 0.076-0.75, p = 0.023). Conclusions: There is significant association between a lowered median 2D:4D ratio of the left hand (in males only) and ASD diagnosis. Once validated in a larger sample size, a lowered median 2D:4D ratio on the left hand may be a potential tool to complement ASD diagnosis for males in our study population. There is no association between the median 2D:4D ratio (left or right hands) and ASD in females, which could be due to the small female sample size and/or the possibility of different aetiology for ASD in females. Reduced asymmetry between the average 2D:4D ratio of left and right hands observed in ASD males only (not in ASD females) also suggests the importance of considering gender-specific biomarkers for ASD diagnosis.

This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions, while being scaffolded either directly or indirectly. Results indicated that student knowledge and scientific reasoning can predict scientific inquiry ability development. Only scientific reasoning has a significant effect on student comprehension. Level of scientific reasoning and types of scaffolding significantly influenced students' scientific inquiry abilities. In particular, prior reasoning skills significantly affected how they identified variables and made conclusions in both post- and retention tests. Students who used the online program benefitted from direct scaffolding, which helped them make hypotheses and draw conclusions better than indirect scaffolding. Direct scaffolding was especially useful for students with high prior reasoning skills. Students with high prior reason skills who used direct scaffolding were better able to make hypotheses and draw conclusions.

This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions, while being scaffolded either directly or indirectly. Results indicated that student knowledge and scientific reasoning can predict scientific inquiry ability development. Only scientific reasoning has a significant effect on student comprehension. Level of scientific reasoning and types of scaffolding significantly influenced students' scientific inquiry abilities. In particular, prior reasoning skills significantly affected how they identified variables and made conclusions in both post- and retention tests. Students who used the online program benefitted from direct scaffolding, which helped them make hypotheses and draw conclusions better than indirect scaffolding. Direct scaffolding was especially useful for students with high prior reasoning skills. Students with high prior reason skills who used direct scaffolding were better able to make hypotheses and draw conclusions.

According to the World Economic Forum (2016), "more than one third (36%) of all jobs across all industries" (p.21) need problem-solving as a key skill. Trilling and Fadel (2009) noted the shift from industrial to knowledge-based economies, requiring students not only to possess content knowledge but also have skills that enable them to make sense of information and synthesise useful products. Students in this century would certainly be facing more complex and multifaceted problems as well. 21st century problems can include those of a biological nature, such as persistent and complex health disorders such as diabetes mellitus. Combating diabetes requires an understanding of biology (particularly homeostasis and hormones), a knowledge of biotechnology tools that can measure blood glucose concentration, engineering potential solutions that address or alleviate the problems associated with diabetes and using mathematics to compute personalised dosages of the patient's medication. As such, students need to be able to integrate knowledge from different disciplines to synthesise solutions to these complex, novel, and often persistent problems. Yet there have been few STEM activities focusing on problems of a biological nature. In light of this the authors designed a STEM task that is centred on a problem related to biology and hence requires the application of biological referent-centred knowledge to devise a solution to a complex problem related to pill coating. The integrated STEM biological problem was aimed to (1) expose students to inter-disciplinary problem-solving; and (2) shift the learning of biological content towards solving problems rather than in neat categories or topics as one would find in a textbook.

Background: Nature of Science (NOS) is defined to be the epistemology of science, and comprised of distinctive defining aspects. The representation of these NOS aspects in school science textbooks is likely to affect how students understand NOS. Representation of NOS aspects can differ between topics even within the same textbook and these topical differences may shed light on the different improvements required for a progressive and more balanced representation of NOS aspects. Purpose: This study aims to (1) analyse the representations of NOS aspects in Singapore biology textbooks; (2) identify and discuss topical differences in the representation of NOS aspects; and (3) suggest some ways to improve NOS representation in textbooks. Method: Three Singapore secondary school biology textbooks were analysed for their representations of 11 key NOS aspects using a document analysis approach. Textual material was coded into discrete categories in a topic-by-topic manner independently by two coders. Results: Informed statements regarding NOS aspects were predominantly implicit in nature. High scores for eight NOS aspects were obtained in one textbook incorporating experimental work in many chapters to support and illustrate scientific concepts. High scores for the creative NOS and the nature for scientific theories were scored in another textbook that was found to utilise History of Science to provide a context for presenting scientific information. Topics with consistently low NOS representations were predominantly presented in a descriptive, factual manner, while topics with consistently high scores generally approached the topics by discussing the historical development of knowledge. Conclusions: Using experimental work to present scientific knowledge and discussions of the historical development of scientific knowledge are both effective approaches to represent many NOS aspects well in a textbook. These two approaches can be used in combination in a textbook in order to further improve NOS representation and overcome the individual limitations of each approach.

We provide a tutorial on differential item functioning (DIF) analysis, an analytic method useful for identifying potentially biased items in assessments. After explaining a number of methodological approaches, we test for gender bias in two scenarios that demonstrate why DIF analysis is crucial for developing assessments, particularly because simply comparing two groups' total scores can lead to incorrect conclusions about test fairness. First, a significant difference between groups on total scores can exist even when items are not biased, as we illustrate with data collected during the validation of the Homeostasis Concept Inventory. Second, item bias can exist even when the two groups have exactly the same distribution of total scores, as we illustrate with a simulated data set. We also present a brief overview of how DIF analysis has been used in the biology education literature to illustrate the way DIF items need to be reevaluated by content experts to determine whether they should be revised or removed from the assessment. Finally, we conclude by arguing that DIF analysis should be used routinely to evaluate items in developing conceptual assessments. These steps will ensure more equitable--and therefore more valid--scores from conceptual assessments.

This paper examines learning of science in 15 grade nine classrooms by analyzing the type of talk that teachers engaged in. Using transcripts from audio recordings that are part of the Singapore Corpus of Research in Education database, annotations were carried out on the phrases of teacher talk using Mortimer and Scott's framework for meaning making in science classrooms. Interpreted from a sociocultural view of science learning and based on text coverage per 1,000 words spoken by teachers and students, we analyzed the content of instruction and found that (1) teachers in all three sub-disciplines of science used the least number of words to make statements of generalizations, with chemistry teachers privileging description more than physics and biology teachers, while physics teachers use more words for explanation when compared with biology and chemistry teachers and (2) teachers from all three sub-disciplines depended more on empirical justification than theoretical justifications. These findings suggest that most scientific stories in Singaporean grade nine classrooms are dependent on specific contexts and that the nature and organization of knowledge in each sub-discipline defines the features that teachers use in the classrooms to talk knowledge into being. We discuss our findings on whether science curriculum should be framed as "separate subjects" or if they should be developed as "integrated science" and draw implications to science teacher education and the conduct of high stakes public placement examinations.

Learning of science has been traditionally conducted in classrooms or in the form of lectures. Science education is usually context-specific learning as students are taught a particular module of content in class. In problem-based learning, they are provided with examples of problems in which they learn how to solve these types of problems. However, when students encounter a similar problem in a different context, they are unable to apply their prior knowledge to this new situation. The key components of authentic science learning are the external world and the individuals. Although the classroom aims to retain such authenticity by providing real-life problems to solve, it will never be the same as students' personal experiences in the real world--the community service learning (CSL). CSL integrates science learning into the real-world situations within a community context. It is one of the active learning strategies that aims to foster better understanding of course content and broader appreciation of the discipline. This CSL study focuses on the community service project and the individual critical reflection. CSL provides a real-life working environment that lead to excellent learning outcomes for the students as well as strengthens their individual social responsibility. This paper provides an example of the application of CSL within a tertiary institutional context. The CSL project involved student volunteers to set up a bioreactor for biogas supply within a local community of Chiang Rai, Thailand. In particular, it demonstrates students' reflection and their personal experiences in learning science beyond the classroom. Based on quantitative and qualitative data from 22 participants, it demonstrates the meaningful impact of CSL on student learning outcomes. Results show CSL creates an active yet meaningful learning of science and socially responsible citizens. Finally, this paper will also discuss the implications of learning science in an informal yet authentic context. (Contains 3 tables and 6 figures.)

Parental explanatory models about autism influence the type of therapy a child receives, the child's well-being, and the parents' own psychological adaptation. This qualitative study explored explanatory models used by parents of children with autism. In-depth interviews were conducted with 13 parents of children with autism from a medical center in Taiwan. Despite high educational background, most of these parents attributed their child's autism to both biomedical and supernatural etiologies without apparent conflicts. These parents chose a wide variety of treatment strategies, including biomedical and alternative treatments, which often created time/energy pressures and financial burden, and were influenced by parents' cause attribution. Parents' illness explanations influence their treatment selections and need to be understood and accepted by health care providers. (Contains 1 table.)

Science educators often suggest that students should learn science in ways and settings that bear family resemblance with "the real thing." Internship in science laboratories constitutes one such way in which students may learn science and learn about science. However, very little is known about "how" participants experience a science internship in an "authentic" science setting (i.e., a science laboratory). Our study was designed to understand the nature of participants' experiences of "authentic science." Participants included 11 high school students, one high school teacher, five laboratory technicians, and two scientists. High school students practiced science alongside technicians (young scientists) in real ongoing projects of a biology laboratory. Data sources include 19 semi-structured and video-recorded interviews held after the 2-month science internship. Drawing on phenomenographic method, we identified five categories of experiential descriptions: (a) authenticity of university science, (b) channeling and connecting different communities, (c) advanced knowledge required in and lengthy procedures mobilized by university science, (d) self-exploration and reflection, and (e) comprehensive science learning. Each category's meaning for participants and implications for science education are illustrated and discussed. This study demonstrates positive evidence of the science internship on helping students learn different dimensions of science and reflect their relationship with science. Suggestions on facilitating the partnership between secondary and postsecondary education are provided.

One of the main objectives of many science educators is to enroll students into science majors and careers. Researchers have investigated students' views of science in terms of factors and influences that guide students to choose science as a career. However, few investigations exist that have studied the forms of language culture makes available for articulating possible careers generally or the ways of grounding (justifying) these possibilities particularly. The purpose of this study is to investigate ways of using language for supporting justifications of career choices in an interview situation. Thirteen high school biology students were interviewed about their career choices. Drawing on discursive psychology as theory and method, we identify four "interpretative repertoires" that are deployed during the interviews: the (a) formative, (b) performative, (c) consequent, and (d) potential repertoires. These interpretative repertoires do not merely characterize the discourse about different science-related professions but in fact co-articulate different science-related identities. (Contains 2 tables.)

This article reports on the results of the authors' research and development work that was designed to study the impact of internships in scientific laboratories on high school students. The authors sketch how the internships affected cognitive outcomes, experiences and attitudes, and the career aspirations of the high school students. The internship experiences were highly successful in that the high school students came to learn scientific knowledge and skills they did not know before. They also developed understandings of what science generally and environmental science more particularly is about. However, the internship did not make a difference in terms of making this science an attractive career for 10 out of 11 students involved. One explanation may be the fact that students already found themselves in advanced high school science courses and already had well-established ideas about what they wanted to do. The experience with the students also shows that internships, to be effective recruiting mechanisms, should permit students to become involved actively in the research rather than being mere onlookers. Consequently, science should welcome the participation of people with different ways of knowing and worldviews; scientific biology needs to adapt and adjust itself as such to be more inclusive and to recruit a more diverse mixed population of students. (Contains 1 figure.)

Most academic science educators encourage teachers to provide their students with access to more authentic science activities. What can and do teachers say to increase students' interests in participating in opportunities to do real science? What are the discursive "resources" they draw on to introduce authentic science to students? The purpose of this ethnographic and discourse-analytic study is to investigate the ways in which the activities of scientists are discursively presented to high school students in a biology/career preparation course. Data sources were collected by means of observation, field notes, interviews, and videotaped lessons in an eleventh-grade biology/career preparation course. Drawing on discourse analysis, we investigate the discursive resources--or, more specifically and technically, the "interpretative repertoires"--teachers used to explain and promote opportunities to engage students in real science activities. Our analysis identifies and characterizes six types of interpretative repertoires: specialized, a-stereotypical, relevant, empirical, emotive, and rare-opportunity. To better understand the "big picture" of how these discursive resources are drawn on in the classroom, we also report on the frequencies of the repertoires in the discourse and the ways in which repertoires changed in the course of teacher-student interactions. The findings of this case study offer teachers and researchers a better understanding of how specific forms of discourse--i.e., the repertoires--can serve as resources to enhance teacher-introduction of authentic science to students and provide students a bridge between school and authentic science.

In the science education research literature, it often appears to be assumed that students "possess" more or less stable "images of science" that directly correspond to their experiences with scientific practice in science curricula. From cultural-historical and sociocultural perspectives, this assumption is problematic because scientific practices are collective human activities and are therefore neither identical with students' experiences nor with the accounts of these experiences that students make available to researchers. "Students' images of science" are therefore translated from (rather than directly correspond to) scientific practices. Drawing on data collected during and after preuniversity biology students' internships in a scientific laboratory, we exemplify the role of these translations in the production of "students' images of science." A coarse-grained analysis based on existing research showed our data to be comparable with earlier studies on "students' images of science." A fine-grained analysis shows how "students' images of science" were coproduced along a trajectory of translations that was determined by the use of particular actions and tools, and a particular division of labor in scientific practice. We propose to reconceptualize "students' images of science" as particular coproductions at a given point in time. The methodological and educational implications of this proposal are discussed. (Contains 2 tables, 3 figures and 1 footnote.)

This paper reports how a teacher-researcher partnership examined a biology teacher's existing pedagogical practices and attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student-teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning. The educative effects produced by the catalyst were dependent on the teacher noticing changes in her students and moving in tandem with them along a parallel path of experiential and practitioner-based learning. Overall, the value of the study undertaken is located in sharing an authentic, lived science assessment experience with the intention of assisting colleagues notice aspects of their own pedagogic practices that may be hidden at present. (Contains 1 table.)

The purpose of this paper is to identify tensions in teacher-student interaction in a high school biology laboratory. Using micro-analytic analysis of classroom talk, the interaction between the students and a teacher working in the biology laboratory session on "Reproduction in Plants" is studied. The two tensions highlighted here are tension with textbooks as authority and tension with the teacher as authority. Tension with textbooks as authority originates from an over-reliance on generalizations expressed in textbooks resulting in the inability of learners to appreciate alternatives and exceptions. Tension with the teacher as authority stems from the task design and varying levels of control that a teacher has over the learner and the learning process. The genesis of the two forms of tensions in the laboratory is different and they are tackled differently by the participants to yield different outcomes. While science educators have conducted intensive research over the past two decades on the effects of school science laboratory work on students' learning of science, more can be done in the specific area of teacher-student interaction. This paper offers some insights into the interaction between a teacher and her students in a laboratory as they learn biology. An increased understanding of the impact of the tensions in a science laboratory might help to bring about realization of the true spirit and intent of school science laboratory experiences.

Assessed the effects of a six-week extracurricular hands-on science program using portfolio artifacts, inquiry-guided exploration, and socially assisted learning on interest and learning about biology in third, fourth, and fifth graders. Found significant increases in science interest and improvement in problem-solving skills. Girls had more positive attitudes about science and higher problem-solving skills than boys. (Author)

Background: This study explores the medicinal plant knowledge of the Baiku Yao, a unique ethnic group in China. Despite existing research on their ethnobotanical practices, a comprehensive understanding of their medicinal flora remains lacking. This study aims to document and analyze the species distribution, utilization, and traditional knowledge of medicinal plants used by Baiku Yao. Methods: Ethnobotanical surveys were conducted in various Baiku Yao villages across different seasons from 2019 to 2023. Informants were interviewed, and plant specimens were collected and identified. Statistical analyses, including the Relative Frequency of Citation (RFC), were employed to understand plant importance in Baiku Yao culture. Results: In an ethnobotanical survey conducted in the Baiku Yao region, 434 medicinal plant species were documented, highlighting significant ethnobotanical diversity and a deep cultural integration of traditional medicinal practices. The study revealed pronounced geographical variations in plant knowledge among villages, with a notable reliance on wild plants, as 85.48% were sourced from the wild, reflecting unique local ethnobotanical knowledge. Predominantly herbs and shrubs were used due to their accessibility and abundance in the local environment. High Relative Frequency of Citation (RFC) values for certain species underscored their importance for local health needs and additional economic value. The utilization of various plant parts, particularly whole plants, roots, and leaves, indicates a holistic approach to medicinal applications, adapted to combat prevalent health issues such as skin and infectious diseases. The study also uncovered the Baiku Yao's cultural practices for countering "Gu" afflictions—a range of pathogenic conditions—with 18 diverse antidote plants used for skin, digestive, and musculoskeletal disorders. The study underscores the imperative of preserving this rich medicinal heritage through innovative models that engage youth and leverage new media, ensuring the inheritance and evolution of Baiku Yao's traditional knowledge. Conclusions: Baiku Yao's medicinal plant use reflects a deep, culturally ingrained knowledge, closely tied to local ecology. The study highlights the importance of preserving this unique ethnobotanical heritage and suggests interdisciplinary approaches for future research. [ABSTRACT FROM AUTHOR]

In the first of many thematic issues marking the 30th anniversary of Cell Chemical Biology , we highlight the contribution of chemical biology to RNA biology in a special issue on RNA modulation. We asked several leaders in the field to share their opinions on the current challenges and opportunities in RNA biology. [Display omitted] In the first of many thematic issues marking the 30th anniversary of Cell Chemical Biology , we highlight the contribution of chemical biology to RNA biology in a Special Issue on RNA Modulation. We asked several leaders in the field to share their opinion on the current challenges and opportunities in RNA biology. [ABSTRACT FROM AUTHOR]

Interleukins, a diverse family of cytokines produced by various cells, play crucial roles in immune responses, immunoregulation, and a wide range of physiological and pathological processes. In the context of megakaryopoiesis, thrombopoiesis, and platelet function, interleukins have emerged as key regulators, exerting significant influence on the development, maturation, and activity of megakaryocytes (MKs) and platelets. While the therapeutic potential of interleukins in platelet-related diseases has been recognized for decades, their clinical application has been hindered by limitations in basic research and challenges in drug development. Recent advancements in understanding the molecular mechanisms of interleukins and their interactions with MKs and platelets, coupled with breakthroughs in cytokine engineering, have revitalized the field of interleukin-based therapeutics. These breakthroughs have paved the way for the development of more effective and specific interleukin-based therapies for the treatment of platelet disorders. This review provides a comprehensive overview of the effects of interleukins on megakaryopoiesis, thrombopoiesis, and platelet function. It highlights the potential clinical applications of interleukins in regulating megakaryopoiesis and platelet function and discusses the latest bioengineering technologies that could improve the pharmacokinetic properties of interleukins. By synthesizing the current knowledge in this field, this review aims to provide valuable insights for future research into the clinical application of interleukins in platelet-related diseases. [ABSTRACT FROM AUTHOR]

The red imported fire ant, Solenopsis invicta, is a problematic invasive species in China since at least 2003. Over the past 15 years, a numerous studies were published on the impacts of this species on flora, fauna, and ecosystem function in natural and agricultural systems. We reviewed the literature on S. invicta invasion biology and impacts on biodiversity in South China. Both monogyne and polygyne colonies of S. invicta were introduced to China and polygyne colony is the dominant type. The range expansion rate of S. invicta may reach 26.5–48.1 km yr−1 in China. S. invicta forage activities occur year-round, peaking in the summer and fall in South China and show a preference for insects and plant seeds. We describe the ecological impacts of S. invicta on various habitats in South China, including arthropod community structure disruption and decreases in diversity and abundance of native ant species. S. invicta can replace the role of native ants in mutualisms between ants and honeydew-producing Hemiptera, which results in loss of important food resources for native ants and natural enemies of hemipterans. Further research is required to assess the complex ecosystem-level impacts of S. invicta in introduced areas.

The Oriental fruit fly, Bactrocera dorsalis (Hendel), is among the most destructive fruit/vegetable-eating agricultural pests in the word, particularly in Asian countries such as China. Because of its widespread distribution, invasive ability, pest status, and economic losses to fruit and vegetable crops, this insect species is viewed as an organism warranting severe quarantine restrictions by many countries in the world. To understand the characteristics and potential for expansion of this pest, this article assembled current knowledge on the occurrence and comprehensive control of the Oriental fruit fly in China concerning the following key aspects: invasion and expansion process, biological and ecological characteristics, dynamic monitoring, chemical ecology, function of symbionts, mechanism of insecticide resistance, control index, and comprehensive control and countermeasures. Some suggestions for the further control and study of this pest are also proposed.

Abstract Questions are important in facilitating the thinking process that leads to learning. There are many research studies examining the use of students’ questions as scaffolds to facilitate argument construction but more needs to be done to understand how these questions are used in generating productive arguments. As such, in this research, we investigate (1) the types of students’ questions generated within a group and how these questions are used in generating productive arguments and (2) strategies used by groups of students who are deemed more successful in generating convincing arguments. Adopting a social constructivist perspective, we examined students’ talk about science within their groups and between groups. We worked with a group of 24 secondary three Biology students to complete a total of seven days of crime scene investigation tasks that required them to make evidence-based decisions to determine the cause of death and solve the crime. The data collected and analyzed included transcripts from students’ oral discourse and written artefacts. We found that asking hypothetical questions promotes the construction of quality arguments. Groups that were more successful in generating quality arguments adopted strategies such as using visible schema constructed from their own questions, testing the strengths of their claims and choosing claims that have the highest number of propositions.

Angiopoietin4(ANGPT4) which plays a significant role in endothelial cell proliferation, survival, angiogenesis and expansion in tumors and other pathological states is a significant regulator of tumor angiogenesis. ANGPT4 expression is enhanced in many cancer cells. For example, the overexpression of ANGPT4 promotes the formation, development and progress of lung adenocarcinoma, glioblastoma and ovarian cancer. Related studies show that ANGPT4 encourages the proliferation, survival and invasion of tumor cells, while promoting the expansion of the tumor vascular system and affecting the tumor immune microenvironment. ANGPT4 can also promote carcinogenesis by affecting the ERK1/2, PI3K/AKT and other signal pathways downstream of tyrosine kinase with immunoglobulin-like and EGF-like domains 2(TIE2) and TIE2. Therefore, ANGPT4 may be a potential and significant biomarker for predicting malignant tumor progression and adverse outcomes. In addition, inhibition of ANGPT4 may be a meaningful cancer treatment. This paper reviews the latest research results of ANGPT4 in preclinical research, and emphasizes its role in carcinogenesis. Additional research on the carcinogenic function of ANGPT4 could provide new insights into cancer biology and novel methods for cancer diagnosis and treatment. [ABSTRACT FROM AUTHOR]