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Artificial intelligence (AI) has emerged as a prominent topic in K-12 education recently. However, pedagogical design has remained a major challenge, especially among young learners. Guided by the Zone of Proximal Development theory and AI education research literature, this design-based study proposes an analogy-based pedagogical approach to support AI teaching and learning in upper primary education. This pedagogical approach is centered on human-AI comparison, where humans are gradually shifted from an analogue to a contrast to make visible the attributes, mechanisms, and processes of AI. To evaluate its effectiveness, a quasi-experimental study with mixed methods was conducted. The quantitative comparison shows that the participants in the experimental group learning with the analogy-based pedagogical approach significantly outperformed their peers with the conventional direct instructional approach in all three dimensions of AI knowledge, skills, and ethical awareness. Qualitative analyses further reveal its pedagogical benefits, including demystifying AI through relatable and engaging learning, supporting student comprehension and skill mastery, and nurturing critical thinking and attitudes. The analogy-based approach contributes to the field of K-12 AI education with an age-appropriate, child-friendly pedagogical approach. Notably, AI education should prioritize teaching for student understanding, and AI should be recognized as an independent subject with interdisciplinary applications.

This study aimed to determine whether microRNA-322-5p regulates seizure and seizure damage by targeting the TLR4/TRAF6/NF-κB-associated inflammatory signaling pathway. In a pilocarpine-induced epileptic rat model, the expressions of miR-322-5p, TLR4, NF-κB, TRAF6, IRF5, IL-1β, and GABA were assessed by a quantitative polymerase chain reaction and western blotting. Tunel detects hippocampal neuron apoptosis. The results showed that the expression of miR-322-5p significantly decreased in status epilepticus (SE) rats. The reduction of miR-322-5p was accompanied by increased levels of pro-inflammatory cytokines, an increased NF-κB expression, and reduced γ-aminobutyric acid (GABA) levels. Exogenous miR-322-5p reduced the expression of inflammatory molecules and increased the GABA levels in SE rats, and also reduced hippocampal neuronal cell apoptosis caused by epilepsy. In conclusion, the miR-322-5p significantly inhibited the TLR4/TRAF6/NF-κB-associated inflammation and reduced neuronal apoptosis, suggesting that its induction may be of potential interest for novel antiseizure medications.

This study investigated the relationships between primary school mathematics teachers' conceptions of mathematics, conceptions of teaching and learning, and their commitment in the context of mainland China. A total of 847 primary school mathematics teachers participated in a paper-based questionnaire survey. The results indicated that these teachers' fragmented mathematics conceptions are positively associated with their traditional conceptions of teaching and learning while being negatively related to their constructivist conceptions of teaching and learning. In contrast, teachers' cohesive mathematics conceptions are positively associated with both traditional and constructivist conceptions of teaching and learning. Meanwhile, only constructivist conceptions of teaching and learning are positively related to teacher commitment. These results imply that there is a need to enhance cohesive mathematics conceptions and reduce fragmented mathematics conceptions among Chinese primary school teachers in order to foster their constructivist teaching and commitment to students.

Teacher professional learning is shaped by multiple contexts in a complex way. Previous studies mainly focused on teacher learning in school-based contexts, and rarely explored how teachers learn across schools and in other situations. Adopting the framework of boundary crossing learning, this study examined the processes of teachers' professional learning when they participated in Master Teacher Studios in mainland China. Through the qualitative case study approach, this study summarised four learning mechanisms: seeking common ground and reserving differences, growing through formal and informal coordination, exposing the gap and reflecting one's limits, and transforming practices that incorporate one's teaching 'soul'. Further, intrapersonal, interpersonal and institutional factors that contribute to teacher learning as boundary crossing are discussed.

This study explored the relationships between Chinese college students' perceptions of the classroom environment and some affective aspects in the study of mathematics. A total of 2529 students responded to three measures that were specifically designed to assess college students' perceptions of the mathematics classroom environment, their emotional experiences and values of studying mathematics. Comparatively, the students had a higher score on the value of mathematics but lower scores on their emotional experiences of mathematics learning, and the characteristics of the classroom environment had some significant effects on the students' emotional experiences and values of studying mathematics. The eight classroom environmental factors were categorised into three groups according to the nature and extent of their effects on students' affect in mathematics learning. Although most classroom environmental factors had a positive impact on college students' emotional experiences and values in the study of mathematics, the effects of two environmental factors, "the difficulty of studying mathematics" and "teacher support," were of particular interest. Given these results, instructors are encouraged to leave more room for student autonomy, to adopt some innovative learning approaches to promote student collaboration and to pay close attention to the difficulty of the mathematics curricula and competition among students.

Artificial intelligence (AI) has emerged as a prominent topic in K-12 education recently. However, pedagogical design has remained a major challenge, especially among young learners. Guided by the Zone of Proximal Development theory and AI education research literature, this design-based study proposes an analogy-based pedagogical approach to support AI teaching and learning in upper primary education. This pedagogical approach is centered on human–AI comparison, where humans are gradually shifted from an analogue to a contrast to make visible the attributes, mechanisms, and processes of AI. To evaluate its effectiveness, a quasi-experimental study with mixed methods was conducted. The quantitative comparison shows that the participants in the experimental group learning with the analogy-based pedagogical approach significantly outperformed their peers with the conventional direct instructional approach in all three dimensions of AI knowledge, skills, and ethical awareness. Qualitative analyses further reveal its pedagogical benefits, including demystifying AI through relatable and engaging learning, supporting student comprehension and skill mastery, and nurturing critical thinking and attitudes. The analogy-based approach contributes to the field of K-12 AI education with an age-appropriate, child-friendly pedagogical approach. Notably, AI education should prioritize teaching for student understanding, and AI should be recognized as an independent subject with interdisciplinary applications. [ABSTRACT FROM AUTHOR]

While AI has become more prevalent in our society than ever, many young learners are found holding various naive, erroneous conceptions of AI due to the influence of their technology and media environments. To address this issue, this study seeks to propose a novel pedagogical solution to improve upper‐elementary school students' scientific understanding of AI. Following a theory‐informed design convention, we propose an embodied, analogical and disruptive (EAD) approach which is centred on a human–AI comparison through analogical teaching and embodied interaction. To evaluate the impact of this approach, a matched‐group experimental study with pre‐ and posttest interviews was conducted among 77 Grade 6 elementary students in China. The statistical analysis showed that the experimental group, learning via the EAD approach, significantly outperformed their counterparts receiving direct instruction in terms of student growth in understanding. Qualitative analyses revealed the strengths of the EAD approach in supporting student engagement, abstract thinking and system thinking, and its limitations in cognitive overload and communication issues. Patterns of student learning were identified, including their mental schemas and strategies. The EAD approach, as an evidence‐based, age‐appropriate pedagogical solution, demonstrates the value of embodied cognition and human–AI analogy in AI education in elementary education. Practitioner notesWhat is already known about this topic Many young students hold naive, erroneous conceptions about AI.Pedagogical design has long been a critical challenge in teaching AI in K‐12 schools.Human–AI analogies are often used to teach AI, but with obvious pitfalls to be fixed.What this paper adds An embodied, analogical and disruptive (EAD) approach is proposed to improve students' understandings of AI.An experimental study shows statistically significant greater gains in students' understanding with the EAD approach than with the conventional AI‐only direct instruction approach.Qualitative analysis shows the strength of the EAD approach in supporting student engagement, abstract thinking and systems thinking, and its limitations in cognitive overload and communication issues.Implications for practice and/or policy The EAD approach offers a novel pedagogical solution to promote inclusive and quality AI education for young learners.The EAD approach highlights the pedagogical value of embodied cognition and human–AI analogy in AI education.The EAD approach can complement programming and other plugged activities in AI, and more broadly technology and engineering education. [ABSTRACT FROM AUTHOR]

The quality of undergraduate teaching is an issue under heated dispute in China. This study examined Chinese undergraduate students' perceptions of teaching quality and the effects on their approaches to studying and course satisfaction. A sample of 2,043 students from two full-time universities in mainland China responded to a questionnaire comprising three scales adopted from widely used instruments. The results showed that the Course Experience Questionnaire is a valid instrument for assessing the teaching quality in Chinese universities. The study also revealed the desirable effects of clear goals and standards, an emphasis on independence, generic skills, and an appropriate workload on students' approaches to studying (measured by the Study Process Questionnaire) and course satisfaction (measured by the Overall Satisfaction Scale). However, good teaching and appropriate assessment were found to have an unexpected effect. Specifically, good teaching was found to only have a positive impact on surface motive, while appropriate assessment was found to negatively influence students' deep as well as surface approaches. These findings highlighted the need to re-examine the role of teacher-centered pedagogy and the nature of student assessment in university teaching. The results' implications for improving undergraduate teaching in China are suggested.

This study explored the effect of tertiary teachers' goal orientations for teaching on their commitment, with a particular focus on the mediating role of teacher engagement. The results of a survey of 597 Chinese tertiary teachers indicated that teacher commitment was positively predicted by ability approach, mastery and relational goals, but was negatively predicted by work avoidance goals. Ability avoidance goals positively predicted teacher commitment to institution and to students, but negatively predicted teacher commitment to profession. Moreover, teacher engagement mediated the effect of ability approach, mastery and work avoidance goals on teacher commitment. The mediation effect of teacher engagement between teachers' ability avoidance and relational goals and teacher commitment was not significant. The results of this study have implications for understanding the nature of teachers' psychological state and attitudes towards teaching and for the enhancement of teacher commitment.

This study addresses a paucity of research into teacher motivation in higher education by exploring the relationship between tertiary teachers' goal orientations for teaching and their approaches to teaching in China. A questionnaire gathered responses from 262 Chinese tertiary teachers, and the results showed these teachers reporting higher levels of relational and mastery goals for teaching and greater student-focused approach to teaching. Male teachers reported lower levels of ability-approach and mastery goals than female teachers, and teachers with no more than 5 years of teaching experience scored higher on both ability-approach and ability-avoidance goals than those with more than 15 years of teaching experience. The study also revealed that teachers' ability goals significantly predicted a teacher-focused approach to teaching, and mastery goals predicted a student-focused approach to teaching.

Assessing and improving the quality of undergraduate teaching is an important issue in China. Using the Course Experience Questionnaire, this study examined the quality of undergraduate teaching by investigating the relationships between students' course experience, the learning outcomes demonstrated by the students and the learning environment. Two thousand and forty-three second-year students participated in a questionnaire survey. The results indicated that different aspects of the students' course experience variously affected learning outcomes, such as overall satisfaction with the course, academic efficacy and the development of generic skills. These results reflected the characteristics of undergraduate teaching in China, and highlighted the need to enhance student autonomy and self-study. In addition, the appropriateness of learning resources and the level of academic freedom in the institutions were found to more powerfully influence students' course experience than the provision of supportive facilities and services. These findings have implications for improving undergraduate teaching and its quality assurance in China.

Since the mid-1980s, a global resurgence of large-scale reform in the field of education has been witnessed. Implementing these reforms has created many dilemmas for change leaders. Following a three-year qualitative research project, the present study explores the dilemmas leaders faced during the implementation of the national curriculum reform of senior secondary education in mainland China. The results indicate that those leading the changes of the curriculum reform were placed in a "trilemma" arising from three conflicting cultural values, namely compliance culture, examination culture, and the new pedagogic culture advocated by the reform. These dilemmas stem from local adaptations in response to global reform trends. Finally, the implications for managing dilemmas in change leadership resulting from the present study are put forward.

(1) Background--Under the background of rural revitalization strategy, the research on credit rationing of forest rights mortgage loans of the farmers in collective forest areas is not only the internal requirement of promoting the rural revitalization strategy, but also the basic need of realizing the increase of the farmers' forestry management income in collective forest areas. (2) Methods--The research data came from a questionnaire survey of 420 rural households in Sanyuan District, Jiangle County, Jianning County and Taining County, Sanming City, Fujian Province, in August 2021. Using DEM and descriptive statistics, this paper interpreted the types and generation mechanism of credit rationing of the farmers' forest rights mortgage loans, and then identified and measured the credit rationing. (3) Results--First, from the perspective of credit rationing of the farmers' forest rights mortgage loans, the proportion of lack of credit demand for forest rights mortgage loans in collective forest areas in Fujian Province under the background of rural revitalization is relatively high, which is 50. 82%. Second, the farmers facing demand-type credit rationing of forest rights mortgage loans account for 85. 11% of the total credit rationing, while the farmers facing supply-type credit rationing of forest rights mortgage loans account for only 14. 89% of the total credit rationing. The farmers in collective forest areas are faced with more severe credit rationing of forest rights mortgage loans. Third, demand-type credit rationing of forest rights mortgage loans mainly includes self-imposed credit rationing, transaction cost credit rationing and risk credit rationing. Fourth, most of the farmers who apply for forest rights mortgage loans from financial institutions can get corresponding loans, but the farmers in collective forest areas can get less amount of forest rights mortgage loans because of the small mortgage area of "Certificate of Forest Rights". (4) Conclusions and Discussions--First, the farmers generate self-imposed credit rationing because of the cognitive deviation of forest rights mortgage policies, form risk credit rationing because of the endowment effect of the forestlands, and face new transaction cost credit rationing because of high transaction costs. Second, the family management with pure forestry of the small farmers in collective forest areas is still the main type of forestry management in China. However, the degree of part-time employment of the forest farmers in collective forest areas is constantly increasing, there is a phenomenon of forestry management and non-forest employment, and the income comes more from non-forest employment. Third, the proportion of lack of credit demand for forest rights mortgage loans in collective forest areas in Fujian Province under the background of rural revitalization is relatively high. Most of the farmers who have the credit demand for forest rights mortgage loans are still facing more severe demand-type credit rationing. Fourth, the supply-type credit rationing of forest rights mortgage loans faced by the farmers is relatively low. Therefore, in order to fully realize the policy effect of forest rights mortgage loans from the perspective of rural revitalization, the following policy suggestions are put forward: First, improve the farmers' financial literacy through multiple channels. Second, achieve multi-department data integration and credit information co-construction and sharing. Third, strengthen the institutional innovation, alleviate the demand-type credit rationing of forest rights mortgage loans of the farmers in collective forest areas to the maximum extent. [ABSTRACT FROM AUTHOR]

Cystic fibrosis is caused by mutations in the cystic fibrosis transmembrane conductance regulator (CFTR) gene. CFTR is a chloride channel whose activity requires protein kinase A-dependent phosphorylation of an intracellular regulatory domain (R-domain) and ATP hydrolysis at the nucleotide-binding domains (NBDs). To identify potential sites of domain-domain interaction within CFTR, we expressed, purified, and refolded histidine (His)- and glutathione-S-transferase (GST)-tagged cytoplasmic domains of CFTR. ATP-binding to his-NBD1 and his-NBD2 was demonstrated by measuring tryptophan fluorescence quenching. Tryptic digestion of in vitro phosphorylated his-NBD1-R and in situ phosphorylated CFTR generated the same phosphopeptides. An interaction between NBD1-R and NBD2 was assayed by tryptophan fluorescence quenching. Binding among all pairwise combinations of R-domain, NBD1, and NBD2 was demonstrated with an overlay assay. To identify specific sites of interaction between domains of CFTR, an overlay assay was used to probe an overlapping peptide library spanning all intracellular regions of CFTR with his-NBD1, his-NBD2, and GST-R-domain. By mapping peptides from NBD1 and NBD2 that bound to other intracellular domains onto crystal structures for HisP, MalK, and Rad50, probable sites of interaction between NBD1 and NBD2 were identified. Our data support a model where NBDs form dimers with the ATP-binding sites at the domain-domain interface. tryptophan fluorescence; peptide array; molecular structure; peptide library; phosphorylation