Articles de revues : « Grade 9 natural science learners »

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Mavuru, Lydia, et Umesh Ramnarain. « Teachers’ Knowledge and Views on the Use of Learners’ Socio-cultural Background in Teaching Natural Sciences in Grade 9 Township Classes ». African Journal of Research in Mathematics, Science and Technology Education 21, n^o 2 (4 mai 2017) : 176–86. http://dx.doi.org/10.1080/18117295.2017.1327239.

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Supono, Supono. « PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD PADA BELAJAR IPA SISWA KELAS IV SDN 015 GERINGGING JAYA ». JURNAL PAJAR (Pendidikan dan Pengajaran) 3, n^o 2 (27 mars 2019) : 432. http://dx.doi.org/10.33578/pjr.v3i2.6754.

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Efforts to improve science learning outcomes through the application of cooperative learning model type STAD grade 4 students SDN 015 Geringging Jaya Kuantan Singingi Regency. Lesson Year 2014/2015 is based on many students who can not understand the learning materials. The purpose of this study is to determine the improvement of learning outcomes of learners through the application of STAD type cooperative learning modes in natural science classes grade IV SDN 015 Geringging Jaya in the even semester. This study is a class action carried out by teachers who teach in the classroom. The data collected is teacher's teacher's and student activity data which is divided into two cycles. Each cycle has four stages: planning, action, observation and reflection. The subjects of this study were the fourth graders of SDN 015 Gringginga Jaya which consisted of 16 students consisting of 9 male students and 6 female students. The results showed that the application of STAD type learning module can improve student learning outcomes of fourth grade students of SDN 015 Geringging Jaya with total number of students who completed in pre cycle as many as 5 students, cycle I with 6 students and cycle II 16 students.

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Maričić, Mirjana, Stanko Cvjetićanin et Branko Anđić. « TEACHER-DEMONSTRATION AND STUDENT HANDS-ON EXPERIMENTS IN TEACHING INTEGRATED SCIENCES ». Journal of Baltic Science Education 18, n^o 5 (12 octobre 2019) : 768–79. http://dx.doi.org/10.33225/jbse/19.18.768.

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The widely explored but still unresolved question about the contribution of the application of different ways of performing experiments in the integrated natural sciences is addressed in this research. The aim was to determine the contribution of demonstration hands-on experiments (DHE) and student hands-on experiments (SHE) in relation to conventional teaching method (CTM) on the quality and durability of 3rd grade students (between 9 and 10 years of age) from primary school. The research involved 180 students, further divided into three groups: E1 (experimental group 1, where content was learned through DHE), E2 (experimental group 2, where content was learned through SHE) and C (control group, where content was learned through CTM). The results of the research point to the fact that priority should be given to the DHE and SHE over the CTM in the realization of air-related content in the 3rd grade. SHE should be used more than DHE when it comes to teaching this specific content. Keywords: demonstration hands-on experiments, student hands-on experiments, integrated sciences, primary school, quality of knowledge

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Mirkin, Philip Joshua, Rinelle Evans et Johan Ferreira. « The arts in science ? Using poetry to teach Chemistry in Grade 9 ». South African Journal of Education 40, Supplement 2 (31 décembre 2020) : S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1801.

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Modern science education the world over deliberately remains in the objective, rational, positivist paradigm. In South African classrooms, this paradigm is often alienating for young learners who then stop learning science at the end of Grade 9. Literature indicates that an arts-rich education improves learner engagement, attitudes and test scores, as evidenced by science Nobel laureates who engage more with the arts than other scientists. The research reported in this study involved the presentation of a lesson on acids and bases to 222 Grade 9 learners in 4 schools in the greater Tshwane region to establish whether their interest levels in the subject would improve when using a poem and video that characterise, describe and demonstrate scientific concepts. An in-class intervention of 40 minutes was used with identical Likert-scale, pre and post-tests analysed using the Wilcoxon and t-test. The results showed that the arts-rich lesson engaged learners in a manner which holistically improved their interest levels. The results were independent of gender, home language and the type of large, urban, government school that they attended. The results were not significant for the small, semi-rural, private school research site.

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Makgabo, Connie, et Penelope M. Modise. « Linguistic challenges faced by Grade 7 Setswana learners when writing Science examinations in English ». Journal for Language Teaching 54, n^o 2 (29 mars 2021) : 35–51. http://dx.doi.org/10.4314/jlt.v54i2.2.

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The paper investigates the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. In South African schools, non-mother tongue speakers of English learners are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for these learners because English is foreign to them. The purpose of conducting this research was to help policymakers meet the linguistic needs of non-native English speakers, make curriculum development specialists aware of the linguistic challenges faced by non-native speakers of English and help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach in English. The participants comprised four purposively selected Grade 7 Natural Science teachers, two school governing bodies (SGBs) and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. Data gathered indicated that Setswana-speaking learners made basic errors related to spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. As a result, SGBs should consider these linguistic challenges when they draft language policies for rural and township schools.

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Ramnarain, Umesh Dewnarain. « Grade 9 science teachers' and learners' appreciation of the benefits of autonomous science investigations ». Education as Change 14, n^o 2 (décembre 2010) : 187–200. http://dx.doi.org/10.1080/16823206.2010.518011.

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Set, Beata, Joanne Hadman et Daniel Opotamutale Ashipala. « An Investigation into How Grade 5 Teachers Teach Natural Science Concepts in Three Western Cape Primary Schools ». World Journal of Education 7, n^o 1 (17 janvier 2017) : 33. http://dx.doi.org/10.5430/wje.v7n1p33.

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Purpose: The rationale behind this study was to investigate how three Grade 5 Natural Sciences teachers in threeWestern Cape primary schools teach science concepts so as to enable the researcher to gain a deeper understanding andmore insightful perception of the ways in which the pedagogical practices of South African primary school teachersinfluence conceptual learning in the science classroom.Methodology: The sample comprised three teachers in a specific metropole district in the Western Cape. A qualitativeapproach was employed to ensure the collection of rich data.Results: The findings indicated that teachers tend to ignore learners’ misconceptions in class, that they rely heavily oneveryday empirical examples, that they fail to link these empirical examples to scientific concepts and that they devotelittle talk time to explaining scientific concepts.Recommendations: Based on its findings the study proposed a model of classroom practice that focuses onpromoting effective science learning with the aim of developing and transforming the everyday, familiar knowledgeof learners into new understandings of school-based scientific concepts and processes.Conclusion: The data from the study suggested that there may almost certainly be serious shortcomings in theinstructional practices of teachers and that such shortcomings are not confined to the three schools in the sample but areto be found in township primary schools in general. In addition, these shortcomings may require immediateintervention on the part of senior curriculum specialists as well as teacher training higher education institutions (HEIs).

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Jurgena, Inese, Dagnija Cēdere et Ingrīda Keviša. « The Prospects of Transdisciplinary Approach to Promote Learners’ Cognitive Interest in Natural Science for Sustainable Development ». Journal of Teacher Education for Sustainability 20, n^o 1 (1 juin 2018) : 5–19. http://dx.doi.org/10.2478/jtes-2018-0001.

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Abstract The use of transdisciplinary approach to promote learners’ interest in the acquisition of natural science at school provides new opportunities for a complex explanation of the phenomenon and improving the quality of the process of learning. The aim of the study is to explore the learners’ cognitive interest, personal participation and the approaches chosen by teachers from the perspective of transdisciplinary approach. The study characterises students’ subjective evaluations of their personal participation and cognitive interest in the subjects of biology, chemistry, physics and mathematics, and the approaches used by teachers. The participants were 9th grade students from 17 Latvian schools (536 respondents) with the average age of 15.3 (SD=0.63). The results of the study showed that students’ evaluations concerning their personal participation in the process of learning were contradictory. They devote little of their free time to the acquisition of science subjects. As to teachers’ activity, a variety of teaching approaches are used. According to students’ subjective evaluations, the constructivist learning approach corresponds to the trends of sustainable education, whereas the overall context in which the development of learners’ cognitive interest in the acquisition of natural science subjects takes place at school highlights issues concerning the sustainable development of the system and the prospects of using the transdisciplinary approach.

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Naidoo, Jaqueline, et Doras Sibanda. « Examining science performance of South African Grade 9 learners in TIMSS 2015 through a gender lens ». South African Journal of Education 40, Supplement 2 (31 décembre 2020) : S1—S10. http://dx.doi.org/10.15700/saje.v40ns2a1717.

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It is widely acknowledged that understanding of science is key to becoming global citizens and to embrace technological advancements. Although research suggests that girl’s performance in science has improved over the years, there are still concerns about the under-representation of women in science, technology, engineering and mathematics (STEM) careers in most African countries, including South Africa. Variability in science performance according to gender is still an unresolved issue. In this study we aimed to examine the relationship between gender and science item achievement of Grade 9 South African learners in the Trends in International Mathematics and Science Study (TIMSS) 2015. We used data collected by TIMSS 2015. The data were further analysed using International Database (IDB) analyser and t-test statistics. The results show that in general gender did not influence learner achievement in most of the test items. However, the findings indicate that girls performed better than boys in most of the questions in all 4 content domains and in the knowing and reasoning cognitive domains. The study highlighted that gender had a limited effect in the manner in which the girls and boys answered the different test items. The observed gender differences in the content domains could be related to socio-cultural environments and learning experiences.

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Stott, Angela Elisabeth. « The Efficacy of an Extracurricular Inquiry Programme on Grade 8 and 9 South African Low Quintile Learners’ Science Learning ». African Journal of Research in Mathematics, Science and Technology Education 23, n^o 2 (4 mai 2019) : 157–68. http://dx.doi.org/10.1080/18117295.2019.1630112.

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Tabiolo, James L., et Danilo Jr Villar Rogayan. « Enhancing Students’ Science Achievement through Jigsaw II Strategy ». Journal of Science Learning 3, n^o 1 (28 novembre 2019) : 29–35. http://dx.doi.org/10.17509/jsl.v3i1.17680.

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The Science education curriculum in the Philippines has shifted from inputs-based to outcomes-based education putting the learners at the core of the instruction. Hence, educators continue to innovate ways on how to engage the learners into a relevant and responsive science instruction. Further, the implementation of the K to 12 curriculum brings a paradigm shift in education in terms of pedagogy, assessment and outcomes. This within group quasi-experimental research attempts to test the effects of Jigsaw II strategy on the students’ science achievement. A total of 51 Grade 9 students in a government-run secondary school in Zambales, Philippines participated in the study. Results revealed that the class improved from “approaching proficiency” to “proficient” level in their science achievement after the implementation of the strategy. It was found out that Jigsaw II strategy had a significant effect on the science achievement of the learners. The study recommends the use of the instructional strategy in enhancing students’ achievement. The strategy may be applied in other science topics to further see its effectiveness. This paper likewise contributes to the literature on the effectiveness of Jigsaw II learning strategy in the science teaching in the Philippine context.

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Emanovský, Petr, et Dalibor Gonda. « Mathematical Calculations within Physics Lessons and Their Popularity Among Learners ». Journal on Efficiency and Responsibility in Education and Science 13, n^o 4 (22 décembre 2020) : 204–11. http://dx.doi.org/10.7160/eriesj.2020.130404.

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Mathematics is an important nature exploration tool used by all natural sciences. So it is usual that mathematical calculations are part of school science education. But how are these calculations perceived by the learners themselves? What are their attitudes to this part of the teaching process? The answer to this question is important for any teacher who seeks to improve her/his teaching experience. The paper deals with the research of learners´ attitudes towards using mathematical calculations within physics lessons. Semantic differential for the sample of 230 primary and secondary school pupils was used in order to determine their attitudes towards this aspect and investigate the influence of grade and gender on the attitudes. The analysis of acquired data shows slightly negative learners´attitude to the mathematical calculations and some particular differences between grades and genders.

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Burns, Barbara, et Alison Hagerman. « Computer Experience, Self-Concept and Problem-Solving : The Effects of Logo on Children's Ideas of Themselves as Learners ». Journal of Educational Computing Research 5, n^o 2 (mai 1989) : 199–212. http://dx.doi.org/10.2190/ud5u-cbum-kq8g-nyjq.

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The effects of LOGO programming experiences on children's ideas of themselves as learners were examined. Two measures of children's ideas about themselves as learners, the Intellectual Achievement Responsibility (IAR) Scale and performance on an attention task after noncontingent success and failure feedback, were employed with third-grade children before and after four and a half months of LOGO computer programming experiences. The selection of these measures was based on previous work by Carol Dweck and her colleagues on achievement motivation. The control group received computer programming experience, which in contrast to LOGO, did not emphasize the decomposition of complex problems or the recognition of errors as a natural part of problem-solving. As predicted, the children who received LOGO experience showed significant increases on the IAR scale (i.e., increases in internal locus-of-control) and a differential pattern of responding after noncontingent success feedback as compared to the control group. No differences existed between the two groups on noncontingent failure feedback. Results support our proposal that particular qualities of LOGO can increase incremental or mastery-oriented thinking in young children.

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Yantol, Rahmi, Diplan Diplan et Nurul Hikmah Kartini. « Upaya Meningkatkan Hasil Belajar Ipa dengan Model Pembelajaran Scramble-Media Visual Peserta Didik Kelas IV SDN 4 Panarung Tahun Pelajaran 2017/2018 ». Jurnal Hadratul Madaniyah 5, n^o 1 (1 juin 2018) : 27–31. http://dx.doi.org/10.33084/jhm.v5i1.159.

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This study aims to: (1) describe the learning activities of grade 4 students of SDN 4 Panarung at the time of science teaching using Scramble-Visual media, (2) to know the learning outcomes of science students of grade IV SDN 4 Panarung by using the learning model Scramble-Visual media. The method and type of research used in this research is Classroom Action Research (PTK). The results showed that: (1) Students' learning activities in good category became better in science lesson using visual media assisted media scramble model in fourth grade of SDN 4 Panarung in academic year 2017/2018. Learners play an active role, motivated, cooperate with each other to improve the concentration and speed of thinking during the learning process in cycle I. The results of observers of teacher activity on the learning process conducted by observers I and observer II during the process of learning science (natural) the teacher activity is 3.61 with very good criteria and the average activity of learners is 3.55 with very good criteria. (2) There is an improvement of science learning outcomes of students of class IV in SDN 4 Panarung academic year 2017/2018 after using the model of learning scramble with visual media assisted. This shows the results of learning through the average score of the class on the initial test is 43 and the percentage of learning mastery learners classically 9.52% with the criteria not achieved. In the first cycle, the average score of the class is 70 and the percentage of students' learning completeness classically is 100%, from the predetermined criteria that is KKM is 65 and the criteria completeness 85% classically achieved category.

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Ramnarain, Umesh Dewnarain, et Tarisai Chanetsa. « An analysis of South African Grade 9 natural sciences textbooks for their representation of nature of science ». International Journal of Science Education 38, n^o 6 (12 avril 2016) : 922–33. http://dx.doi.org/10.1080/09500693.2016.1167985.

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Kaur, Sandeep, J. I. S. Khattar, Yadvinder Singh, D. P. Singh et A. S. Ahluwalia. « Extraction, purification and characterisation of Phycocyanin from Anabaena fertilissima PUPCCC 410.5 : as a natural and food grade stable pigment ». Journal of Applied Phycology 31, n^o 3 (10 janvier 2019) : 1685–96. http://dx.doi.org/10.1007/s10811-018-1722-9.

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Mapulanga, Thumah. « Investigating Factors Influencing Grade 9 and 12 Learner-Performance in Science – Views of School Administrators, Teachers, and Learners : The Case of Eastern Province, Zambia ». World Journal of Vocational Education and Training 1, n^o 1 (2019) : 20–30. http://dx.doi.org/10.18488/journal.119.2019.11.20.30.

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Cēdere, Dagnija, Inese Jurgena, Ineta Helmane, Inta Tiltiņa-Kapele et Gunita Praulīte. « COGNITIVE INTEREST : PROBLEMS AND SOLUTIONS IN THE ACQUISITION OF SCIENCE AND MATHEMATICS IN SCHOOLS OF LATVIA ». Journal of Baltic Science Education 14, n^o 4 (25 août 2015) : 424–34. http://dx.doi.org/10.33225/jbse/15.14.424.

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Cognitive interest is a vital learning motive for the successful learning process. Nowadays students’ interest about science and mathematics are decreasing. The aim of the study is to explore the cognitive interest of Grade 9 students in science and mathematics. Students were surveyed and it helped to explore the respondents’ cognitive activity and the cognitive interest regarding the understanding of causal relations, research activity and the solution of practical problems. The level of cognitive interests on the three level scales is average for the whole sample of respondents. The survey shows that students do not possess explicit cognitive activity; learning happens rather passively, without initiative; however, they have rather pronounced interest to explore and solve problems connected with the real life. Some implications for teachers on how to increase learners’ cognitive interest are provided in the conclusion. Key words: cognitive interest, learning process, science and mathematics.

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Bilbokaitė, Renata. « THE USE OF VISUALIZATION IN NATURAL SCIENCE EDUCATION PROCESS : THE METHODOLOGY FOR MEASURING INSTRUMENT ». GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, n^o 3 (5 décembre 2010) : 6–13. http://dx.doi.org/10.48127/gu-nse/10.7.06b.

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Researches in visualization area are very popular in education studies. There were found out that visualization is useful in education as stimulating tool for perception, atten-tion, memory and imagination processes. To explore this in reality, we need to have valid in-strument which could prove statistically valid data about visualization use in education. The author of this article did not find the questionnaire which could involve mentioned things. According to this, there were made several pilot researches and statistical counts that proved the quality of constructed instrument. The aim of this article is to prepare and to test instru-ment (the questionnaire) for 9-10 grade students’ opinion about visualization use fostering cognitive, learning processes and motivation in scientific, geography and mathematics les-sons. Results. To reach the aim there were done pilot and diagnostic researches. There were participated 209 students in pilot research and 2708 students in diagnostic research. Results of pilot research enclosed categories and subcategories, which were compared to categories that were found in analysis of literature. Also, there was found out students’ meta-language, words, that enclose scientific definitions or analogues. According to results, questions were transformed in language that was common to research population aiming to get answers that are representing reality in education environment. The instrument was prepared to measure object in science education, also, it was adapted to measure object in mathematics and geog-raphy. There was tested content validity asking experts to evaluate whether each questions belongs to appropriate category. The results of evaluation were high and this leads to conclu-sion that instrument is valid in content aspects. Also, there was tested internal validity of in-strument. Each scale of questionnaire has high Cronbach alfa coefficient and the whole instrument is also evaluated highly. The instrument is valid and it measures 9-10 grade stu-dents’ opinion about visualization use fostering cognitive, learning processes and motivation in scientific, geography and mathematics lessons. Key words: visualization, use, scientific disciplines, questionnaire.

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Malinga, Cynthia B., et Loyiso C. Jita. « Step children of the science department ? The neglect of the Grade 8 and 9 natural sciences teachers in South African secondary schools ». Educational Management Administration & ; Leadership 48, n^o 2 (24 juillet 2018) : 231–47. http://dx.doi.org/10.1177/1741143218788576.

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To date, little research has been conducted on subject leadership by primary and/or junior secondary school heads of department (HODs). Unlike their senior secondary school counterparts, South African science HODs have the more complex task of leading in the multidisciplinary context of natural sciences (NS 1 ). Such leadership comes in addition to the complications of role ambiguity, limited time and authority that are inherent in the HOD position. Using interviews and 360° multi-rater by four teachers and subject meeting observations, data were transcribed and categorised into themes that describe the instructional leadership practices of three NS HODs in South Africa. This paper is part of a more comprehensive PhD study. It suggests that providing leadership for NS teaching is more complex in practice than has been reported to date. In the context of increasing focus on accountability and national testing, the unintended consequence has been the neglect of the junior secondary NS teachers by the HODs. Furthermore, the data suggest that the HODs tend to limit their attention to areas of their own specialisation. The paper concludes with a conceptual framework that provides guidance for improving instructional leadership by the HODs in such multidisciplinary contexts, especially for the junior secondary school levels. It also recommends the restructuring of the conglomerate departments to make them more effective.

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McPherson, Gary E., et Susan A. O'Neill. « Students’ motivation to study music as compared to other school subjects : A comparison of eight countries ». Research Studies in Music Education 32, n^o 2 (décembre 2010) : 101–37. http://dx.doi.org/10.1177/1321103x10384202.

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This study draws on an expectancy-value theoretical framework to examine the motivation (competence beliefs, values and task difficulty) of 24,143 students (11,909 females and 10,066 males, aged 9 to 21 years) from eight countries (Brazil n = 1848; China n = 3049; Finland n = 1654; Hong Kong n = 6179; Israel n = 2257; Korea n = 2671; Mexico n = 3613; USA n = 3072). Music was studied in comparison to five other school subjects (art, mother tongue, physical education, mathematics, science) across three school grade levels that included the key transition from elementary to secondary school. Results indicated that music as a school subject was valued less and received lower task difficulty ratings than other school subjects with the exception of art. Students reported higher competence beliefs for physical education and mother tongue compared to music and lower competence beliefs for mathematics and art. There was an overall decline in students’ competence beliefs and values across the school grade levels for all countries except Brazil. Females reported higher competence beliefs and values and lower task difficulty ratings for music, art and mother tongue than males. Males reported higher competence beliefs and lower task difficulty ratings for physical education and mathematics. There were no gender differences for values in mathematics. Music learners reported higher competence beliefs and values and lower task difficulty across school subjects than non-music learners. Secondary analyses were used to further explore differences within each of the eight countries. Findings suggest that once students have experienced learning to play an instrument or voice, they become more motivated towards other school subjects. Implications of the findings suggest that advocacy aimed at increasing the values that students attach to music as a school subject may encourage more students to become music learners across a wide range of countries.

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Zulherman*, Zulherman, Gufron Amirulloh, Ariyadi Purnomo, Galih Baskoro Aji et Supriansyah Supriansyah. « Development of Android-Based Millealab Virtual Reality Media in Natural Science Learning ». Jurnal Pendidikan Sains Indonesia 9, n^o 1 (16 janvier 2021) : 1–10. http://dx.doi.org/10.24815/jpsi.v9i1.18218.

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Basically, media is something that cannot be separated from the learning component. The use of unattractive and varied media can make students bored and bored when the learning process takes place. This research was conducted with the aim of developing or producing a learning media product based on the use of virtual reality technology. The method used in this research is the research and development (RD) method. This media development focuses on learning Natural Sciences for grade V Elementary Schools. The initial stage of this research is by validating media experts and material experts. Then test the feasibility of media products to the teacher before testing the product to students. The results of the validation by media experts and material experts obtained criteria strongly agree with the results of validation by media experts by 85% and material experts by 92%. Then the media feasibility test conducted by the teacher obtained 89% results with the criteria strongly agree. The feasibility of media products for use by students was carried out through product trials at SDS Muhammadiyah 9 Jakarta with a total of 21 students. The results obtained show a percentage of 86% with very agree criteria.

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Steele, Jennifer L., Robert O. Slater, Gema Zamarro, Trey Miller, Jennifer Li, Susan Burkhauser et Michael Bacon. « Effects of Dual-Language Immersion Programs on Student Achievement ». American Educational Research Journal 54, n^o 1_suppl (avril 2017) : 282S—306S. http://dx.doi.org/10.3102/0002831216634463.

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Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students’ test scores in reading, mathematics, and science and on English learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13% to 22% of a standard deviation, reflecting 7 to 9 months of learning. We find little benefit in terms of mathematics and science performance but also no detriment. By sixth and seventh grade, lottery winners’ probabilities of remaining classified as EL are 3 to 4 percentage points lower than those of their counterparts. This effect is stronger for ELs whose native language matches the partner language.

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Morinaj, Julia, Andreas Hadjar et Tina Hascher. « School alienation and academic achievement in Switzerland and Luxembourg : a longitudinal perspective ». Social Psychology of Education 23, n^o 2 (20 décembre 2019) : 279–314. http://dx.doi.org/10.1007/s11218-019-09540-3.

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AbstractEarly adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171–188, 2018. 10.1080/00131881.2018.1443021), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc 8:179–189, 2005; Reinke and Herman in Psychol Schools 39:549–559, 2002). This study investigates the longitudinal relationship between school alienation domains, namely alienation from learning, from teachers, and from classmates, and academic achievement among secondary school students of grade 7 to grade 9 in Switzerland and Luxembourg. Data were collected from 403 students in the Swiss canton of Bern and 387 students in Luxembourg who participated in three waves of the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Cross-lagged modeling was applied to examine the correlations between school alienation domains and academic achievement at each of the three time points, the temporal stability of school alienation domains and academic achievement, and their cross-lagged effects across time, controlling for students’ gender, school track, parental occupational status, and migration background. Results show that the pattern of relationships is defined by the school alienation domain and the cultural context, pointing to the complex interplay between the multidimensional construct of school alienation and academic outcomes of secondary school students.

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Sabila, Husna, Yulilina Retno Dewahrani et Mieke Miarsyah. « THE EFFECT OF BIOLOGY IN CONTEXT LEARNING ON STUDENT COGNITIVE LEARNING OUTCOME ». LENSA (Lentera Sains) : Jurnal Pendidikan IPA 9, n^o 1 (25 mai 2019) : 13–21. http://dx.doi.org/10.24929/lensa.v1i1.53.

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Natural Science Education aims to help learners to be able to understand the natural surroundings include process, facts and principles that exist in nature. One of the aspects that support the success of understanding science and the process of learning science is the application of science literacy. The study was aimed to determine the effect of Biology in Context learning on cognitive learning outcome of junior high school student grade VIII in science subject. The research was conducted in Bekasi State Junior High School 2 at the first semester of the 2018/2019. The sampling technique used purposive sampling with a total sample 72 students obtained through the calculation of Slovin formula. The method used is the experimental method, non equivalent control group design. Data collection is done with the instruments of students cognitive learning outcomes. The analysis prerequisite test used is the normality test using Kolmogorov-Smirnov and the homogeneity test using Levene test. Hypothesis tested with the t test and the normalized gain value test. Based on the results of hypothesis test, there is the influence of Biology in context learning on the student cognitive learning outcome. Biology in context learning can improve student cognitive learning outcomes better than guided inquiry learning, which is equal to 66.4% or 0.45 in the calculation using normalized gain.

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Mouton, N., G. P. Louw et G. L. Strydom. « A Historical Analysis Of The Post-Apartheid Dispensation Education In South Africa (1994-2011) ». International Business & ; Economics Research Journal (IBER) 11, n^o 11 (26 octobre 2012) : 1211. http://dx.doi.org/10.19030/iber.v11i11.7369.

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The period 1994-2011 introduced a new historical era for school education in South Africa. Outcomes-based Education (OBE) was introduced and was controversial from the outset for educators and policymakers alike. The reason given for the implementation of OBE was to move away from the apartheid curriculum and to address skills, knowledge and values. However, there were various shortcomings and many implementation problems that had to be addressed. Educators perceived the OBE approach to education as so problematic that it has now, finally, had to be scrapped. At this stage, the National Senior Certificate (NSC) is the exit point for school leavers and serves as a benchmark for tertiary education. Standardization is the tool used to make adjustments to Grade 12 results to correct fluctuations in performance that are the results of factors within the examination processes rather than the knowledge and abilities of candidates but this has a direct impact on the results of candidates. International benchmarking tests (e.g. TIMSS) have been introduced at the end of Grades 3, 6, and 9 to test the competency of learners in Mathematics and Science. Compared to other participating countries, the outcome for South African learners was exceedingly poor and this is seen as a reason for serious concern.

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Hidayat, Muhammad Amir et Herliani. « PENGEMBANGAN BAHAN AJAR BERBASIS PROBLEM BASED LEARNIG (PBL) MATA PELAJARAN IPA PADA TEMA LINGKUNGAN SAHABAT KITA SISWA KELAS V SEKOLAH DASAR ». PENDAS MAHAKAM : Jurnal Pendidikan Dasar 5, n^o 2 (31 décembre 2020) : 106–11. http://dx.doi.org/10.24903/pm.v5i2.646.

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Every education should experience a new innovation designed to teach special skills, beliefs and concepts to become better. The 2013 curriculum emphasizes performance assessments to determine the achievement of student competencies that include knowledge, skills and attitudes, the focus of educational assessments is the successful learning of learners to achieve the competencies defined in this case teachers can enrich ideas and ideas to help optimize student thinking skills. IPA Learning provides students to develop curiosity, knowledge, improve process skills, and awareness to appreciate the nature of God's creation and preserve the surrounding natural environment as well as the basis for continuing to a higher level of education.The main objective of Problem Based Learning (PBL) is the ability to think critical and problem solving skills while developing learners ' ability to actively build their own knowledge. The PBL is also intended to develop the independence of learning and the social skills of learners that are formed when they work to identify relevant information, strategies, and learning resources to resolve problems. The research method used is research and Development to produce a specific product, and to test the effectiveness of the product. Research and Development aims to improve the quality of education and develop and validate the outcomes of education. The study obtained pre-test and post-test value data which will be carried out by the process of data processing using SPSS 2.4 i.e. the T test in pairs (Paired-Samples T Test) wasobtained that the average value of Pre-Test 68.4 and the average Post-Test value of 87.8. Number of 15 students. Deviation Freedom 14 value sig. 2 tailled 0.000 with a degree of confidence 95%. Where the lowest grade pre-test students are 60 and the highest 75 while the lowest post-test students are 85 andthe highest 93. Based on the results it shows that the grades of students increased by 19.4% or 291 points. It can be said that the PBL model SCIENCE subject reference book developed can improve student learning outcomes.

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Zuze, Tia Linda, et Andrea Juan. « School leadership and local learning contexts in South Africa ». Educational Management Administration & ; Leadership 48, n^o 3 (27 novembre 2018) : 459–77. http://dx.doi.org/10.1177/1741143218814006.

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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent different aspects of school leadership, this article examines whether the type of leadership and management practices depend on the school setting and whether better school leadership and management supports academic achievement. The analysis revealed distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies. Potential policy responses are discussed.

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Gómez-Ramos, José Luis, et Laura Lozano-Barrios. « Content and language integrated learning through wall display ». Escuela Abierta, n^o 23 (15 décembre 2020) : 29–46. http://dx.doi.org/10.29257/ea23.2020.03.

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Since the learning of curricular content via foreign languages (L2) might be demotivating to non-Anglo-Saxon pupils, this study aims at researching and digging on the motivational differences displayed by students towards the Natural Science subject taught in English at a Spanish bilingual school. Yet having stated the problem of motivation under investigation, the central hypothesis relies on the idea that certain content and language integrated learning (CLIL) techniques –Wall Display– would slightly increase motivation in students, as well as better attitude towards the subject matter. The sample size of research is formed by 43 second-grade bilingual primary students, where half of the participants receive training and the other half do not. The research design is quasi-experimental, and an adapted questionnaire on motivation is implemented as a pretest and postest instrument for data-gathering and outcomes. Concerning the reporting of findings, the statistical significance levels remain similar in the pretests (> .05) and dissimilar after program implementation (< .05), benefiting the trained group. Thus, because of its visual, manipulative, and distinct dynamic, the stated conclusion is that displaying increases learners’ motivation towards subject matter instructed in L2.

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Krasaekoopt, Wunwisa, et Ampapan Jongyin. « Microencapsulation of natural vanilla (Vanilla planifolia) extract in β-cyclodextrin by using kneading method ». British Food Journal 119, n^o 10 (2 octobre 2017) : 2240–52. http://dx.doi.org/10.1108/bfj-10-2016-0510.

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Purpose The purpose of this paper is to encapsulate vanilla extract by using inclusion complex of ß-cyclodextrin and also to investigate the qualities of the encapsulated powder in terms of vanillin content, moisture content, and stability under accelerated condition. Design/methodology/approach A randomized block and factorial 3×3 experimental designs with three replications were used for the studies of solvent extraction, microencapsulation of natural vanilla extract and stability of microencapsulated vanilla powder. Findings Ethanol concentration and ratio of vanilla to ethanol had positive effects on vanillin content. The extraction with 55 percent ethanol and the ratio of vanilla pods to ethanol as 1:4 provided the highest vanillin content of 341.23 mg/100 mL of the extract. The amount of vanilla extract and kneading time gave significant (p<0.05) effect on the microencapsulation efficiency (ME). The greatest ME found was 94.50 percent when 9 percent vanilla extract and 10 min of kneading time were used. The interaction of temperature and water activity gave significant effect on the second-order kinetic reaction of encapsulated vanilla powder (p<0.05).The most suitable condition of storage was 35°C with aw of 0.64, providing the kinetic constant (k) of 0.0024, and correlation coefficient (R2) of 0.92 with thalf-life of 4.54 weeks. Originality/value This study provides the most suitable condition for natural vanilla extraction and microencapsulation as well as storage stability for natural vanilla powder production using the third grade vanilla pods grown at Royal Project, Khun Wang Center, Chiang Mai, Thailand.

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Massam, Winston Edward. « Relationship between Personality Trait Introversion-Extroversion and Academic Achievement in Science Subjects among Secondary School Students in Tanzania ». International Journal of Learning and Development 11, n^o 3 (4 septembre 2021) : 17. http://dx.doi.org/10.5296/ijld.v11i3.18779.

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While extrovert individuals tend to obtain their energy from other people, and they love talk, they interact, participate, lead, and socialize, introvert individuals direct their energy and attention inward and reflect on their own thoughts, memories, and feelings. Based on the introversion-extroversion personality characteristics, the present study sought to determine who performs better in science subjects between introverts and extroverts, and demonstrate these relationships by gender. The assumption was that while science classrooms require a great deal of interaction among the learners, these contrasting dimensions of personality trait could be reflected in classrooms and bear some implications on students’ learning and achievement. We employed a modified Eysenck Personality Questionnaire (EPQ) to identify students’ personality (N=345) along introversion-extroversion scale and correlated these with their academic performance obtained from their National Form Two (Grade 9) Exam which is considered of high quality and standard. A comparison within sex revealed that introvert girls performed significantly better than extrovert girls whereas extrovert boys performed significantly better than introvert boys. When a comparison was made between sexes, it was revealed that extrovert boys had significantly higher grades compared to extrovert girls while introvert girls had significantly higher grades compared to introvert boys. Overall then, the study revealed a statistically significant correspondence of higher grades with introvert girls and extrovert boys, and lower grades with extrovert girls and introvert boys. The study implications and suggestions are made to inform instruction, guidance, and intervention.

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Mantoviana, Tiffany, Azwir Anhar, Zulyusri Zulyusri et Ristiono Ristiono. « The Analysis Scientific Attitudes in the Implementation of Science-Biology Learning Practicum for Class VIII Students in SMPN 34 Padang ». Bioeducation Journal 4, n^o 1 (30 juin 2020) : 38–46. http://dx.doi.org/10.24036/bioedu.v4i1.244.

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Scientific attitude is a collection of several important aspects that describe the interaction of each student. This study aims to study the quality of scientific attitudes carried out by students when carrying out practical learning in Natural Sciences-Biology Class VIII SMPN 34 Padang. The aspects of scientific thought discussed include: 1) curiosity, 2) respect for data, 3) critical thinking, 4) discovery and creativity, 5) open thinking and working together, 6) perseverance, and 7) sensitive to Surrounding environment. This type of research is a descriptive study, with a total of 280 students and a sample of 108 students consisting of 9 classes. Sampling using Proportional Cluster Random Sampling technique by taking ± 40% of the total population. Data collection using questionnaires and observation sheets. Data analysis was performed quantitatively with the percentage analysis method. From this study obtained research on scientific quality assessment on every aspect of the aspect curiosity has good criteria, aspects of respect for data that have adequate criteria, critical aspects of thinking have sufficient criteria, aspects of discovery and considerations that have good quality, aspects of open thinking and working together have good criteria, perseverance aspects have good criteria, and aspects that are sensitive to the environment have criteria. So, the quality of scientific thinking of students in the implementation of science-biology learners.

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Belviyani, Jenny, et Lisa Utami. « PENGARUH PENERAPAN PENDIDIKAN KARAKTER MELALUI STRATEGI INKUIRI TERBIMBING PADA MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT ». JURNAL EKSAKTA PENDIDIKAN (JEP) 1, n^o 2 (8 décembre 2017) : 88. http://dx.doi.org/10.24036/jep.v1i2.54.

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This research was a quasi-experiment instigated by the low of student character building. This research aimed at knowing the effect of implementing character building through guided inquiry strategy on electrolyte and non-electrolyte solution material at state senior high school 9 pekanbaru that characters studied were honesty, responsibility, cooperation, discipline, and curiosity. Purposive sampling was used in this research, and there were two classes of samples selected that the tenth grade of Natural Science 4 was as the experimental group taught by implementing Character Building through Guided Inquiry strategy and Natural Science 3 was as the control group taught by using discussion, question and answer methods. This research was conducted for three meetings. Documentation and observation were the techniques of collecting the data. T-test was used to know the research findings of student communication skill. Final data processing results showed that tobserved was 2.19 and ttable was 1.99, and it revealed that tobserved was higher than ttable. Ho was rejected and Ha was accepted. There was an effect of implementing Character Building through Guided Inquiry strategy on Electrolyte and Non-Electrolyte Solution material at State Senior High School 9 Pekanbaru, and its coefficient effect was 5.86%.

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Wijaya, Mujiman Hendri, Suratno Suratno et Aminuddin HP. « PENGEMBANGAN TES DIAGNOSTIK MATA PELAJARAN IPA SMP ». Jurnal Penelitian dan Evaluasi Pendidikan 17, n^o 1 (5 juin 2013) : 19–36. http://dx.doi.org/10.21831/pep.v17i1.1359.

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Penelitian ini bertujuan mengembangkan tes diagnostik pada materi mata pelajaran IPA SMP. Tahapan penelitian meliputi penyusunan tes dan penentuan penggunaan acuan kriteria atau norma, serta analisis validitas dan reliabilitas. Penyusunan tes me-liputi (1) penentuan tujuan; (2) penyusunan kisi-kisi; (3) penulisan butir soal; (4) telaah soal diikuti revisi; (5) uji coba soal; (6) analisis dan interpretasi; (7) perakitan soal; (8) implementasi/uji coba. Ber-dasarkan kriteria validitas isi dan konstruk diperolah 29 butir soal yang baik, dengan indeks reliabilitas sebesar 0,814. Distribusi capaian hasil belajar menunjukkan bahwa sebanyak 14,67% siswa mendapat skor penguasaan di atas 65%, dan 85,33% siswa mem-peroleh skor penguasaan di bawah 65%. Lebih rinci capaian hasil belajar pada dimensi pengetahuan faktual 53,87%; konseptual 51,40%; prosedural 49,87%; metakognitif 49,80%; dengan rata-rata 51,23%. Jika acuan batas pencapaian 65% maka penguasaan siswa masih berada di bawah batas pencapaian minimal dan mengalami kesulitan belajar.Kata kunci: tes diagnostik, IPA SMP, dimensi pengetahuan______________________________________________________________ DEVELOPING DIAGNOSTIC TESTS FOR THE NATURAL SCIENCE SUBJECT IN JUNIOR HIGH SCHOOLAbstract This study aims to develop a diagnostic test on the natural science subject in junior high school. The stages of the study include the preparation of the test and the determination of the use of reference criteria or norms, as well as the validity and reliability analysis. Preparation of the test includes: (1) setting goals, (2) the preparing the blue print test, (3) writing about the items, (4) analyzing and revising the test (5) trying out the test, (6) analyzing and interpreting the test, (7) assembling the problem, (8) imple-menting or testing. Based on the criteria of content and constructs validity 29 items were obtained, with a reliability index of 0.814. Distribution achievement of learning outcomes shows that 14.67% of students got mastery over 65%, and 85.33% of students got mastery below 65%. In more details, the learners’ achievement of factual knowledge was: 53.87%; conceptual: 51.40%; procedural: 49.87%; metacognitive: 49.80%, with average: 51.23%. If the passing grade for achievement is 65%; then students’ mastery is still below the minimum achievement and they have learning difficulties.Keywords: diagnostic tests, science subject, dimensions of knowledge

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du Plessis, André. « WIKIS AND POWERPOINT AS COGNITIVE DEVELOPMENT TOOLS IN SCIENTIFIC LITERACY : A PROPOSED HEURISTIC ». Problems of Education in the 21st Century 57, n^o 1 (25 décembre 2013) : 25–47. http://dx.doi.org/10.33225/pec/13.57.25.

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The overall performances in the Trends in International Mathematics and Science Study (TIMMS) and Progress in International Reading Literacy Study (PIRLS) of South African learners have been dismal to say the least and the Annual National Assessment test results of grade 3, 6 and 9 learners related to general literacy and mathematics have left a lot to be desired. Clearly this suggests that something has to be done to address this. At the same time, South African education is still suffering as a result of the legacy of apartheid and the great majority of schools are lacking basic resources such as libraries, infrastructure and Information and Communication Technology (ICT) resources, including internet connectivity. General learner literacy and ICT literacy development and usage for learning are high on the government’s agenda, as is scientific literacy. However, there seems to be a dearth of ‘how to’ implement ICT related activities to develop reading, talking, listening and writing within a science classroom learning context with special reference to promoting scientific literacy in its fundamental sense. The theoretical and practical outline that follows attempts to assist filling the void related to the above by introducing an ICT based scientific literacy heuristic that is infused by the ICT based ‘Extended Cyberhunt Approach’ of Du Plessis (2010) and Du Plessis and Webb (2011, 2012, in press) and the off-line Scientific Literacy model of Webb and Villanueva (2008); Webb and Mayaba (2010) and Webb (2010). The focus of the heuristic is to develop scientific reading, talking, listening and writing, as well as to establish a different classroom learning space and experience. In addition, it adds emphasis on on-going feedback from the teacher to the learners as well as focusing on reflection and journal writing to inform teacher planning and subsequent interactions in the science classroom. The additional potential of the heuristic is not only that it offers ICT literacy skills development and the development of skills within a curriculum related science context, but also that ICT skills can be developed even without internet connectivity through using Microsoft Word and/or PowerPoint for writing development and presentation or adding Web 2.0 tools such as a Wiki to complement Microsoft Word and/or PowerPoint if connectivity is available. Research suggests that various skills such as planning, searching and researching, presentation, assessment as well as various cognitive skills can be developed when ICT is used as a cognitive tool in a ‘Learning-as-Design’ context, i.e. when learners (students) become the designers and composers of artefacts related to topics that are curriculum based. This paper also then forms the base for an intervention in two primary schools in the Eastern Cape Province in South Africa that has received ICT resources for the first time ever, including internet connectivity, in September 2013. Hence, the anticipated research within these two schools will explore whether this heuristic has the potential to assist with and improve scientific reading, talking, listening and writing, as well as whether this approach improves motivation and interest related to science learning and ICT literacy development, including the potential to develop planning, searching and researching, presentation, assessment as well as various associated cognitive skills. Key words: cognitive tools, heuristic, ICT, PowerPoint, Internet, scientific literacy.

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Heeg, Julian, Sarah Hundertmark et Sascha Schanze. « The interplay between individual reflection and collaborative learning – seven essential features for designing fruitful classroom practices that develop students’ individual conceptions ». Chemistry Education Research and Practice 21, n^o 3 (2020) : 765–88. http://dx.doi.org/10.1039/c9rp00175a.

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Teaching and learning chemistry or science, in general, could be described as building upon learners' existing conceptions. In order to support individual conceptual development, teachers should create opportunities for students to become aware of their thoughts. As this is very demanding in chemistry classroom practice with twenty-five or more individuals, pedagogical approaches and instructional support are needed. We argue for a collaborative learning practice that focuses on sharing and discussing individual conceptions on a chemistry-based phenomenon to build up a joint conceptual understanding. We state seven essential features for integrating this collaborative pedagogy successfully in classroom practice: (1) Becoming aware of one's own conceptions; (2) externalizing individual ideas; (3) initiating comparable situation models; (4) ensuring active involvement of all; (5) offering each learner opportunities to reflect on each other's conceptual understanding; (6) integrating decision-making processes; (7) offering the teacher measures to monitor the learning process. This paper is structured in three parts. Part I gives theoretical evidence to these essential features. Part II introduces the peer-interaction-method (PIM) as one of the possible collaborative learning approaches. The PIM is a pre-structured two-step collaborative learning method with instructional measures to meet the seven features. Part III reports a study with 136 students (grade 8 and 9), learning with the PIM in the context of combustion. The results give evidence to the features as being promising to foster individuals’ conceptual development in science learning. The paper concludes with a discussion, limitations and an outlook for further studies and pedagogies in the context of developing conceptual understanding in collaborative settings.

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Sukariasih, Luh, I. Gede Purwana Edi Saputra, Fahrudi Ahwan Ikhsan, Andri Estining Sejati et Khaerun Nisa. « IMPROVING THE LEARNING OUTCOMES OF KNOWLEDGE AND INQUIRY SKILL DOMAIN ON THIRD GRADE STUDENTS OF SMP NEGERI 14 KENDARI THROUGH THE GUIDED INQUIRY LEARNING MODEL ASSISTED BY SCIENCE KIT ». Geosfera Indonesia 4, n^o 2 (23 août 2019) : 175. http://dx.doi.org/10.19184/geosi.v4i2.10097.

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The study aims to improve the learning outcomes in the field of knowledge and inquiry skill in class VIII 5 SMP Negeri 14 Kendari on the subject matter of light in atmosphere as the effect of applying the guided inquiry learning model assisted by science KIT. The method of the study used a classroom action research with research design is cycle model. The research subject is the students of class VIII 5 SMP Negeri 14 Kendari in the academic year 2016/2017 which consist of 26 students. The learning data achievements of the learners' realm were obtained through the learning result test (cycle test), the skill data of the learners were obtained through the inquiry sheet, and then was analyzed used the descriptive statistics. Results of data analysis are: 1) learning outcomes increased from 60,31 in cycle I to 75 in cycle II; 2) the students group inquiry skill increased form average value 2.68 (enough category) in the cycle I to 3.15 (good category) in cycle II; 3) the students mastery learning percentage increase from 42.31% (11 students) in cycle I to 77% (20 students) in cycle II. It could be concluded that the implementation of guided inquiry learning model assisted by science KIT could improve the learning outcomes of knowledge and inquiry skill domain on Class VIII 5 SMP Negeri 14 Kendari in the subject matter of light in atmosphere. Keywords: guided inquiry, inquiry skills, learning outcomes,science KIT. References Ahmadi, L. (2015). Pemanfaatan Alat KIT pada Pembelajaran.Gorontalo: Universitas Negeri Gorontalo. Aksa, F.I., Utaya, S., & Bachri, S. (2019). Geografi dalam Perspektif Filsafat Ilmu. Majalah Geografi Indonesia,33(1), 43-37. Amaliana, I. (2017). Teacher-centered or Student-centered Learning Approach to Promote Learning?. Jurnal Sosial Humaniora, 10(2), 59-70. Anderson, L.W., & Krathwohl, D.R. (2015). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen Revisi Taksonomi Pendidikan Bloom (A. Priantoro, Trans.). Yogyakarta: Pustaka Pelajar. Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Depdiknas. (2004). Kurikulum Mata PelajaranSains SMP danMTs.Jakarta: Depdiknas. Greenwald, R.R.,&Quitadamo, I.J. (2014). A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course. The Journal of Undergraduate Neuroscience Education, 12(2), 100-106. Hardianti, T., & Kuswanto, H. (2017). Difference among Levels of Inquiry: Process Skills Improvement at Senior High School in Indonesia. International Journal of Instruction, 10(2), 119-130. Hidayati, D.N., Amaluddin, L.O., & Surdin. (2016). The Effect Guided Inquiry to Critical Thinking Ability to Build Student Character in Geography Subject. Social Science, Education and Humanities Research,9(1), 367-371. Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2015). Guided Inquiry: Learning In The 21st Century(2nd ed.). California: Libraries Unlimeted. Mulyana, S., Rusdi, & Vivanti, D. (2018). The Effect of Guided Inquiry Learning Model and Scientific Performance on Student Learning Outcome. Indonesian Journal of Science and Education, 2(1), 105-109. Niana, R., Sarwanto, & Ekawati, E.Y. (2016). The Application of Guided Inquiry Model on Physic Learning to Improve Scientific Attitude and Students Analysis Ability. Proceedings of the 2nd International Conference on Teacher Training and Education Sebelas Maret University,2(1), 605-615. Piaget, J. (1970). Science of Education and the Psychology of The Child. New York: Wiley. Putra, M.I.S., Widodo, W., & Jatmiko, B. (2016). The Development of Guided Inquiry Science Learning Materials to Improve Science Literacy Skill of Prospective MI Teachers.JPII, 5(1), 83-93. Riduwan. (2015). Dasar-Dasar Statistika. Bandung: Tarsito. Sanjaya, W. (2014). Strategi Pembelajaran. Jakarta: Kencana Prenada Media Group. Sapriya. (2014). Pendidikan IPS. Bandung: RemajaRosdaKarya. Sarwi, S.,& Prayitno, W.W. (2016). Implementation of Guided Inquiry Physics Instruction to Increase An Understanding Concept and to Develop The Students Character Conservation. JurnalPendidikanFisika Indonesia,12(1), 1-7. Sitorus, H.H., Hasruddin, & Edi, S. (2017). The Influence of Inquiry Learning Model on Student’s Scientific Attitudes in Ecosystem Topic at MTs. Daarul Hikmah Sei Alim (Islamic Junior High School) Asahan. International Journal of Humanities Social Sciences and Education (IJHSSE), 4(11), 170-175. Sohibun. (2014). Penerapan Strategi Belajar Dengar Lihat Kerjakan (Delikan) Berbasis Laboratorium Mini terhadap Ketrampilan Proses Sains (KPS) Siswa SMA Kelas X MIA. Jurnal Imliah Edu Research, 3(1), 53-67. Sudjana, N. (2014). Penelitian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya. Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta. Tim Direktorat Pembinaan SMP. (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Menengah Pertama. Jakarta: Kementerian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Dasar dan Menengah Direktorat Pembinaan Sekolah Menengah Pertama. Wardani, S., Nurhayati, S., & Safitri, A. (2015). The Effectiveness of the Guided Inquiry Learning Module towards Students’ Character and Concept Understanding. International Journal of Science and Research (IJSR), 5(6), 1589-1594. Yewang, M.U.K., Degeng, I.N.S., Setyosari, P., & Sulton. (2016). The Effect of Guided Inquiry Learning Method VS Free Inquiry Against Learning Outcomes. International Conference on EducationUM, 561-568. Zaini, M. (2016). Guided Inquiry Based Learning on the Concept of Ecosystem Toward Learning Outcomes and Critical Thinking Skills of High School Student. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(6), 50-55. Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

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Ali, Muhammad Ashar, Muhammad Yasir Anwar, Sobia Aamir, Saad Ur Rahman, Richi Kashyap, Sana Irfan Khan, Usman Ali Akbar et al. « Anti-Thymocyte Globulin (ATG) for Prophylaxis of Severe Graft Vs. Host Disease after Hematopoietic Stem Cell Transplant : A Systematic Review and Meta-Analysis ». Blood 136, Supplement 1 (5 novembre 2020) : 35–36. http://dx.doi.org/10.1182/blood-2020-135950.

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Introduction: Hematopoietic stem cell transplantation (HSCT) is used for the treatment of multiple hematologic diseases. The donor cells kill the host malignant cells, but unfortunately, the immune response can cause graft vs. host disease (GvHD). Anti-thymocyte globulin (ATG) is an antibody derived from rabbits or horses. It targets antigens expressed on T-cells, B-cells, macrophages, natural killer cells, and dendritic cells, and used for the prevention of GvHD. We conducted a meta-analysis to assess the efficacy of ATG in preventing high-grade GvHD after hematopoietic stem cell transplant. Methods: A search was performed on PubMed, Cochrane, Embase, and Web of Science. We used the following mesh terms and Emtree terms, "antilymphocyte globulin" OR "antithymocyte globulin" AND "graft vs. host disease" from the inception of literature till 06/01/2020. We screened 5767 articles and included 10 randomized clinical trials (N=1,227) and 31 observational studies (N=14,895) in this meta-analysis. We extracted data for severe acute GvHD (grade III-IV or grade II-IV) and severe chronic GvHD (an extensive disease by Seattle criteria or moderate to severe disease according to NIH criteria). We excluded case reports, case series, preclinical trials, single-arm studies, review articles, meta-analysis, and controlled studies not providing any information about high-grade GvHD. We used the R programming language (version 4.0.2) to conduct a meta-analysis. Results: In 41 included studies (N=16,122), the median age was ≥40 years in 22 studies (N=12,099), ≤40 years in 16 studies (N=3536), and ≤18 years in 3 studies (N=487). 2986 patients had at least one HLA allele mismatch. Out of 41 studies, data for high-grade acute GvHD was available in 40 studies (N=16,047), and data for high-grade chronic GvHD was available in 33 studies (N=14,206), see Figure 1, 2. For high-grade acute GvHD, risk ratio (RR) was 0.68 (I2=24%, 95% CI=0.61-0.75) in favor of the use of ATG vs. no use of ATG in the prophylaxis of GvHD with HSCT. In 9 RCTs (N=1,152), RR was 0.59 (I2=38%, CI=0.42-0.82) in favor of ATG use. High-grade acute GvHD significantly improved in all subgroups, i-e., peripheral blood (PB) /bone marrow (BM) HSCT from related donors (RR=0.73; 95% CI=0.61-0.88), PB/BM transplant from unrelated donors (RR=0.62; CI=0.52-0.72) and umbilical cord blood (UC) HSCT (RR=0.61; CI=0.43-0.88). For high-grade chronic GvHD, RR was 0.47 (I2=49%, 95% CI=0.40-0.55) in favor of the use of ATG vs. no use of ATG in the prophylaxis of GvHD with HSCT. In 6 RCTs (N=714), RR was 0.40 (I2=58%, 95% CI=0.27-0.61) in favor of ATG use. High-grade chronic GvHD significantly improved with the use of ATG in both related donors (RR=0.44; 95% CI=0.34-0.58) and unrelated donors (RR=0.46; 95% CI=0.38-0.55) subgroups for BM / PB HSCT. However, there was no significant improvement in the risk of high-grade chronic GvHD with the use of ATG with cord blood HSCT (RR=0.98; 95% CI=0.73-1.31). Conclusion: ATG is effective in the prophylaxis of severe acute GvHD irrespective of donor relationship or type of HSCT. ATG is also effective in the prophylaxis of severe chronic GvHD with bone marrow or peripheral blood HSCT except for cord blood HSCT. Additional multicenter randomized double-blinded clinical trials are needed to confirm these results. Disclosures Anwer: Incyte, Seattle Genetics, Acetylon Pharmaceuticals, AbbVie Pharma, Astellas Pharma, Celegene, Millennium Pharmaceuticals.: Honoraria, Research Funding, Speakers Bureau.

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Chen, Lijuan, Jie Xu, Weijun Fu, Shiwei Jin, Shuangshuang Yang, Sun Yan, Wen Wu et al. « Updated Phase 1 Results of a First-in-Human Open-Label Study of Lcar-B38M, a Structurally Differentiated Chimeric Antigen Receptor T (CAR-T) Cell Therapy Targeting B-Cell Maturation Antigen (Bcma) ». Blood 134, Supplement_1 (13 novembre 2019) : 1858. http://dx.doi.org/10.1182/blood-2019-130008.

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Background: LCAR-B38M is a structurally differentiated CAR-T cell therapy containing 2 BCMA-targeting single-domain antibodies designed to confer avidity. LEGEND-2 (NCT03090659) is an exploratory study using LCAR-B38M CAR-T cells for the treatment of patients (pts) with relapsed or refractory (R/R) multiple myeloma (MM). Key eligibility criteria included R/R MM ³3 prior lines of therapy. Earlier results from LEGEND-2 showed encouraging overall efficacy and manageable safety (N=74). Here, we present updated results of LCAR-B38M in 17 R/R MM pts published in PNAS (Xu J et al. Proc Natl Acad Sci USA. 2019;116:9543-9551), with a median follow-up of 22 months, from 3 sites: Jiangsu Provincial People's Hospital, Nanjing (JS); Ruijin Hospital, Shanghai (RJ); and Changzheng Hospital, Shanghai (CZ). Methods: Different sites adopted different lymphodepletion and dosing regimens. Eight pts (age, 18-75 years) with R/R MM received a lymphodepletion regimen of cyclophosphamide (Cy) 250 mg/m2 + fludarabine (Flu) 25 mg/m2, intravenously daily for 3 days (RJ and CZ), while 9 pts received Cy 300 mg/m2 intravenously daily for 3 days (JS). CAR-T cells were administered via 3 infusions (day 0, 3, and 6; n=8, RJ and CZ) or 1 infusion (day 0; n=9, JS) 5 days after lymphodepletion. Response was assessed per the International Myeloma Working Group criteria, adverse events graded according to the National Cancer Institute Common Terminology Criteria for Adverse Events version 4.03, and cytokine release syndrome was graded using CARTOX criteria (Neelapu SS et al. Nat Rev Clin Oncol. 2018;15:47-62). Results: Overall, 17 pts were enrolled. The mean dose was 0.7x106 (range, 0.2-1.5x106) CAR+ T cells/kg. The most common adverse events observed were cytokine release syndrome (100%; grade 1/2 [n=10]; grade 3 [n=6]; grade 5 [n=1]); cytopenia (82%; grade 1/2 [n=4]; grade 3 [n=5]; grade 4 [n=5]); and liver toxicity: 100%; elevated alanine aminotransferase (41%; grade 1/2 [n=7]; grade ≥3 [n=0]), elevated aspartate aminotransferase (94%, grade 1/2 [n=11]; grade 3 [n=5]), and elevated bilirubin (6%, grade 3 [n=1]). Tumor lysis syndrome was reported in 3 pts (18%) and no neurotoxicity was reported. The overall best response rate (partial response or better) was 88% (95% confidence interval [CI], 64-99). Complete response (CR) was achieved by 14 pts (82%; 62-99), and very good partial response by 1 pt (6%; 6-18). All of the 14 pts with CR were minimal residual disease negative (MRD-neg, by 8-color flow cytometry). The median time to first response was 1.0 months. At the July 20, 2019 data cutoff (median follow-up, 22 months [95% confidence interval, 16-23]), 6 (38%) pts remain progression-free. The median progression-free survival (PFS) for all-treated pts was 12 months (12-NE); median PFS for MRD-neg pts with CR was 18 months (13-NE). The median overall survival has not yet been reached (NE [12-NE]). At 18 months, 65% (39-90) of all-treated pts and 79% (54-99) of MRD-neg pts with CR were still living. In a post-hoc analysis, PFS was longer in pts at the RJ and CZ sites than in those at the JS site. Relapse occurred in 8/9 pts at the JS site, while relapse or progressive disease occurred in 2/7 evaluable pts at the RJ and CZ sites. In addition, 5/7 (71%) RJ/CZ pts remained stable in sCR (median follow-up, 745 days). Key differences between these sites included lymphodepletion regimens and the number of CAR-T infusions. Conclusions: LCAR-B38M has a safety profile consistent with other BCMA-targeted CAR-T cell therapy. This exploratory study has provided key evidence that LCAR-B38M may be a highly effective therapy for pts with R/R MM. It demonstrated deep and durable responses, particularly following Cy/Flu lymphodepletion. Although the sample size is too small to draw firm conclusions and multiple other factors may contribute, these outcomes suggest that different lymphodepletion regimens may contribute to differences in long-term efficacy. The study is ongoing for long-term safety and follow-up. A phase 1b/2 clinical study is ongoing in the United States (CARTITUDE-1, NCT03548207, JNJ-4528), and a phase 2 confirmatory study is ongoing in China (CARTIFAN-1, NCT03758417, LCAR-B38M). Pts in both of these studies will undergo Cy/Flu lymphodepletion and 1 single infusion of drug product. Disclosures Xu: National Natural Science Foundation of China: Other: Grants; Shanghai Rising-Star Program: Other: Grants; Shanghai Excellent Youth Medical Talents Training Program: Other: Grants.

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Wibowo, Andi, et Endang Widjajanti Laksono. « PENGEMBANGAN DAN IMPLEMENTASI PERANGKAT PEMBELAJARAN IPA BERBASIS INKUIRI ». Jurnal Inovasi Pendidikan IPA 1, n^o 2 (2 octobre 2015) : 102. http://dx.doi.org/10.21831/jipi.v1i2.7492.

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Penelitian ini bertujuan untuk menyelidiki kelayakan dan efektivitas perangkat pembelajaran IPA berbasis inkuiri untuk meningkatkan creative thinking skills dan work creatively with others siswa SMP. Penelitian ini menggunakan model pengembangan Borg & Gall. Prosedur penelitian ini meliputi (1) studi pendahuluan, (2) perencanaan, (3) pengembangan draf produk awal, (4) revisi pertama, (5) uji coba lapangan pendahuluan, (6) revisi kedua, (7) uji coba lapangan utama, (8) revisi produk akhir, dan (9) diseminasi. Subjek uji coba produk yaitu siswa kelas VII SMPN. Teknik pengambilan data menggunakan metode observasi, angket, dan tes. Lembar angket validasi dan lembar angket keterbacaan LKS digunakan untuk mengukur kelayakan perangkat pembelajaran. Soal pretest-posttest dan lembar penilaian proyek digunakan untuk mengukur creative thinking skills. Lembar angket, lembar observasi, dan lembar penilaian antarteman digunakan untuk mengukur work creatively with others. Kelayakan perangkat pembelajaran dianalisis dengan konversi skor menggunakan skala 4. Efektivitas perangkat pembelajaran dianalisis dengan paired-samples t test, multivariate analysis of covariance (mancova), gain score, dan persen peningkatan. Hasil penelitian ini berupa produk perangkat pembelajaran IPA berbasis inkuiri pada tema “Kalor dan Pengaturan Suhu Tubuh” yang layak dan efektif meningkatkan creative thinking skills dan work creatively with others siswa. Kata Kunci: perangkat pembelajaran IPA, inkuiri, creative thinking skills, work creatively with others. DEVELOPING AND IMPLEMENTATION AN INQUIRY-BASED NATURAL SCIENCE LEARNING PACKAGE Abstract This study aims to investigate the appropriateness and the effectiveness of inquiry-based natural science learning package to improve junior high school student’s creative thinking skills and work creatively with others. This study employed the development model by Borg & Gall. The research procedure consisted of: (1) preliminary study, (2) planning, (3) developing preliminary form of product, (4) first revision, (5) preliminary field testing, (6) second revision, (7) main field testing, (8) final product revision, and (9) dissemination. The product testing subjects were students of grade VII SMP. The data were collected through questionnaires, observations, and tests. Pretestt-posttest questions and project assessment sheet were used to measure creative thinking skills. Questionnaires, observa-tion sheet, and peer assessment sheet were used to measure work creatively with others. The appro-priateness of learning package was analyzed through four scales converted. The effectiveness of learning package was analyzed through paired-samples t test, multivariate analysis of covariance (mancova), gain score, and percentage of improvement. The result of the study was an inquiry-based natural science learning package for the “Heat and Body Temperature Regulatory” topic which appropriates and could improve student’s creative thinking skills and work creatively with others effectively. Keywords: natural science learning package, inquiry, creative thinking skills, work creatively with others

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Sapilin, Sapilin, Purwo Adisantoso et Marhan Taufik. « Peningkatan Pemahaman Konsep Peserta Didik dengan Model Discovery Learning pada Materi Fungsi Invers ». Mosharafa : Jurnal Pendidikan Matematika 8, n^o 2 (1 juin 2019) : 285–96. http://dx.doi.org/10.31980/mosharafa.v8i2.476.

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AbstrakPenelitian ini dilatarbelakangi rendahnya pemahaman konsep peserta didik. Tujuan penelitian ini untuk mendeskripsikan langkah-langkah model discovery learning dan besarnya peningkatan pemahaman konsep peserta didik tentang materi fungsi invers. Metode pengumpulan data yang digunakan dalam penelitian tindakan kelas (PTK) ini meliputi tes tulis dan observasi. Instrumen penelitian yaitu lembar soal tes akhir siklus dan lembar observasi pelaksanaan pembelajaran. Subjek penelitian adalah peserta didik kelas X IPA 6 di SMA Negeri 9 Malang sebanyak 35 peserta didik. Hasil penelitian menunjukkan bahwa terjadi peningkatan pemahaman konsep peserta didik dengan model discovery learning pada materi fungsi invers. Kemampuan pemahaman konsep peserta didik mengalami peningkatan sebesar 20,41%, sedangkan ketuntasan klasikal meningkat sebesar 17,15%. Pembelajaran dengan model discovery learning yang dapat meningkatkan pemahaman konsep dilaksanakan dengan langkah-langkah yaitu stimulation (memberi stimulus), problem statement (mengidentifikasi masalah), data collecting (mengumpulkan data), data processing (mengolah data), verification (memverifikasi), dan generalization (menyimpulkan). Improved Understanding of the Concept of Learners with The Discovery Learning Model on Inverse Function MaterialsAbstractThis research is motivated by the low understanding of the concepts of students. The purpose of this study is to describe the steps of the discovery learning model and the magnitude of the increase in students' understanding of the concept of inverse function material. Data collection methods used in classroom action research (CAR) include written tests and observations. The research instruments were the final cycle test questions sheet and the observation sheet of learning implementation. The research subjects were 35th-grade science students 6 in Malang State Senior High School as many as 35 students. The results of the study showed that there was an increase in understanding of students' concepts with discovery learning models in inverse function material. The ability to understand students' concepts has increased by 20.41%, while classical completeness has increased by 17.15%. Learning with discovery learning models that can improve understanding of concepts are carried out by steps namely stimulation (giving stimulus), problem statement (identifying problems), collecting data (collecting data), data processing (processing data), verification (verifying), and generalization (conclude).

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Gerhátová, Žaneta, Peter Perichta, Marián Drienovský et Marián Palcut. « Temperature Measurement—Inquiry-Based Learning Activities for Third Graders ». Education Sciences 11, n^o 9 (5 septembre 2021) : 506. http://dx.doi.org/10.3390/educsci11090506.

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The article presents our Inquiry-Based Learning (IBL) activities in the project-based Science education of third graders (8–9-year-old pupils) in the Slovak Republic. Individual tasks of project assignment titled “Temperature Measurement” were conceived for “guided inquiry”. We also supported the IBL of pupils by interactive education strategy–Integrated e-Learning (INTe-L). The strategy was built on the role of interactive simulations and experimenting at the knowledge acquisition. The following INTe-L components were used: (a) on-site and remote experiments, (b) interactive simulations and (c) electronic study materials. The research was based the hypothesis that the project-based teaching of the topic “Temperature Measurement” using the IBL activities is significantly more efficient than traditional (instructivist) way of teaching. To verify the hypothesis, we carried out a pedagogical experiment on a sample of 60 respondents. The third graders were divided into two parallel groups: an experimental group (EG, 30 pupils) and control group (CG, 30 pupils). To get a relevant feedback, pre-test and post-test were developed and applied. The results attained in the EG were statistically processed, evaluated, and subsequently compared with those in the CG. The analysis of the results attained by the EG showed that their knowledge acquisition has been increased by 24% compared to CG. We have created a methodology for making simple scientific project assignments with the implementation of all components of the new integrated e-learning education strategy (real and real remote experiment, e-simulation, e-learning material). On a specific example of the topic “Temperature Measurement” in primary education, we have presented the possibility of using a “guided inquiry” in the implementation of individual experimental tasks. We have introduced a form of teamwork that allows to harmonize the teaching requirements with individual learning approach and helps to prepare pupils for planned work and independent knowledge acquisition and problem solving. The study has shown that complex IBL activities can be successfully applied at primary school 3rd grade level already. Our form of education with the wider use of modern information and communication technologies (ICT) was attractive for the learners and helped them to develop interdisciplinary relationships. The integrated e-learning has helped third grades to develop a deeper conceptual understanding of temperature and allowed them to prepare presentations to demonstrate their conceptual knowledge. The approach allowed pupils to gain key competencies in Science (discussion and presentation of results). It has also increased the pupils’ interest in Science in general and helped them to understand links between different subjects.

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Aoki, S., S. Murano, M. Miyamura, S. Hamano, Y. Terawaki, O. Dochi et H. Koyama. « 168FACTORS AFFECTING ON EMBRYO TRANSFER PREGNANCY RATES OF IN VITRO-PRODUCED BOVINE EMBRYOS ». Reproduction, Fertility and Development 16, n^o 2 (2004) : 206. http://dx.doi.org/10.1071/rdv16n1ab168.

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The objective of this study was to analyze factors affecting the pregnancy rates after transfer of IVF-derived Japanese Black embryos. Holstein cows and heifers (n=7250) were selected as recipients, and embryo transfers were performed for 3yr (between 1998 and 2000). The IVM-IVF procedure was performed according to a method previously described (Hamano S and Kuwayama M 1993 Theriogenology 39, 703–712). IVF-derived embryos that developed into expanded blastocysts (grade 1, manual of IETS) after 7 to 8 days (insemination=Day 0) were used for this study. Some of these embryos were frozen in TCM-199 supplemented with 1.4M glycerol, 20% calf serum, and 0.25M sucrose. The embryos were seeded at −6°C, held at −6°C for 10min, and then cooled to −25°C at a rate of 0.33°Cmin−1. Frozen embryos were thawed in a 30 to 35°C water bath after 10s of air thawing. Fresh (n=3952) or frozen-thawed (n=3298) embryos were nonsurgically transferred to recipients on Days 6 to 9 of the estrous cycle. Data collected at the time of embryo transfer included recipient parity (cow or heifer), whether recipient estrus was natural or synchronized with PGF2α, cloprostenol or CIDR, methods of estrous confirmation (showing standing heat, rectal palpation of ovary without standing heat, or showing only mucous vulvular discharge), number of examinations of the CL by palpation per rectum (twice on the day before embryo transfer and the day of embryo transfer, or once on the day of embryo transfer), type of embryos (fresh or frozen), and day of the estrous cycle at the time of embryo transfer. CATMOD procedures of SAS were used to determine the factors affecting the pregnancy rate. Overall pregnancy rates were 37.3% (n=2704). Whether recipient estrus was natural or synchronized and the type of embryos did not influence the pregnancy rates. Heifers had significantly higher pregnancy rates than cows (44.0% v. 33.0%, respectively, P<0.05). Pregnancy rates among the subset of heifers and cows showing standing heat were significantly higher than those showing only mucous vulvular discharge (39.5% v. 33.5%, respectively, P<0.05). Examining the CL twive had a significantly higher pregnancy rate than did a single examination of the CL (41.1% v. 35.6%, respectively, P<0.05). Pregnancy rate on Day 8 (38.4%, 1358/3533) of the estrous cycle at the time of embryo transfer was significantly higher than on Days 6 (27.7%, 23/83) and 7 (36.2%, 1235/3408) (P<0.05), and the pregnancy rate on Day 6 of the estrous cycle at the time of embryo transfer tended to be lower than on Day 9 (38.9%, 88/226) (P<0.08). These results demonstrate that confirming standing heat, performing CL examination twice before embryo transfer, freezing high quality embryos, and performing embryo transfers on Day 8 resulted in an improved pregnancy rate for the transfer of IVF-derived embryos.

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Henning, Elizabeth. « Views of childhood and knowledge of children ». South African Journal of Childhood Education 4, n^o 2 (24 décembre 2014) : 4. http://dx.doi.org/10.4102/sajce.v4i2.200.

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In a country where there is a consistent loud outcry about school achievement of youth in the final school examination in Grade 12, attention has recently shifted to children in the primary school. The very founding of this journal was motivated by a deep concern about research in childhood education and children’s lives. Questions were being asked about what happens in the first years of schooling, about the suitability of the national curriculum for such a diverse population, about specialised research in the field of learning in the early years, and about teaching with care and with insight, knowing who the children of this nation are. The journal took an early stand when, at its launch in 2010, the editor noted that the notion of a national foundation phase curriculum assumes the existence of a ‘national’ Grade 1 learner. In South Africa there are children who come to school, well prepared for the demands of school – and there are others who come with only their survival records in homes of extreme poverty, of absent parents and of families broken by the effects of the history of the nation and the effects of disease. Much as we would like to see a standard of performance expected from the ‘national’ young learner, we need to see the layers of diversity too. Can such a stratified population, socially fractured in many ways, truly enact a differentiated curriculum for children who have so much and for children who have so little at the same time and at the same pace? Can our foundation phase classes be truly inclusive? It remains a vexing question. Much research is needed to even try to give a robust response. In recent years, in the research of the Centre for Education Practice Research at my home institution, we have encountered more than 3000 children between five and seven years old in an extensive interview test of mathematical cognition. In the process we found children who had never encountered a print drawing and children who did not know that a page can be turned. However, the very same children had a perfectly normal idea of approximate number and size. We regard this as evidence that they have the core knowledge of number that has to be developed by systematic instruction and caring apprenticeship in classrooms. But for that they would need teachers who know them as well as they know the latest curriculum and its suggested tools of teaching. This is but one example of how important teacher education is and how important it is that we should investigate both learners and teachers, but also teacher education and teacher educators. Teachers and their educators at universities have their own view of children, of learning and of childhood. Much as we may all agree that the core activity of schools is for the young to learn the three Rs and the subject areas of the curriculum, there are researchers who are opposed to a developmental view of learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the young learn and are initiated – and thus develop – in the work of school (and society). SAJCE– December 2014 ii In the SAJCE we welcome different views on child learning and celebrate South Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and childhood constitute the subject knowledge that is foundational in the foundation phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge of how children the world over have core knowledge systems, as argued by cognitive developmental psychologists and neuroscientists, and we have a composite picture of what the object of teacher education is – to know 1) the learner and 2) the subject content, but also 3) the self as teacher. This ‘didactical triangle’, was already proposed as view of teaching in the 17th century in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century, for some reason, the English- speaking world used the term ‘didactic’ to denote teacher-centred learning, while Comenius proposed what can arguably nowadays be termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher education department at the University of Helsinki, recently noted that PCK is the transformation of subject content knowledge by infusing it with knowledge of the learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while taking full cognisance of Shulman’s model (Shulman 1986). But, views on teaching become more complicated when teachers are faced with children who enter Grade 1, but who are not ready to embrace the way of life at school. Bruwer and her co-authors report in this issue on teachers’ views on the predicament they face when children need to cross the liminality boundary – when they are still ‘betwixt and between’ life as an informal learner and life in school, where they have to be inducted into life as a formal learner in a national curriculum. In the same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address the issues that rural multigrade teachers and learners face”. Seldom do educational researchers contemplate this very real issue. I was in the same class in Grade 1 as my brother, who was then in Grade 8, in a little farm school. I recall vividly how we young ones spent much time making clay oxen while they were doing indecipherable maths on the writing board. When more than one language is used, or required to be used, in a single classroom communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen and Samuel write about a narrative inquiry that was conducted in Mauritius, noting that the “narrative inquiry methodology offered rich possibilities to foray into these [teachers’] experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning”. Added to the multilayered types of knowledge around which a teacher needs to negotiate her way in a foundation phase classroom, are knowledge and understanding of children’s transition from one grade to the next. Nieuwenhuizen and co-authors found that the move from Grade 2 to Grade 3 is notably more difficult for children than earlier grade transitions. I wish to add that it is also a grade transition that requires much more of the learning child in volume and in pace of learning; the transition Editorial requires a ‘mature’ young learner who has worked through the curriculum of the earlier grades effectively. Kanjee and Moloi not only present information about ANA results, but show how teachers utilise these in their teaching. To that, the editorial team adds: what is the national testing ritual really doing for teachers? Are there many unforeseen and even unintended effects? Many teachers may say that it alerts them to gaps in their own knowledge and pedagogy and, especially, we would think, the way in which they assess children’s learning effectively. While Kanjee and Moloi invoke local national tests, Fritz and her co-authors from Germany, Switzerland and South Africa show how a mathematics competence and diagnostic test for school beginners found its way from Europe to South Africa. They point to the challenges of translating an interview-based test and of validating it in a local context in four languages. With the promise that the test will be normed in this country, the foundation phase education as well as the educational psychology community may stand to benefit from such a test, which is theoretically grounded in children’s conceptual development. The matter of teaching with formative assessment as pedagogical tool comes to mind whenever one discusses assessment. In an article by Long and Dunne, one reads about their investigation into teaching of mathematics with a very specific angle – how to “map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast paced curriculum it is not possible to fill all the gaps. Who knows what the effect may be for future learning of children who move through a curriculum quite rapidly? Staying in the early grade classroom, Sibanda explores the readability of two textbooks for natural science learning for Grade 4 learners. She touches on one of the sensitive nerves of South African school education, namely the English language. In her analysis of two textbooks, using a range of methods of text analysis, she comes to the conclusion that the books are simply too difficult to read. She argues that the authors have not taken into account that both vocabulary and syntax have to be taught systematically in order for Grade 4 children to be able to read texts in a language they do not know well, for one, and in a discourse of science writing that is new for them as well. Ragpot narrates the story of how an instructional film, #Taximaths: how children make their world mathematical, was conceptualised, scripted and produced with senior undergraduate students at UJ. This artefact serves not only as higher education material in teacher education, but is also used as material for teacher development.1 This issue of the journal is rounded off by an important contribution about the ethics of research on children. Pillay explains how experts in ethics have advised him in the work they do in the National Research Foundation South African Research Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg. The reader is reminded that care of vulnerable children and the protection of their rights should be high on the list of educational practice and its research. iii SAJCE– December 2014 The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah Gravett and it celebrates a programme of research and development of the South African Department of Higher Education and Training, with funding support from the EU. The Strengthening Foundation Phase Teacher Education Programme started in 2011 and included most of the universities in the country. The issue promises to be a milestone publication on teacher education for the primary school. Editorial greetings Elizabeth Henning

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Rusinta, Desi, Daimun Hambali et Endang Widi Winarni. « Pengembangan Bahan Ajar Buku Cerita Berbasis Discovery Learning Pada Materi IPA Konsep Perpindahan Panas Di Kelas V Sekolah Dasar ». Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar 2, n^o 2 (14 novembre 2019) : 199–209. http://dx.doi.org/10.33369/dikdas.v2i2.11963.

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The objectives of this research are: 1) describing storybook teaching materials based on discovery learning: 2) describing the feasibility of discovery learning storybook based teaching materials; 3) describe the attractiveness of discovery learning textbooks on natural science concepts of heat transfer in class V of elementary school. The design of this research is research and development with qualitative and quantitative methods. There are five stages in the development of this teaching material product, namely: 1) research and information collecting; 2) planning: 3) develop preliminary product forms: 4) preliminary field testing: 5) play product revision. The limited trial research was conducted in class V SDN 8 Kepahiang. The research instrument used was a questionnaire validation of teaching materials and student questionnaire responses. Data collection techniques are interviews, observation, and questionnaires. The research data were analyzed qualitatively and quantitatively. The results obtained are: 1) the development of teaching materials using Borg And Gall steps conducted by researchers up to the fifth stage: 2) The validation results from 9 expert validators, each of 3 validators for 3 aspects, namely: material, language, and design states teaching materials are suitable for use in grade V elementary school; 3) The attractiveness aspect based on 10 students the results are very good with a detailed percentage of 88.57% of students responding positively to the material aspects, 100% of students respond positively to the teaching material aspects of language, and 100% of students respond positively to the teaching material aspects of the attractiveness of teaching materials.

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Lamanauskas, Vincentas, et Dalia Augienė. « SCIENTIFIC RESEARCH ACTIVITY IN COMPREHENSIVE SCHOOL OF LITHUANIA : TEACHERS’ POSITION ». GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, n^o 2 (5 septembre 2010) : 16–28. http://dx.doi.org/10.48127/gu-nse/10.7.16a.

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The formation of scientific research activity (SRA) abilities in comprehensive school is undoubtedly, a very important sphere that has not received a proper attention yet. Current teaching and learning process has changed, in fact, from the point of view of paradigm – subjects taught are becoming a means of the realization of learners’ needs and interests. Scientific research activity is not an entertainment but responsible, thorough work requiring a lot of self-independence. During such an activity pupils’ analytical thinking gets stronger, information searching and using abilities are formed, they learn how to analyze gathered material, prepare reports, make research presentations and so on. The research was carried out between January and April, 2010. The method of the research was survey in written form (questionnaire). On the whole, 380 questionnaires were acknowledged acceptable. The article deals with Natural science and Mathematics teachers’ opinion about the situation of scientific research activity in comprehensive school. A factor analysis was performed in order to find out the structure of 41 items. The main aim of the factor analysis is to reduce the number of variables. Two methods were applied in order to evaluate whether the data set was appropriate for the factor analysis: Bartlett`s Test of Sphericity and Kaiser-Meyer-Olkin (KMO) test. Kaiser-Meyer-Olkin Measure of Sampling Adequacy test value is 0.844. Bartlett's Test of Sphericity tests the null hypothesis that the correlation matrix is an identity matrix. In this case approx. Chi-Square value is 3921.835 and p<0.000. These results clearly show that data can be used for factor analysis. The eight factors were extracted based on the Eigen Value Statistics (with the real value more than one). Also the significance (popularity) indexes (SI) and standards deviations (SD) for each factor were calculated. 1. Interest in scientific research activity (SI=0.67; SD=0.17). 2. Ignoring the scientific research activities (SI=0.59; SD=0.21). 3. Adverse (unfavourable) conditions of carrying out of scientific research activity (SI=0.43; SD=0.23). 4. Fragmentary of scientific research activity (SI=0.65; SD=0.20). 5. Adverse (unfavourable) material conditions of scientific research activity (SI=0.65; SD=0.20). 6. Lack qualification (competence) of teachers (SI=0.70; SD=0.25). 7. Employment (busyness) of learners and teachers (SI=0.68; SD=0.21). 8. Influence of the educational environment on scientific research activity (SI=0.76; SD=0.19). However, we need to emphasize, that significance indexes are relatively not high, though higher than 0.50. All these factors accounts for 47.00% of variance. There are 9 statements under the first factor, 6 statements under the 2nd factor, 5 statements under the 3rd factor, 4 statements under the 4th factor, 6 statements under the 5th factor, 3 statements under the 6th factor, 4 statements under the 7th factor and 3 statements under the 8th factor. The first factor forms 7.56% of total variance, the second factor constitutes 7.17% of total variance, the third factor forms 6.00% of total variance, the fourth factor forms 5.92% of total variance, the fifth factor constitutes 5.81% of total variance, the sixth factor forms 5.28% of total variance, the seventh forms 5.05% of total variance and the last one (eighth factor) constitutes 4.17% of total variance. It was found that in the teaching of scientific research activities the cooperation methods are used. It was found that in general the most favourable to SRA are biology and chemistry teachers, and the less favourable - teachers of geography. It was also found that highly significant factor in the development of scientific research activity is the educational environment. Key words: career, comprehensive school, factor analysis, scientific research activity, science education.

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Yang, Shuangshuang, Lijuan Chen, Jie Xu, Frank Xiao-Hu Fan, Sun Yan, Wen Wu, Yan Wang et al. « Dynamic Analysis of Cytokine Profile for Cytokine Release Syndrome in Multiple Myeloma Patients after CAR-T Cell Therapy ». Blood 134, Supplement_1 (13 novembre 2019) : 5617. http://dx.doi.org/10.1182/blood-2019-131799.

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Introduction: B cell maturation antigen (BCMA) has become a popular research target for multiple myeloma (MM) in chimeric antigen receptor (CAR)-T cell therapy. Up to now, many trials with anti-BCMA CAR-T cells has demonstrated inspiring outcome in patients with relapsed or refractory (R/R) MM. While, cytokine release syndrome (CRS) is a big challenge, it occurs in almost 76% of the patients, and can be fatal if not managed well. However, the pathophysiology of CRS is not so clear, and dynamic changes are ignored. Here, we deeply analyze the dynamic changes of various cytokines in different stages of CRS, trying to find the cytokines closely related to CRS and looking for the target proteins that might be used to control CRS. Methods: 28 patients with R/R MM were enrolled and got treatment with informed consent in Ruijin Hospital, First Affiliated Hospital of Nanjing Medical University and Changzheng Hospital from April 3, 2017 to October 8, 2019. All patients received anti-BCMA CAR-T cells infusions at doses of 0.05~2.78×106 CAR+ T cells/kg. Criteria previously reported by the CARTOX working group were adopted for the grading of CRS. Genomic DNA was isolated from whole blood for CAR-T cells detection by qPCR. 61 cytokines were assessed in the serum of 25 patients before infusions and at multiple time points after infusions within three weeks (Magnetic LuminexR Assay; R&D Systems). P values were determined using Mann-Whitney U test. Results: Within one month, CAR-T cells presented proliferation in all patients tested and the median peak value of CAR+T was 78148 copy number/μg DNA. All patients experienced CRS, which generally occurred at a median of 7 days (range 3-10) after infusions. And the median time of fever onset was 8 days after infusions. Of the 28 cases, 46% of patients had grade≥3 CRS. To better understand the dynamic changes in cytokine profile, we chose 6 different time points in each patient which represented baseline period (time before infusions), latent period (day 3~5 after infusions), fever period (day 6~9 after infusions), acute aggravation period (day 10~12 and day 13~15 after infusions), remission period (day 20~23 after infusions). Levels of many cytokines were increased remarkably after treatment. The peak fold-change (pFC) over the baseline was calculated for each cytokine in each patient, IL-6 ranked first with a median pFC of nearly 92 times, followed by Granzyme B, IL-10, G-CSF. And IL-6 was the most closely associated cytokine with Grade≥3 CRS (P=0.005) among all cytokines. For exploring the early initiation cytokines for CRS, FC over the baseline of all the cytokines were analyzed. Cytokines with a median FC of over 2 times at latent period were G-CSF, GM-CSF, Granzyme B and IL-1β, which were in sharp contrast to others for example IL-6. The levels of these cytokines in Grade≥3 CRS were higher than that of Grade≤2 CRS, especially at acute aggravation period with significant difference (Fig.1A~B). Meanwhile, high levels of IL-6 in which group the FC of G-CSF was over 1.9 at latent period may indicate that G-CSF had a warning effect on the rise of IL-6 (Fig.1C). Conclusions: We have conducted the largest protein chip screening for exploring CRS due to CAR-T cell therapy so far. As the CAR-T cells expanded in the body, patients began to experience stress and developed CRS in varying degree. IL-6 exhibited the largest median peak FC and highest correlation with severe CRS (Grade≥3 CRS), all of these laid the foundation for the use of tocilizumab (IL-6 receptor antagonist) to control CRS. We also speculated G-CSF may be used as an early CRS indicator or target for early intervention, but more in-depth mechanism exploration is needed to support and testify. Disclosures Xu: National Natural Science Foundation of China: Other: Grants; Shanghai Rising-Star Program: Other: Grants; Shanghai Excellent Youth Medical Talents Training Program: Other: Grants.

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Arya Wiradnyana, I. Gd, IKN Ardiawan et Km. Agus Budhi A.P. « Inside-Outside Circle Instructional Strategies with Image Media to Enhance Children Language Skills ». JPUD - Jurnal Pendidikan Usia Dini 14, n^o 1 (30 avril 2020) : 156–68. http://dx.doi.org/10.21009/141.11.

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Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition. International Journal of Language and Linguistics, 3(4), 244. https://doi.org/10.11648/j.ijll.20150304.18 August, Diane Shanahan, T. (2006). Developing Literacy in Second-Language Learners : Report of the National Literacy Panel on Language-Minority Children and Youth Edited by. Center for Applied Linguistics, 1–9. Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach. Learning and Individual Differences, 28, 167–176. https://doi.org/10.1016/j.lindif.2012.09.003 Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821–843. https://doi.org/10.1017/S0954579408000394 Blanden, J. (2006). ‘Bucking the trend’: What enables those who are disadvantaged in childhood to succeed later in life? Pensions, (31), 36. Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20(4), 315–330. https://doi.org/10.1044/1058-0360(2011/10-0104) Clark, R. C., & Lyons, C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). San Francisco: CA: Pfiffer. Davoudi, A. H. M., & Mahinpo, B. (2013). Kagan Cooperative Learning Model: The Bridge to Foreign Language Learning in the Third Millennium. Theory and Practice in Language Studies, 2(6), 1134–1140. Dockrell, J. E., Stuart, M., & King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, V ol. 80, pp. 497–515. https://doi.org/10.1348/000709910X493080 Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 Gilles, G. (2015). Language Skills in Children: Development, Definition & Types. Retrieved from © copyright 2003-2020 Study.com. website: https://study.com/academy/lesson/language-skills-in-children-development- definition-types.html#transcriptHeader Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., ... Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–8179. https://doi.org/10.1073/pnas.0402680101 Gutiérrez, K. G. C., Puello, M. N., & Galvis, L. A. P. (2015). Using pictures series technique to enhance narrative writing among ninth grade students at institución educativa simón araujo. English Language Teaching, 8(5), 45–71. https://doi.org/10.5539/elt.v8n5p45 Hadfield, J., & Hadfield, C. (2002). Simple Speaking Activities. Oxford: Oxford University Press. Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M. J., & Fricke, S. (2017). Oral language skills intervention in pre-school—a cautionary tale. International Journal of Language and Communication Disorders, 52(1), 71–79. https://doi.org/10.1111/1460-6984.12257 Hoff, E. (2013). Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238.Interpreting Jin, S. H., & Boling, E. (2010). Instructional Designer’s Intentions and Learners’ Perceptions of the Instructional Functions of Visuals in an e-Learning Context. Journal of Visual Literacy, 29(2), 143–166. https://doi.org/10.1080/23796529.2010.11674678 Johanson, M., & Arthur, A. M. (2016). Improving the Language Skills of Pre- kindergarten Students: Preliminary Impacts of the Let’s Know! Experimental Curriculum. Child and Youth Care Forum, 45(3), 367–392. https://doi.org/10.1007/s10566-015-9332-z Justice, L. M., & Pence, K. L. (2004). Addressing the Language and Literacy Needs of Vulnerable Children: Innovative Strategies in the Context of Evidence-Based Practice. Communication Disorders Quarterly, 25(4), 173–178. https://doi.org/10.1177/15257401040250040201 Kagan, J., Reznick, J. S., & Snidman, N. (1987). The physiology and psychology of behavioral inhibition in children. Child Development, 1459–1473. Kamaliah, N. (2018). Applying The Inside-Outside Circle (IOC) Towards Students’ Speaking Abilityat The Second Grade of SMA Inshafuddin. Getsempena English Education Journal (GEEJ), 5(2), 106–115. Kleeman, D. (2017). Media exposure during infancy and early childhood: the effects of content and context on learning and development. Journal of Children and Media, 11(4), 504–506. https://doi.org/10.1080/17482798.2017.1375219 Krčelić, P., & Matijević, A. S. (2015). A Picture and a Thousand Words: Visual Tools in ELT. The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2015, 53(3/4), 110–114. Croatia. Lavalle, P., & Briesmaster, M. (2017). The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language. I.E.: Inquiry in Education, 9(1). Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling Developmental Language Difficulties From School Entry Into Adulthood: Literacy, Mental Health, and Employment Outcomes. Journal of Speech, Language, and Hearing Research, 52(December), 1401–1416. Mayer, R. E. (2009). Multi-Media Learning : Prinsip-Prinsip dan Aplikasi. Yogyakarta: Pustaka Pelajar. NICHD. (2000). The relation of child care to cognitive and language development. National Institute of Child Health and Human Development Early Child Care Research Network. Child Development, 71(4), 960–980. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11016559 Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, https://doi.org/10.1016/j.edurev.2019.100290 28(September), 100290. Oades-Sese, G. V., & Li, Y. (2011). Attachment Relationships As Predictors Of Language Skills For At-Risk Bilingual Preschool Children. Psychology in the Schools, 48(7), 274–283. https://doi.org/10.1002/pits Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112– 125. https://doi.org/10.1016/j.ecresq.2018.04.001 Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46(28), 4646–4674. https://doi.org/10.1016/j.visres.2006.04.023 Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on chinese for general theories of reading. Psychological Review, 112(1), 43–59. https://doi.org/10.1037/0033-295X.112.1.43 Puriniawati, N. K., Putra, M., & Putra, D. K. N. S. (2014). Penerapan Model Pembelajaran Inside Outside Circle Berbantuan Media Balok Untuk Meningkatkan. E-Journal PG-PAUD Universitas Pendidikan Ganesha, 3(1), 10. Purnamawanti, R., Hartati, S., & Sa’adah, S. (2015). Pengaruh Model Pembelajaran Kooperatif Tipe Inside Outside Circle Terhadap Kemampuan Berkomunikasi Siswa pada Materi Organisasi Kehidupan. Jurnal Program Studi Pendidikan Biologi ISSN, 5(11–22), 1689–1699. https://doi.org/https://doi.org/10.15575/bioeduin.v5i1.2459 Sadiman, A. S. (2002). Media Pembelajaran dan Proses Belajar Mengajar, Pengertian Pengembangan dan Pemanfaatannya. Jakarta: Raja Grafindo Persada. Segers, E., Perfetti, C. A., & Verhoeven, L. (2014). Foundations of Language, Literacy, and Numeracy Learning. International Journal of Disability, Development and Education, 61(3), 189–193. https://doi.org/10.1080/1034912X.2014.932555 Singh, C. K. S., Mei, T. P., Abdullah, M. S., Othman, W. M., Othman, W. M., & Mostafa, N. A. (2017). ESL LearnersâPerspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progressive Education and Development, 6(4), 74–89. https://doi.org/10.6007/ijarped/v6-i4/3463 Singh, Y. K. (2005). Instructional Technology in Education. New Delhi: APH Publishing Corporation. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada. Verhoeven, L., & Perfetti, C. A. (2011). Introduction to this special issue: Vocabulary growth and reading skill. Scientific Studies of Reading, 15(1), 1–7. https://doi.org/10.1080/10888438.2011.536124 Vitulli, P., Santoli, S. P., & Fresne, J. (2013). Arts in education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1), 45–52. https://doi.org/10.5172/ijpl.2013.8.1.45 Wahyuni, D. S., Mukhaiyar, & Kusni. (2013). Improving Student’s Speaking Skill by Using Inside-outside Circle Technique (At English For Teen Level 5, LBPP LIA, Pekanbaru). Jurnal English Language Teaching (ELT), 1(2), 17–29. Walter, O., Gil-Glazer, Y., & Eilam, B. (2019). ‘Photo-words’: promoting language skills using photographs. Curriculum Journal, 30(3), 298–321. https://doi.org/10.1080/09585176.2019.1568270 Zenkov, K., Ewaida, M., Bell, A., & Lynch, M. (2012). Seeing How to Ask First: Photo Elicitation Motivates English Language Learners to Write: Photos Prompt Middle Grades English Language Learners to Reflect upon and Write about Their Lives. Middle School Journal, 44(2), 6–13. https://doi.org/10.1080/00940771.2012.11461842 Zulminiati, & Hartati, S. (2019). Significant Sensory Stimulation Program Through the Use of Flash Card as Media of Toddler Language Development at Pre-Kindergarten. Advances in Social Science, Education and Humanities Research, 293(Nfeic 2018), 168–171. https://doi.org/10.2991/nfeic-18.2019.35

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Jiang, Xinmiao, Lanping Xu, Yu Zhang, Fen Huang, Daihong Liu, Jing Sun, Chaoyang Song et al. « Rituximab-Based Treatments Followed By Adoptive Cellular Therapies For EBV-Associated Post-Transplant Lymphoproliferative Disease In Recipients Of Allogeneic Hematopoietic Stem Cell Transplantation ». Blood 122, n^o 21 (15 novembre 2013) : 4637. http://dx.doi.org/10.1182/blood.v122.21.4637.4637.

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Background The introduction of rituximab has improved the complete remission(CR) rate of EBV-associated posttransplant lymphoproliferative disease(PTLD), thus the recurrence of PTLD becomes the main cause affecting long-term survival, which is closely related with the reestablishment of immune functions. Unfortunately, PTLD happens generally at the early stage of transplants and the reconstitution of immunocompetence needs for 3-5 years in the recipients of allo-HSCT. In this study, a sequential therapeutic strategy that based on rituximab followed by adoptive cellular therapies (G-CSF mobilized donor lymphocyte infusion (DLI) or EBV-specific cytotoxic T lymphocyte infusion (EBV-CTL)) was evaluated for decreasing relapse of PTLD. Methods Fifty-two patients with EBV-PTLD were enrolled in this prospective study. Once PTLD was diagnosed,immunosuppressants would be withdrawn in a stepwise fashion (ie, total dose reduced by 20%/week)if the condition of the patient was acceptable. The rituximab-based treatments (rituximab alone or combined with chemotherapy) were administrated based on PTLD histopathology and the blood cells counts. After CR or 2 cycles of rithuximab-based treatments, DLI or EBV-CTL therapy would be performed in this cohort. The rituximab-based treatments would be discontinued once patient obtained CR, and DLI would be performed once Monthly till GVHD occurred or for a total of 4 doses and EBV-CTL infusion would be performed every two weeks till GVHD occurred or for a total of 8 doses . Results After 2 cycles of the rituximab-based treatments, 37 patients obtained complete remission (CR), 8 obtained partial remission (PR), and 7 no remission (NR), including 4 died of PTLD progression. The CR rate of 2 cycles of rituximab-based treatments was 71.2%. After rituximab-based treatments combined with the adoptive cellular therapies, 9 obtained CR and 2 died of PTLD progression in 11 patients who did not achieve CR within 2cycles of rituximab-based treatments. The CR rate of 2 cycles of rituximab-based treatments combined with cellular therapies was 88.5%. Seven patients experience acute GVHD (aGVHD) (grade I in 1 and grade II in 6) and 8 chronic (cGVHD) (limited cGVHD in 5 and extensive cGVHD in 3) in 39 patients underwent a median 4 doses of DLI. One patient experienced grade II aGVHD and 2 limited cGVHD in 8 patients underwent a median of 7 doses of EBV-CTL. There were no differences in incidence of aGVHD(P=1.000) and cGVHD(P=1.000) between the patients received DLI and CTL. Within a median follow-up of 632 (range, 21 to 1651) days, one patient experienced PTLD relapse, and the 4 year cumulative incidence of PTLD relapse and primary malignancy relapse was 5.3%±5.1% and 6.2±4.3%, respectively. The 4 year cumulative overall survival (OS) after PTLD and disease(PTLD)-free survival were 66.2%±7.1% and 65.9±7.3%, respectively. Conclusions Rituximab-based treatments combined with the adoptive cellular therapies might elevate PTLD CR rate, and decrease the relapse in the recipients of allo-HSCT. Disclosures: Liu: It was supported by 863 Program (No. 2011AA020105), National Public Health Grand Research Foundation (Grant No. 201202017): Research Funding; It was supported by National Natural Science Foundation of China (Grant No.81000231, No.81270647) and Science and Technology Program of Guangzhou of China(11A72121174): Research Funding.

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Liu, Qifa, Ren Lin, Zhiping Fan, Qianli Jiang, Min Dai et Jing Sun. « Dose Study of Antithymocyteglobulin in Haploidentical Allogeneic Stem Cell Transplantation ». Blood 124, n^o 21 (6 décembre 2014) : 1164. http://dx.doi.org/10.1182/blood.v124.21.1164.1164.

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Abstract Backgroud:Graft-versus-host diseases (GVHD) remains a major complication after allogeneic hematopoietic stem cell transplantation (allo-HSCT), especially in recipients with HLA-mismatched or unrelated donors. Antithymocyteglobulin (ATG) has been widely used to prevent acute GVHD (aGVHD) in haploidentical and unrelated donor transplantation The use of ATG may increase the risk of opportunistic infections and primary disease relapse, which is associated with the dose of ATG. Till now, the optimal dose of ATG is not known for haploidentical and unrelated donor transplantation. Here, we compared the outcome of patients undergoing haploidentical HSCT who were treated with two different doses of ATG. Methods: Between January 2013 and June 2014, 40 consecutive patients with hematological malignancies undergoing haploidentical HSCT were enrolled in this prospective study. Of the 40 patiens, 19 received allo-HSCT from sibling donors, 18 lineal relatives donors (i.e. father, mother or child) and 3 collateral relatives donors (i.e. uncle or aunt). Five patients received 1 locus HLA-A, -B, -DRB1, -C, -DQ-mismatched donor transplantation, 6 received 2 locus mismatched, 9 received 3 locus mismatched, 6 received 4 locus mismatched and 14 received 5 locus mismatched transplantation. All the patients received GVHD prophylaxis including cyclosporine A, short-term methotrexate (on day +1, +3, and +6) and mycophenolate mofetil (0.5 g twice a day on day 0 to +28) as well as ATG ( a total dosage of 7.5mg/kg or 10mg/kg according to randomization). Epstein-Barr virus (EBV) -DNA and cytomegalovirus (CMV) -DNA levels of blood were monitored weekly for the first 3 months after transplantation, every two weeks during the 4 to 9 month after HSCT, and then once a month during 10 to 12 month. The primary endpoint was the cumulative incidence of aGVHD within day +100 after allo-HSCT. Results:Nineteen of the 40 patients were randomized to receive a total dosage of 7.5 mg/kg ATG and 21 were randomized to receive 10 mg/kg ATG. One patient was withdrawn from transplantation because of infection during conditioning and did not receive ATG. Of the 39 evaluable patients, 38 achieved engraftment except for one died of infection on day +32. The median time to neutrophil engraftment was 13 days (range, 9 to 19 days), and the median time to platelet engraftment was 14 days (range, 10 to 73 days). Patients with 7.5 mg/kg ATG achieved neutrophil engraftment earlier than those with 10 mg/kg (P=0.011). Time to platelet engraftment was comparable in the 2 arms with different dosage of ATG (P=0.063). The cumulative incidence of aGVHD grades II to IV and III to IV within day 100 post-transplantation was 26.5±7.2% and 10.6±5.0%, respectively. Acute GVHD grade II to IV developed in 35.5±11.8% of the patients with 7.5 mg/kg ATG and 19.3±8.7% of those with 10 mg/kg ATG (P=0.273). The incidence of aGVHD grade III to IV within day 100 were 11.9±7.9% in 7.5 mg/kg arm and 9.8±6.6% in 10 mg/kg arm (P=0.831). The cumulative incidence of chronic GVHD (cGVHD) 50.0%±25.0% and 59.6%±21.1% in the patients with 7.5 mg/kg and 10mg/kg ATG, respectively (P=0.819). The 1-year cumulative incidence of CMV reactivation were similar in the two arms (7.5 mg/kg arm : 82.8±10.5% vs 10 mg/kg arm: 66.7±10.3%, P=0.600). The incidence of EBV reactivation were 49.6±12.5% in 7.5 mg/kg arm and 67.2±12.7% in 10 mg/kg arm (P=0.729).Six patients relapsed, including 3 receiving 7.5 mg/kg ATG and 3 receiving 10 mg/kg ATG. The median follow up was 247 days (range, 32 to 569 days). The 1-year cumulative overall survival were 62.8±12.6% in 7.5 mg/kg arm and 68.2±10.9% in 10 mg/kg arm (P=0.536). The 1-year cumulative non-relapse mortality (NRM) rates were 23.4±10.3% and 23.3±10.5% in 7.5 mg/kg and 10 mg/kg arm, respectively (P=0.609). Conclusion:This trial suggests that 7.5 mg/kg ATG might have similar efficacy in preventing aGVHD after haploidentical HSCT compared with 10 mg/kg.Whether patients with 7.5 mg/kg ATG have lower risk for viral infections than those with 10 mg/kg needs further studies. Disclosures Liu: National Natural Science Foundation of China (81270647, 81300445, 81200388): Research Funding; National High Technology Research and Development Program of China (863 Program) (2011AA020105): Research Funding; National Public Health Grand Research Foundation (201202017): Research Funding; Natural Science Foundation of Guangdong Province (S2012010009299): Research Funding; the project of health collaborative innovation of Guangzhou city (201400000003-4, 201400000003-1): Research Funding; the Technology Plan of Guangdong Province of China (2012B031800403): Research Funding; the project of the Zhujiang Science & Technology Star of Guangzhou city (2013027): Research Funding.

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