The present case study examines a teacher's scaffolding strategies supporting his students during a twelve-week open inquiry project at an upper secondary school. We use interaction analysis to identify how he provides structure and space in the different phases of open inquiry as well as how it constitutes the students' inquiry process. The study reveals that the teacher scaffolded this open inquiry in two opposing ways; he created space for the students to make their own experiences and ideas, which eventually set up the need for more directed scaffolding to discuss the challenges students experienced, and directing students' ideas in certain directions in phases with structure. We suggest that the interplay between structure and space creates what can be seen as a driving force providing both exploration and direction for open inquiry. Moreover, we propose that the dual concept of 'structure and space' can work as a thinking tool to promote teachers' competence on how to scaffold more authentic versions of scientific inquiry in schools. IntroductionScience education reforms all over the world advocate a view of learning science that emphasises inquiry (e.g. European Commission, 2007; Norwegian Ministry of Education, 2006; NRC, 2000). In the classroom, the term 'inquiry' can be understood with two different emphases: the experiments and activities that facilitate the students' learning of established sciences, and the scientific thinking and practices in which students engage when they model professional scientists (Asay & Orgill, 2010) -which is in focus in the classroom studied here. Specifically, open inquiry has been proposed as a means to enhance more authentic scientific inquiry (Duschl & Grandy, 2008;Roth, 2012) and promote active and autonomous learning (Hodson, 2009). However, change in school science depends upon how teachers conceptualise inquiry and how it is translated into classroom practice. Thus, we need to understand how the actions of the teacher influence the nature of the inquiry-based instruction and the students' learning experiences (Blanchard et al., 2010;Hmelo-Silver, Duncan and Chinn, 2007).Birgitte Bjønness is associate professor in science education at the Norwegian University of Life Sciences. Her research interests involve inquiry-based learning, biology education and education for sustainable development.Stein Dankert Kolstø is professor in science education at the University of Bergen. His research interests focuses on use of dialogue and inquiry in science learning. In specific, he is interested in combining dialogic inquiry with the use of authentic texts related to socioscientific issues. Scaffolding open inquiry: How a teacher provides students with structure and space [224] 11(3), 2015 BIRGITTE BJØNNESSIn this case study, we use interaction analysis to understand how an experienced upper secondary science teacher's scaffolding strategies impact the nature of an open inquiry practice and students' inquiry process. It has been proposed that in open inquiry the teac...

Background: The consumption of industrially processed food, popularly known as junk food, is a growing public health concern worldwide, including in Nepal. Schoolchildren are a vulnerable group and they consume junk food at school. Aim: The aim of this study was to examine multi-level determinants of junk food consumption among basic schoolchildren using the socio-ecological model as a framework. Methods: A cross-sectional study was conducted among students ( n = 404), and a self-reported questionnaire was used to collect the data. The chi-square test and logistic regression were applied to analyse the results using SPSS version 26. Results: Nearly half (47%) of the students reported that they consumed junk foods at snack time. Important variables for explaining junk food consumption were knowledge of food and nutrition—a micro-level determinant; sharing knowledge of food and nutrition with classmates at school—a meso-level determinant; grade of student—an exo-level determinant; and occupation of parents—a macro-level determinant. However, multivariate analysis found that knowledge of food and nutrition ( p < 0.05), and sharing knowledge of food and nutrition with classmates at school ( p < 0.05) were the significant predictors of junk food consumption. Conclusions: Junk food consumption is common among basic-level students in the study schools. Multi-level determinants explain the factors associated with this behaviour, extending from micro to macro as the socio-ecological model asserts. This study points to the need for comprehensive school-based nutrition education that targets multiple levels of influence, focusing on active learning approaches to promote healthy dietary behaviour in students.

Regulation of glucose transport was studied in primary cultures of bovine chromaffin cells (BCC) using the glucose analogue 2-deoxyglucose (DOG) as a model substrate. The glucose transporter in freshly isolated and cultured BCC was identified as GLUT1 by Western immunoblots. The level of GLUT1 increased by time in culture and was followed by an enhancement in uptake of DOG. The DOG uptake was stimulated by insulin-like growth factor I (IGF-I) with an EC50 of 1 nM and a maximal response (approximately 2-fold) was obtained at 10-100 nM IGF-I. Insulin was at least 100-fold less potent than IGF-I. Exposure to 10(-8) M IGF-I also caused a redistribution of GLUT1 from an intracellular compartment to a plasma membrane-enriched fraction. Our results demonstrate a GLUT1-mediated glucose uptake in adrenomedullary cells. An enhanced glucose transport in response to IGF-I appears to be coupled to activation of IGF receptor type 1 and GLUT1 translocation.

One major concern relating to teaching scientific inquiry is that many teachers show epistemologically naive beliefs about nature of science (NOS). In this study, we use in-depth interviews to identify an upper secondary science teacher's beliefs about NOS and scientific inquiry in school. We found that what seemed to be a teacher's positivist position was embedded in broader concerns regarding pedagogical considerations and personal engagement relating to the students. This broader ecology of a teacher's beliefs enabled us to understand why positivist epistemology and related myths concerning NOS are seemingly robust in school versions of scientific inquiry. We suggest that implications for science teacher education and professional development are that teacher (students) need opportunities for guided reflections on personal experiences and commitments towards scientific inquiry to increase conscience with respect to how they might affect their situated practice.

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