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This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding of optics. Their work is part of a school-wide knowledge building initiative, the essence of which is giving students collective responsibility for idea improvement. This goal is supported by software-Knowledge Forum-designed to provide a public and collaborative space for continual improvement of ideas. A new analytic tool-inquiry threads-was developed to analyze the discourse used by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems (involving concrete/empirical and abstract/conceptual artifacts); community knowledge (knowledge constructed for the benefit of the community as a whole); and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded to problems and ideas that emerged as community knowledge

Tumor immune evasion is a hallmark of cancer. The programmed death-1/programmed death-ligand 1 (PD-1/PD-L1) pathway has been suggested to play an important role in T cell tolerance and tumor immune escape. In this study, we aimed to evaluate the correlation between the expression of PD-1/PD-L1 and the post-treatment outcome in patients with nasopharyngeal carcinoma (NPC). Formalin-fixed, paraffin-embedded tissue biopsies from 139 patients with histological diagnosis of NPC treated with conventional chemoradiotherapy were studied. By using immunohistochemistry staining, expressions of PD-1 on tumor-infiltrating lymphocyte and PD-L1 on tumor tissue were detected. The staining results were evaluated with H-score. The correlation between PD-1/PD-L1 expression and clinical characteristics and post-treatment outcome were analyzed. PD-1(+) immune cell were present in 52 of these 139 tumors (37.4%). PD-L1 expression was detected in 132 patients (95.0%), which located on tumor tissue. High expression of PD-L1 (median H-score >35) in tumor tissue significantly correlated with a poor prognosis of disease-free survival (P = 0.009). Co-expression of PD-1 and PD-L1 in NPC at diagnosis correlated with the poorest prognosis of disease-free survival (P = 0.038). PD-1/PD-L1 co-expression reflected the selective suppression of cytotoxic lymphocytes in the tumor microenvironment and predicted recurrence and metastasis of NPC after conventional therapies. Blocking this pathway in patients with co-expression of PD-1/PD-L1 provides a potential therapy target for NPC.

Until recent times, most studies on supporting simulation-based scientific discovery learning adopted the ad hoc strategies-oriented approach. This paper makes a systematic analysis of the internal conditions of scientific discovery learning to propose a triple scheme for learning support design that includes interpretative support (IS), experimental support (ES), and reflective support (RS). The experiment was conducted with 78 students (aged from 12 to 13 years) to examine the effects of the IS and ES using a 2x2 between-subjects design. The main results were: significant effects were observed for IS on the post-test of intuitive understanding, flexible application and knowledge integration; no main effect was demonstrated for ES, and there was a marginally significant interactive effect for ES and IS on the intuitive understanding test. A process analysis showed that the successful learners had designed more well-controlled experiments than the failing ones. Learning support in a simulation environment should be directed toward the three perspectives to invite meaningful, systematic and reflective discovery learning.

This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle-versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge Building initiatives, each focused on a curriculum theme and facilitated by nine teachers over eight years, were analyzed using measures of student discourse in a Knowledge Building environment-Knowledge Forum. Results were analyzed from the perspective of student, teacher, and principal engagement to identify conditions for Knowledge Building as a school-wide innovation. Analyses of student discourse showed interactive and complementary contributions to a community knowledge space, conceptual content of growing scope and depth, and collective responsibility for knowledge advancement. Analyses of teacher and principal engagement showed supportive conditions such as shared vision; trust in student competencies to the point of enabling transfer of agency for knowledge advancement to students; ever-deepening understanding of Knowledge Building principles; knowledge emergent through collective responsibility; a coherent systems perspective; teacher professional Knowledge Building communities; and leadership supportive of innovation at all levels. More substantial advances for students were related to years of teachers' experience in this progressive knowledge-advancing enterprise.

Learning support studies involving simulation-based scientific discovery learning have tended to adopt an ad hoc strategies-oriented approach in which the support strategies are typically pre-specified according to learners' difficulties in particular activities. This article proposes a more integrated approach, a triple scheme for learning support design on the basis of the systematic analysis of the internal conditions of scientific discovery learning. The triple learning support scheme involves: (a) interpretative support that helps learners with knowledge access and the generation of meaningful and integrative understandings; (b) experimental support that scaffolds learners in systematic and valid experimental activities; and (c) reflective support that increases learners' self-awareness of the discovery processes and prompts their reflective abstraction and integration. Two experiments were conducted with eighth graders (13-year-olds) to examine the effects of these learning supports embedded into a simulation program on floating and sinking. The overall results support the main hypotheses that learning supports in a simulation environment should be directed towards the three perspectives to invite meaningful, systematic, and reflective discovery learning.

This research integrates theory building, technology design, and design-based research to address a central challenge pertaining to collective inquiry and knowledge building: how can studentdriven, ever-deepening inquiry processes become socially organized and pedagogically supported in a community? Different from supporting inquiry using pre-designed structures, we propose reflective structuration as a social and temporal mechanism by which members of a community co-construct/re-construct shared inquiry structures to shape and guide their ongoing knowledge building processes. Idea Thread Mapper (ITM) was designed to help students and their teacher monitor emergent directions and co-organize the unfolding inquiry processes over time. A study was conducted in two upper primary school classrooms that investigated electricity with the support of ITM. Qualitative analyses of classroom videos and observational data documented the formation and elaboration of shared inquiry structures. Content analysis of the online discourse and student reflective summaries showed that in the classroom with reflective structuration, students made more active and connected contributions to their online discourse, leading to deeper and more coherent scientific understandings.3

The Eastern cultural tradition, together with other social factors, has shaped a group-based, teacher-dominated, and centrally organized pedagogical culture. Drawing upon this cultural perspective, this article reviews the development of information and communication technologies (ICT) in Eastern schools, including ICT planning and management, hardware infrastructures, software resources and services, professional development, and ICT-supported educational practices. It highlights the impact of the pedagogical culture on technology use, as well as the role of technology in pedagogical change. The review suggests a number of critical challenges Eastern educators need to address.Keywords Asia Á Educational change Á Educational technology Á Information and communication technology Á Pedagogical culture Application of information and communication technologies (ICT) in education is of primary concerns for educators all over the world. However, culture has a strong influence on the design, use, as well as management of information, communication, and learning systems (Wild, 1999). Educators from the Western and Eastern worlds are incorporating and utilizing technologies in different pedagogical cultures for varied purposes. Although the cultural differences are often subtle, seeing the variations can help us understand the contextual constraints and alternative possibilities, and develop a culturally adaptive approach to learning technology innovation. Drawing upon a cultural perspective, this article reflects on the development of ICT in schools in China as well as other Eastern societies, and highlights major challenges that need to be addressed.