Recent research has challenged traditional assumptions that scientific practice and knowledge are essentially individual accomplishments, highlighting instead the social nature of scientific practices, and the coconstruction of scientific knowledge. Similarly, new research paradigms for studying learning go beyond focusing on what is ''in the head'' of individual students, to study collective practices, distributed cognition, and emergent understandings of groups. These developments require new tools for assessing what it means to learn to ''think like a scientist.'' Toward this goal, the present case study analyzes the discourse of a 6th-grade class discussing one student's explanation for seasonal variations in daylight hours. The analysis identifies discourse moves that map to disciplinary practices of the social construction of science knowledge, including (1) beginning an explanation by reviewing the community's shared assumptions; (2) referencing peers' work as warrants for an argument; and (3) building from isolated ideas, attributed to individuals, toward a coherent situation model, attributed to the community. The study then identifies discourse moves through which the proposed explanation was taken up and developed by the group, including (4) using multiple shared representations; (5) leveraging peers' language to clarify ideas; and (6) negotiating language and representations for new, shared explanations. Implications of this case for rethinking instruction, assessment, and classroom research are explored. ß This body of research instead highlights the essentially social nature of scientific practices, and the co-constructed and distributed nature of scientific knowledge. It emphasizes that professional communities of scientists generate new knowledge through a collective, contested, negotiated process, based on communication and mutual accommodation of ideas, rather than simply through the individual exercise of abstract logical reasoning. In the words of Dunbar and Fugelsang (2005),
Endometriosis of the abdominal wall is defined as the presence of superficial ectopic endometrial tissue to the parietal peritoneum, whose origin may be associated with previous gynecological surgical procedures. Its prevalence is low, around 0.03%, being the first isolated case in our institution, its report and bibliographic review was necessary. The following paper is a case report and a brief bibliographic literature review. Endometriosis is defined as the presence of endometrial glands and stroma outside the uterine cavity. The definition includes injuries that may or may not be related to previous surgical procedures. It is associated with cesarean section in 57% and hysterectomy in 17%. We present the case of a 37 years old female patient, with a history of three previous cesarean sections 3, 6 and 10 years ago; who presented a clinical picture of a sensation of a mass in the abdominal wall, accompanied by cyclical pain and mass growth related to menstrual periods. Abdominal ultrasound reported a heterogeneous vascularized 4x5cm mass. She underwent surgery at our institution where an endometrial mass was evidenced that infiltrated the rectus abdominis, later the diagnosis was confirmed with the histopathological study. Abdominal endometriosis is a rare entity in medical practice. A high index of suspicion should be considered in the case of a woman who presents with disabling abdominal pain located in the abdominal wall, with a history of previous gynecological surgical procedures. This pathology can be confused with many other surgical entities; for this reason, resorting to paraclinical studies can be essential in the diagnostic certainty.
As the Latino population increases, many public school systems throughout the United States are struggling to meet the educational needs of Latino children. Latinos remain the most undereducated segment of the nation's school aged children; they comprise the largest group of highschool dropouts, and high school graduates are much less likely to attain advanced degrees (Zambrana 1995). There are numerous internal and external factors related to the Latinos' relatively low educational attainment including poverty, educators' low expectations, language, low self-esteem and peer group pressure (Reyes et al. 1999).
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