Science students' social bonds and knowledge construction

Bellocchi, Alberto

doi:10.1002/tea.21743

Cited by 3 publications

(2 citation statements)

References 45 publications

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“…Overall, the FENS-Hertie Winter School 2022 has leveraged its social activities and informal scientific environment to maximize science learning and discussion opportunities. Indeed, science education research has been exploring the role of social bonds in science learning, and importantly, the construction of social bonds has been implicated in learning experiences (Bellocchi, 2022).…”

Section: Strategies For Strong Interaction Between Participants and F...mentioning

confidence: 99%

Neuro‐immune interactions in health and disease: Insights from FENS‐Hertie 2022 Winter School

Binder,

Rosa,

de Sousa

et al. 2024

Eur J of Neuroscience

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In a great partnership, the Federation of European Neuroscience Societies (FENS) and the Hertie Foundation organized the FENS‐Hertie 2022 Winter School on ‘Neuro‐immune interactions in health and disease’. The school selected 27 PhD students and 13 postdoctoral fellows from 20 countries and involved 14 faculty members experts in the field. The Winter School focused on a rising field of research, the interactions between the nervous and both innate and adaptive immune systems under pathological and physiological conditions. A fine‐tuned neuro‐immune crosstalk is fundamental for healthy development, while disrupted neuro‐immune communication might play a role in neurodegeneration, neuroinflammation and aging. However, much is yet to be understood about the underlying mechanisms of these neuro‐immune interactions in the healthy brain and under pathological scenarios. In addition to new findings in this emerging field, novel methodologies and animal models were presented to foment research on neuro‐immunology. The FENS‐Hertie 2022 Winter School provided an insightful knowledge exchange between students and faculty focusing on the latest discoveries in the biology of neuro‐immune interactions while fostering great academic and professional opportunities for early‐career neuroscientists from around the world.

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Section: Strategies For Strong Interaction Between Participants and F...mentioning

confidence: 99%

Neuro‐immune interactions in health and disease: Insights from FENS‐Hertie 2022 Winter School

Binder,

Rosa,

de Sousa

et al. 2024

Eur J of Neuroscience

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“…A are or nodes of knowledge point q . Let knowledge domain } , , , { , Q a b c d e = contain five knowledge points [27]. Without ambiguity, we call both relations dependencies  .…”

Section: Aq  Andmentioning

confidence: 99%

A Comparative Analysis of Discourse Knowledge Structures in Different Disciplines of Education in Colleges and Universities in the Context of Informatization

Wei

2023

Applied Mathematics and Nonlinear Sciences

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In this paper, we first construct the discourse knowledge structure of education in different disciplines so that the knowledge points in a certain cross-cutting area between different disciplines are finite sets called knowledge domains, and we use the network of the discourse field system to characterize the logical relations in the knowledge space. Secondly, by defining the elements of hypertext as a triadic structure, a specific chain of dependencies is constructed by combining the hypertext structure with the knowledge space. Finally, we conducted a comparative analysis of the knowledge structure of educational discourse in various disciplines. The results show that among 45 knowledge states, 15 attributes corresponding to the whole column have all 0 information values and the knowledge structure model based on the knowledge space can master the corresponding effective skills of students in different disciplines, which indicates that it realizes this learning process of knowledge learning from point to point, from concrete to abstract, and from part to the whole under different disciplines. This paper examines the use of discourse in various knowledge structures, which may provide insights into the teaching of English academic writing in China.

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Affect in Physics Learning: Entanglement with Cognition and Learning Goals

Jaber

Atkins

Elby

et al. 2023

The International Handbook of Physics Education Research: Learning Physics

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Physics education research (PER) has traditionally focused on cognitive aspects of physics learning, including in the study of conceptual and epistemological dynamics of student thinking and engagement. All the while, research in a variety of fields has shown that examining cognition without attention to the emotional and motivational dynamics at play can only provide a partial understanding of learning and engagement. In this chapter, we outline how recent research in science education, including some recent work in PER, is attending to affect in accounts of learning, and we explore what such attention has afforded the field. We first describe how research on affect is retracing the path of research on cognition, shifting away from individualistic accounts grounded in stable, trait-like attributions, toward more context-dependent individualistic accounts and, most recently, toward sociocultural accounts that conceptualize affect as constituted in historical and political configurations. We then discuss how the research on affect in physics learning can be categorized along two dimensions: (1) A cognition-affect entanglement axis characterizing whether cognition and affect are modeled as separable, reflexively interacting, entangled, or even co-constitutive; and (2) A learning goals axis characterizing how radical learning goals are with respect to including affect, ranging from traditional goals (e.g., content learning and/or problem solving where attention to students' feelings is in service of these cognitive goals) to mainstream reform goals (e.g., engagement in science practices, perhaps experienced as enjoyable) to enhanced, affect-infused reform goals (e.g., viewing the experience of disciplinary affect as part of learning the discipline) to radical goals that challenge the field's views about what counts as physics and as physics learning. Taken together, the studies we review showcase how attending to affect enriches the field's understanding of learning and offer future directions for examining and integrating affect into PER. We hope this chapter provides permission—and indeed, inspires and compels—PER scholars to bring out matters of affect as central to learning and becoming in the discipline. In doing so, we hope to problematize and challenge the long-standing inattention to affect in PER, inattention that may contribute to the marginalization of underrepresented students from the world of physics and physics education.

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Science students' social bonds and knowledge construction

Cited by 3 publications

References 45 publications

Neuro‐immune interactions in health and disease: Insights from FENS‐Hertie 2022 Winter School

Neuro‐immune interactions in health and disease: Insights from FENS‐Hertie 2022 Winter School

A Comparative Analysis of Discourse Knowledge Structures in Different Disciplines of Education in Colleges and Universities in the Context of Informatization

Affect in Physics Learning: Entanglement with Cognition and Learning Goals

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