중학교 과학 소화순환호흡배설 단원 수업 후 학생들의 시스템적 사고와 교사의 반성적 사고 분석

This study contributes to the existing field of teacher development by investigating how to deepen teachers' deep reflective thinking with the help of a data-supported guided reflection procedure during the teaching research of several K12 mathematics teachers. This study showed how teachers (n=8) followed a data-supported guided reflection procedure after class. The data were collected through reflection workshop recordings, reflective journals before teachers applied the data-supported guided reflection procedure, and reflective journals after teachers applied the data-supported guided reflection procedure, and were analyzed for content. The results reveal the meaning of deep reflection, the data sources that support teachers' deep reflection, and demonstrate that the data-supported reflection procedure can deepen teachers' reflective thinking and how data can benefit teachers' reflection.

The purpose of the present paper is to elicit the effects of reflective thinking-based teaching activities on pre-service teachers’ reflective thinking skills, critical thinking skills, democratic attitudes, and academic achievement. The paper employed experimental design. The study group consisted of second year students from the Education Faculty of Gazi University in the 2010-2011 academic year. In total, 42 students (21 experimental; 21 control) were selected. Data were collected from:1) California Critical Thinking Scale, 2) Democratic Attitudes Scale, 3) Academic Achievement Test, 4) Reflective Thinking Tendency Scale for Teachers and Pre-service Teachers, 5) Reflective Journal, and 6) Rubric for portfolio.Though the experimental group obtained higher post-test, achievement, reflective thinking, critical thinking, democratic attitude, and academic achievement mean scores than the control group, these differences were found to be statistically not significant. The students were able to perform the behaviors required by reflection-on-action and reflection-in-action processes to a great extent.

The concept of reflective learning has been widely adopted in many of the nursing curricula today. Reflective learning is of particular relevance to the education of professionals, as it encourages students to integrate theory with practice, appreciate the world on their own behalf, and turn every experience into a new potential learning experience. While nurse educators have widely accepted the educational benefits of reflection, research into reflective learning is hampered by the lack of reliable and widely accepted methods for assessing whether reflection takes place and the level of any reflection. This study attempted to develop and test coding systems for written reflective journals based on two well-known models of reflective thinking. The reflective journals submitted by the students were subjected to content analysis at two levels. The findings of this study suggest that student writing can be used as evidence for the presence or absence of reflective thinking. The process of allocating students to three categories of non-reflector, reflector and critical reflector was straightforward and reliable. Identifying textual elements within journals and allocating them to the finer levels of reflection within a more complex model of reflective thinking was, however, more problematic and considerably less reliable.

This article investigates the value of writing reflective journals for student teachers during practicum placement. The author invited 10 pre‐service education degree teachers to write a weekly reflective journal throughout their four weeks practicum teaching. Each student teacher was given the opportunity to revisit the issues in his journals through a subsequent reflective dialogue. At the end of the practicum, the student teachers were asked to complete one additional reflective journal to provide their views about how useful and challenging they found the task of writing reflective journals on their teaching experiences. The author also kept observation notes to reflect on his own experiences of involving student teachers in reflective journal writing. It was concluded that the student teachers benefited immensely from their experiences of writing reflective journals for the purpose of reflecting on their practical experiences. They reported that the activity helped them improve their teaching experiences and deepen their understanding of the complexities involved in learning to teach. The study has implications on the role of reflective journals as a means of engaging teacher candidates in reflective thinking, a recently emerging notion in the education of teachers in Ethiopia.

<p>Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills.</p><p>An important component of self-regulated learning is reflective thinking. Reflective thinking is a mental process that contributes to deeper learning experiences, improves problem solving skills, and enhances creativity. Reflective thinking can be stimulated with writing activities. Research and theories of reflective practices informed the creation of the Reflective Writing Prompts.</p><p>The Reflective Writing Prompts stimulate reflective thinking as they teach and develop metacognitive and self-regulated learning skills to make practice more effective. Each exercise prompts the student to think and write a response to questions focused on a specific skill. These prompts are based on research in music psychology and reflective thinking, with special focus on metacognition, self-regulated learning, practice habits, and reflective journaling. The pertinent studies and theories in these areas will be examined and explained in relation to each other. With this foundational knowledge in place, the Reflective Writing Prompts will be presented. The prompts are designed to support first or second year music students in their development as independent learners who practice effectively.</p>

This study investigates eight TEFL pre-service teachers’ reflective thinking on their classroom discourse in a middle school in China. The data comes from reflective journals, interviews and classroom observations. Three major themes emerge from the journals: physiological aspect, interpersonal aspect and pedagogical aspect of discourse. Moreover, the features of their reflective thinking on classroom discourse are explained. It is concluded that conceptualization is the most prominent feature. Additionally, the study finds out three influential factors on the focuses and features of pre-service teachers’ reflective thinking: lack of teaching experience, lack of knowledge on students and teachers’ identity dilemma.

This chapter reviews M2 macrophage functions in three organ systems that complement each other and have synergistic functions: the circulatory, respiratory, and excretory systems. These organ systems evolved when the complexity of the body plan made it necessary to develop fluid compartments around the cells. In the human body these fluid compartments are the interstitial fluid, the lymph, the blood, and other special fluid compartments such as the cerebrospinal fluid, the aqueous humor in the eye, and the endolymph in the inner ear. The circulatory system generates, channels, and keeps in motion these fluid components, and the respiratory system ensures oxygenation and proper carbon dioxide tension of the fluid compartments. The excretory organs maintain volume and ionic composition, and clear potentially harmful materials, such as metabolic end products. Macrophages are present in all these three organ systems: they are enriched in the vessel walls, within the heart, in the respiratory tract, and in the lung alveoli, kidney, and lower urinary tract.

The structural relationship between cells of the parenchyma and those of the alimentary and excretory systems, and tegument are described.Junctional complexes are formed in areas of close cell apposition. They occur laterally on invaginations of parenchymal processes which are embedded in the epithelial cells of the alimentary and excretory systems, and on flat plaques between parenchymal cells and the tegument.The ultrastructure of the complexes has been resolved and a three-dimensional interpretation is put forward. It is suggested that the complex is a type of desmosome.The findings reported here add support to the suggestion made in a previous paper that the parenchyma may function as a transport system in this fluke.We wish to acknowledge grants from the Wellcome Trust and the S.R.C. for the purchase of an Akashi TRS 50 and an A.E.I. EM 6B electron-microscope respectively. This research and that reported in a previous paper were carried out while one of us (S.S.E.G.) was in receipt of a Training Studentship Grant from the Wellcome Trust.We also wish to thank Mr W. Ferguson and Mr A. Lyness for photographic and technical assistance.

ObjectiveTo determine if the Food Standards Agency nutrient profiling system (FSAm-NPS), which grades the nutritional quality of food products and is used to derive the Nutri-Score front-of-packet label to guide...

Teacher training process must stimulate reflective thinking skill because this skill is crucial to improve teaching and learning capability. Indonesian version of standardized instrument to assess the development of reflective thinking skill in teacher training program is still limited. This research aimed to adapt Reflective Thinking Questionnaire (RTQ) to Indonesian version, investigate its quality, probe pre-service chemistry teachers’ level of reflective thinking, investigate relationship between reflective thinking and GPA, and compare between 1st year and 4th year pre-service chemistry teachers’ reflective thinking skill. RTQ is a 16 items 5 point Likert scale questionnaire purposed to measure reflective thinking in 4 subscale levels: Habitual Actions (HA), Understanding (U), Reflection (R), and Critical Reflection (CR). Each subscale was assessed by 4 questionnaire items. With the help of four science education experts who are fluent in both languages, RTQ was first translated into Indonesian and then its empirical result was substantiated. The translated RTQ was given to 147 pre-service chemistry teachers from Department of Chemistry Education, Raja Ali Haji Maritime University, Indonesia. Data were analyzed using Rasch model method. Result indicated that the instrument and all 16 items nicely fit the Rasch model. The data also showed good reliability (Cronbach alpha .84). Result of this research also indicated that Understanding received the highest mean (17.70), followed by Critical Reflection (16.50), Reflection (16.48), and the lowest mean was Habitual Action (14.60). Non-parametric analysis was used because normal data distribution is not observed. Based on Wilcoxon Test result, significant difference between all subscales levels were detected, except for CR-R. Spearman Correlation result indicated that correlation between reflective thinking and GPA was not significant. Based on Mann-Whitney Test result, significant difference between 1st year and 4th year college students’ reflective thinking was only detected in CR. The implications relate to reflective thinking skill were discussed to improve the quality of learning process and its’ evaluation.

Injuries of the musculoskeletal system, in particular scoliosis, become the sphere of competence not only of orthopedists, but also of other specialists, since children have not only changes in the bone elements of the spine, thorax and pelvis, but also in the internal organs of the thoracic and abdominal cavities, cardiovascular, respiratory and digestive systems. Regulation of the heart and blood vessels is carried out by the autonomic nervous system, in which particular importance belongs to segmental vegetative centers, namely the sympathetic trunk, which is located on both sides of the spine. Deformation of the spine certainly violates innervation of the internal organs, particularly of the cardiovascular system.

Objective To investigate the occurrence of hypersensitivity induced by carboplatin+ paclitaxel chemotherapy in patients with ovarian cancer and to analyze the risk factors of hypersensitivity. Methods The clinical data of 60 patients with ovarian cancer were retrospectively analyzed. All cases were treated with carboplatin and paclitaxel to observe the occurrence and clinical manifestation of hypersensitivity after treatment. The baseline data of the patients with hypersensitivity and the patients without hypersensitivity were compared. Logistic regression analysis was used to further clarify the related factors of hypersensitivity reactions. Results Among the 60 patients, 16 cases (26.67%) had hypersensitivity after chemotherapy. The proportions of affected organs from large to small were the skin and mucous membranes(10.00%), digestive system(5.00%), circulatory system(3.33%), respiratory system(3.33%), nervous system((1.67%), urinary system(1.67%) and eye reaction(1.67%) in turn. Hypersensitivity was correlated with microbial infection, prevention of medication time, use type of infusion device (P<0.05). Conclusions Carboplatin combined with paclitaxel in the treatment of ovarian cancer, the type of infusion device, microbial infection and the time of prevention of medication can cause hypersensitivity, it is necessary to pay attention to this and take measures to reduce the incidence of hypersensitysity. Key words: Hypersensitivity; Ovarian cancer; Paclitaxel; Carboplatin; Risk factors

Due to non-standardized administration of antibiotics,changes in homosexual behavior,human immunodeficiency virus co-infection,missed diagnosis of syphilis during pregnancy,and non-administration of benzathine benzylpenicillin for syphilis treatment in the first and last three months of pregnancy,many uncommon or rare manifestations haven been observed in syphilitic patients with the involvement of skin,mucous membrane,bone,joints,cardiovascular system,nervous system,alimentary system and respiratory system,which increases difficulties in the diagnosis and treatment of syphilis.This paper presents atypical syphilis cases reported at home and abroad in recent years,in hope to enhance clinicians' understanding of syphilis,so as to facilitate early diagnosis of syphilis and reduce systemic damages caused by syphilis. Key words: Syphilis ; Skin manifestations ; Viscera ;

BackgroundAugmented reality (AR) is a widely used technology in science education today. Problem‐based learning (PBL) is one of the teaching methods employed in science education for a long time. Studies where AR and PBL are used together are new and rare. PBL and AR technology are used together in the study because it is believed that integrating AR technology with PBL increases the effectiveness of PBL.ObjectivesIn the present study, the effect of PBL supported by AR on academic achievement, reflective thinking skills towards problem‐solving, decision‐making abilities, and the permanence levels of the 7th‐grade students were researched.MethodsThe embedded design from mixed methods was used in the study, which had two experimental groups and one control group. For the Experiment‐1, Experiment‐2, and Control Groups, respectively, PBL supported by AR, PBL alone, and the current teaching method were used. The sample consists of 92 students from the seventh grade.Results and ConclusionsIn terms of academic achievement, reflective thinking skills towards problem‐solving, and decision‐making abilities, the Experiment‐1 Group outperformed the Experiment‐2 and Control Groups, and the Experiment‐2 Group outperformed the Control Group. It has been discovered that PBL supported by AR is more effective than solely PBL and the currently used teaching method in terms of improving reflective thinking skills towards problem‐solving and decision‐making abilities, as well as the persistence of academic achievement in a science course.

The neonate has basic needs that must be satisfied at the time of hatching if survivability and maximum potential are achieved. Some of these basic needs are fresh air, clean water, proper feed, and heat. The developmental state at hatching of the neonate differs among all avian species (Nice, 1962). The post-hatching period for altricial neonates is more critical than for precocial birds because they hatch in a less mature state. Differing amounts of maternal care are therefore essential for each species (Nice, 1962). Although embryonic growth among species is very similar, no two physiological systems seem to mature at the same rate (Ricklefs and Starck, 1998). In addition, maturity may be a function of the egg conductance constant (Ar and Rahn, 1978), which is determined by egg mass, eggshell conductance (or functional properties) and the length of the incubation period (see Box 1 later), all of which may constrain neonatal maturity. When viewed energetically, the difference between maturity types resides in the different water concentrations in eggs and hatchlings, in the density of chemical potential energy in the dry matter of true hatchlings, and in the different amounts of energy transferred from the egg to the spare yolk (Ar et al., 1987). On the basis of species comparisons of posthatching growth of all birds (Lilja, 1983; Ricklefs, 1987), it has been suggested that the rate of growth after hatching is at least partially determined by the pattern of organ growth. It appears that a high rate of growth is correlated to early growth of ‘‘supply organs’’ (oesophagus, proventriculus, gizzard, intestines, heart and liver) at the expense of ‘‘demand organs’’ (breast, wings, legs and feathers). These changes begin very early in development (Lilja and Olsson, 1987), and Schmalhausen (1930) hypothesised that growth and organ function come into conflict when growth occurs too slowly or too rapidly. Even under the most optimum conditions, a newly hatched bird is not free from stress. This is impossible because the absence of stress is death (Selye, 1951). However, hatchlings possess abilities to cope with stress via adrenal cortical hormones (Davis and Siopes, 1989). Hatchlings have different blueprints for growth and maturation that must occur within a predetermined time frame. Many times this blueprint does not include adjustments that need to occur in maturational and growth processes in an imperfect environment. The objective of this paper is to define a ‘‘physiologically normal’’ hatchling and to describe the principles involved in the maturation and growth of several organ systems during the initial stages of life. At least six physiological systems exist that require maturation during the last week of incubation or, in the case of altricial species, the initial days of life outside the shell. These systems are: (1) the circulatory system (heart and blood); (2) the kidney and body fluids system; (3) the digestive system; (4) body temperature regulation; (5) the respiratory system; and (6) the immune system. These systems are discussed here using published data to help clarify important points.