Acknowledgments The authors want to thank the many people who contributed to this publication. Ma... more Acknowledgments The authors want to thank the many people who contributed to this publication. Matt Perry, formerly Principal of the Arthur A. Benjamin Health Professions High School (HPHS) in Sacramento, California, enthusiastically encouraged interdis-ciplinary curriculum integration throughout the school and supported our creation of this manual. For five years, teachers at HPHS have used this approach to develop integrated curriculum units and have participated in exciting conversations about how to advance student learning. This manual reflects their dedication and hard work. Beverly Campbell of BECGroup Consulting and the National Consortium on Health Science Education (NCHSE) carefully read the original manuscript and provided helpful comments. She was instrumental in guiding the successful curriculum integration work at HPHS. Carole Stacy, Executive Director of NCHSE, provided support throughout the original curriculum development effort. We wish to extend our special thanks...
For insight into the mechanisms of gene regulation by growth hormone (GH), the regulation of tran... more For insight into the mechanisms of gene regulation by growth hormone (GH), the regulation of transcription factors associated with the serum response element (SRE) located upstream of c-fos was examined. The SRE can mediate induction of reporter expression in response to GH. For insight into the mechanism by which GH regulates transcription factors, regulation of SREassociated proteins by GH was examined. In nuclear extracts from 3T3-F442A fibroblasts, several SRE-binding complexes were identified by electrophoretic mobility shift assay. GH treatment for 2-10 min transiently increased binding of two complexes; binding returned to control values within 30 min. The two GH-stimulated complexes were supershifted by antibodies against the serum response factor (SRF), indicating that they contained SRF or an antigenically related protein. One of the GH-stimulated complexes was supershifted by antibody against Elk-1, suggesting that it contains a ternary complex factor (TCF) such as Elk-1 in addition to SRF.
Connected the California Center For College and Career, Feb 1, 2010
Abstract: The term" integrated curriculum" has many different, sometime... more Abstract: The term" integrated curriculum" has many different, sometimes conflicting, meanings to educators. In this manual, integrated curriculum refers to the materials and pedagogical strategies used by" multidisciplinary" teams of teachers to organize their ...
For insight into the mechanisms of gene regulation by growth hormone (GH), the regulation of tran... more For insight into the mechanisms of gene regulation by growth hormone (GH), the regulation of transcription factors associated with the serum response element (SRE) located upstream of c-fos was examined. The SRE can mediate induction of reporter expression in response to GH. For insight into the mechanism by which GH regulates transcription factors, regulation of SREassociated proteins by GH was examined. In nuclear extracts from 3T3-F442A fibroblasts, several SRE-binding complexes were identified by electrophoretic mobility shift assay. GH treatment for 2-10 min transiently increased binding of two complexes; binding returned to control values within 30 min. The two GH-stimulated complexes were supershifted by antibodies against the serum response factor (SRF), indicating that they contained SRF or an antigenically related protein. One of the GH-stimulated complexes was supershifted by antibody against Elk-1, suggesting that it contains a ternary complex factor (TCF) such as Elk-1 in addition to SRF.
Scientific literacy involves the ability to read with understanding, determine salient from irrel... more Scientific literacy involves the ability to read with understanding, determine salient from irrelevant information, explain and predict scientific events, and evaluate and apply evidence and arguments. For many decades, scientists and science educators have worked to develop curricular programs that systematically promote scientific literacy, even as the definition of literacy and the intended audience has evolved with time. Based on current learning theories of how children learn, what do we know about how to best guide students in the development of deep understanding of and reasoning with scientific information? How do we transform digital resources into cognitive tools to support the development of deep understanding of scientific information? This chapter presents a case study of one project's efforts to design learning technologies and curricular activities to support inquiry readiness and complex reasoning around biodiversity and subsequent science topics. Research results support the value in content hints in learning to determine salient from irrelevant data for the construction of scientific claims and evidence. Lessons learned are presented relative to the transformation of the technology from digital resource to cognitive tools and the design of curricular scaffolds.
annual meeting of the American Educational …, 2004
Introduction Science education research suggests that the development of complex scientific reaso... more Introduction Science education research suggests that the development of complex scientific reasoning takes longer than any one curricular intervention, yet surprisingly little research exists on fostering or evaluating complex inquiry thinking over multiple topics or years. While much research in the learning sciences supports the idea that the development of complex thinking takes time and that the development of concepts and thinking skills should be coordinated over multiple units and years, (e.g. Bransford, Brown and Cocking, 2000), few research projects develop and evaluate curricular programs with this idea in mind. National organizations such as the American Association of the Advancement of Science (AAAS) advocate standards-based curricular programs to foster the development of complex reasoning in science, including fostering both the ability to explain individual scientific concepts and the relationships and connections between concepts. Many educational reforms provide strong curricular programs and strong learning outcomes but these programs are nearly always associated with one science topic and one curricular unit.
Acknowledgments The authors want to thank the many people who contributed to this publication. Ma... more Acknowledgments The authors want to thank the many people who contributed to this publication. Matt Perry, formerly Principal of the Arthur A. Benjamin Health Professions High School (HPHS) in Sacramento, California, enthusiastically encouraged interdis-ciplinary curriculum integration throughout the school and supported our creation of this manual. For five years, teachers at HPHS have used this approach to develop integrated curriculum units and have participated in exciting conversations about how to advance student learning. This manual reflects their dedication and hard work. Beverly Campbell of BECGroup Consulting and the National Consortium on Health Science Education (NCHSE) carefully read the original manuscript and provided helpful comments. She was instrumental in guiding the successful curriculum integration work at HPHS. Carole Stacy, Executive Director of NCHSE, provided support throughout the original curriculum development effort. We wish to extend our special thanks...
For insight into the mechanisms of gene regulation by growth hormone (GH), the regulation of tran... more For insight into the mechanisms of gene regulation by growth hormone (GH), the regulation of transcription factors associated with the serum response element (SRE) located upstream of c-fos was examined. The SRE can mediate induction of reporter expression in response to GH. For insight into the mechanism by which GH regulates transcription factors, regulation of SREassociated proteins by GH was examined. In nuclear extracts from 3T3-F442A fibroblasts, several SRE-binding complexes were identified by electrophoretic mobility shift assay. GH treatment for 2-10 min transiently increased binding of two complexes; binding returned to control values within 30 min. The two GH-stimulated complexes were supershifted by antibodies against the serum response factor (SRF), indicating that they contained SRF or an antigenically related protein. One of the GH-stimulated complexes was supershifted by antibody against Elk-1, suggesting that it contains a ternary complex factor (TCF) such as Elk-1 in addition to SRF.
Connected the California Center For College and Career, Feb 1, 2010
Abstract: The term" integrated curriculum" has many different, sometime... more Abstract: The term" integrated curriculum" has many different, sometimes conflicting, meanings to educators. In this manual, integrated curriculum refers to the materials and pedagogical strategies used by" multidisciplinary" teams of teachers to organize their ...
For insight into the mechanisms of gene regulation by growth hormone (GH), the regulation of tran... more For insight into the mechanisms of gene regulation by growth hormone (GH), the regulation of transcription factors associated with the serum response element (SRE) located upstream of c-fos was examined. The SRE can mediate induction of reporter expression in response to GH. For insight into the mechanism by which GH regulates transcription factors, regulation of SREassociated proteins by GH was examined. In nuclear extracts from 3T3-F442A fibroblasts, several SRE-binding complexes were identified by electrophoretic mobility shift assay. GH treatment for 2-10 min transiently increased binding of two complexes; binding returned to control values within 30 min. The two GH-stimulated complexes were supershifted by antibodies against the serum response factor (SRF), indicating that they contained SRF or an antigenically related protein. One of the GH-stimulated complexes was supershifted by antibody against Elk-1, suggesting that it contains a ternary complex factor (TCF) such as Elk-1 in addition to SRF.
Scientific literacy involves the ability to read with understanding, determine salient from irrel... more Scientific literacy involves the ability to read with understanding, determine salient from irrelevant information, explain and predict scientific events, and evaluate and apply evidence and arguments. For many decades, scientists and science educators have worked to develop curricular programs that systematically promote scientific literacy, even as the definition of literacy and the intended audience has evolved with time. Based on current learning theories of how children learn, what do we know about how to best guide students in the development of deep understanding of and reasoning with scientific information? How do we transform digital resources into cognitive tools to support the development of deep understanding of scientific information? This chapter presents a case study of one project's efforts to design learning technologies and curricular activities to support inquiry readiness and complex reasoning around biodiversity and subsequent science topics. Research results support the value in content hints in learning to determine salient from irrelevant data for the construction of scientific claims and evidence. Lessons learned are presented relative to the transformation of the technology from digital resource to cognitive tools and the design of curricular scaffolds.
annual meeting of the American Educational …, 2004
Introduction Science education research suggests that the development of complex scientific reaso... more Introduction Science education research suggests that the development of complex scientific reasoning takes longer than any one curricular intervention, yet surprisingly little research exists on fostering or evaluating complex inquiry thinking over multiple topics or years. While much research in the learning sciences supports the idea that the development of complex thinking takes time and that the development of concepts and thinking skills should be coordinated over multiple units and years, (e.g. Bransford, Brown and Cocking, 2000), few research projects develop and evaluate curricular programs with this idea in mind. National organizations such as the American Association of the Advancement of Science (AAAS) advocate standards-based curricular programs to foster the development of complex reasoning in science, including fostering both the ability to explain individual scientific concepts and the relationships and connections between concepts. Many educational reforms provide strong curricular programs and strong learning outcomes but these programs are nearly always associated with one science topic and one curricular unit.
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