Application of variation theory in STEM education: A comprehensive guideline for STEM teachers.

Incorporating appropriate pedagogical strategies has been instrumental in the development of a favorable learning environment for holistic learning, particularly in Science, Technology, Engineering, and Mathematics (STEM) education. However, there is growing evidence of the need to advance the existing methods, through more robust and comprehensive fieldwork grounded in design study. It has been shown that the lack of guidance in lesson planning using variation theory is also thought to require particular attention, as the accuracy of the student learning relies significantly on the planning of the lesson. However, little research has outlined the strategy to be followed for incorporating variation theory. This article proposes a method of preparing lesson plans to systematically implement the variation theory in STEM classrooms. The method seeks to design and implement current techniques as follows:•According to variation theory, teachers must create the necessary conditions for learning for the students to recognize what they are expected to learn.•To create the necessary conditions for learning, teachers define the key aspects of the topic to be covered and use different patterns of variations in teaching those contents, such as contrast, separation, generalization, and fusion.•Finally, teachers focus on the key aspects one by one or simultaneously to grab students' attention.

Factors affecting student readiness towards OBE implementation in engineering education: Evidence from a developing country.

Engineering universities in the South Asian region have been investigating the efficacy of Outcome-Based Education (OBE) in preparing their students to meet the demands of the Fourth Industrial Revolution (4IR). Evaluating students' motivations towards OBE is crucial for its successful implementation into engineering degree programs. This research aims to explore students' readiness towards OBE implementation at one of the prominent engineering universities in Bangladesh. To achieve this aim, an instrument was developed to comprehensively measure students' readiness towards the implementation of OBE. The survey instrument with a 7-point scale, measuring six constructs of the proposed model, such as (a) Students' awareness, (b) Teachers' commitment, (c) Institutional support, (d) Perceived easiness, (e) Students' motivation, and (f) Self-efficacy, was developed and administered to a pilot sample of sixty-eight participants (N = 68) from two engineering domains: Civil and Environmental Engineering (CEE), and Computer Science and Engineering (CSE). The final data was collected from a cohort of Three Hundred and Seventy participants (N = 370), distributed across four engineering domains. A structural equation modeling (SEM) with the help of the Smart-PLS software was conducted to determine the construct validity of the measurement model and to evaluate the model fit. Results from the analysis indicate no significant positive effect of teachers' commitment (TC) on students' readiness (SR). However, the results reveal a significant positive effect of students' awareness (SA) and perceived easiness (PE) on students' readiness (SR). Results also reveal no significant moderating role of institutional support (IS) on the relation between the exogenous variables (IS, SA, PE) and the endogenous variable (SR). The research recommends Institutional Support as essential for instructors and students to implement outcome-based education (OBE) in engineering education.

Flipped classroom: How higher education institutions (HEIs) of Bangladesh could move forward during COVID-19 pandemic.

Due to COVID-19 pandemic, Bangladesh along with most of the developing countries is facing unexpected impediments towards functioning their regular activities. Most importantly, schools at all levels and Higher Educational Institutions (HEIs) have been completely shut down since March 26, 2020 that directly obliged stakeholders (Ministry of Education, institutes authorities, parents and other relevant bodies) to adopt online education. Due to having very less experience, in many cases no experience at all, of conducting teaching and learning wholly online by HEIs of Bangladesh, myriad challenges have been encountered by teachers and students. In order to find out a viable technique for dealing with these challenges, this paper addresses two research questions: What are the available open Source technologies that could be used as an alternative of paid LMS system for any developing countries during this COVID-19 pandemic? and Is exiting flipped classroom technique suitable for continuing teaching and learning during COVID-19 pandemic? In an effort to solve the above mentioned questions, a case study method was adopted. The findings of this study propose a pathway (framework) through which the HEIs of developing countries will be able to continue teaching and learning without investing money and organizing training during this COVID-19 pandemic and similar other emergency situations. This strategy provides a simple but reliable emergency means which is based on flipped classroom theory. The HEIs of Bangladesh particularly, and other developing countries generally will be benefited from this proposed framework while they do not have established means to carry their teaching and learning. This paper lastly addresses a few limitations of this framework and provides guidelines to the policymakers on how to incorporate it into the HEIs during this emergency context.

Higher sterol content regulated by CYP51 with concomitant lower phospholipid content in membranes is a common strategy for aluminium tolerance in several plant species.

Several studies have shown that differences in lipid composition and in the lipid biosynthetic pathway affect the aluminium (Al) tolerance of plants, but little is known about the molecular mechanisms underlying these differences. Phospholipids create a negative charge at the surface of the plasma membrane and enhance Al sensitivity as a result of the accumulation of positively charged Al(3+) ions. The phospholipids will be balanced by other electrically neutral lipids, such as sterols. In the present research, Al tolerance was compared among pea (Pisum sativum) genotypes. Compared with Al-tolerant genotypes, the Al-sensitive genotype accumulated more Al in the root tip, had a less intact plasma membrane, and showed a lower expression level of PsCYP51, which encodes obtusifoliol-14α-demethylase (OBT 14DM), a key sterol biosynthetic enzyme. The ratio of phospholipids to sterols was higher in the sensitive genotype than in the tolerant genotypes, suggesting that the sterol biosynthetic pathway plays an important role in Al tolerance. Consistent with this idea, a transgenic Arabidopsis thaliana line with knocked-down AtCYP51 expression showed an Al-sensitive phenotype. Uniconazole-P, an inhibitor of OBT 14DM, suppressed the Al tolerance of Al-tolerant genotypes of maize (Zea mays), sorghum (Sorghum bicolor), rice (Oryza sativa), wheat (Triticum aestivum), and triticale (×Triticosecale Wittmark cv. Currency). These results suggest that increased sterol content, regulated by CYP51, with concomitant lower phospholipid content in the root tip, results in lower negativity of the plasma membrane. This appears to be a common strategy for Al tolerance among several plant species.