Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design.

The importance of engaging and effective learning environments for science, technology, engineering and mathematics (STEM) has been internationally recognised. However, no comprehensive pedagogical frameworks exist that support STEM learning environment design. In this study, a pedagogical framework and principles for STEM learning environment design were created based on participatory focus groups involving 10-18-year-old students, teachers, school directors, parents, university students and STEM professionals. Representatives of key stakeholder groups in Belarus, Finland, Germany, Greece and Spain (total n = 132) were invited to focus group discussions in which their wishes related to the pedagogical framework were collected. A second focus group discussion session, engaging the same stakeholder groups (total n = 137), was implemented to validate the framework. A final review for the framework and its design principles was conducted in online focus group sessions, involving 20 experts in curriculum, STEM, educational policy and/or educational technology from all participant countries. The co-designed framework, which is strengthened by the research literature, entails the following design principle categories: (1) General principles, (2) Cross-curricular skills, (3) Ways of teaching and learning, (4) Socio-emotional aspects and (5) Educational compatibility. The design principles created in this study have been employed in developing a hybrid (virtual, physical, formal, non-formal and informal) STEM environment, but they can be employed in any (STEM) learning environment design. Instead of focusing on singular design principles, we recommend considering a wide range of different design principles in order to support multiple ways of teaching and learning and to develop both subject-related and cross-curricular competencies.

17ß-estradiol levels and oxidative balance in a population of pre-, peri-, and post-menopausal women.

BACKGROUND: The high incidence of various diseases observed in post-menopausal women has been widely associated to the decline of 17ß-estradiol (E2) occurring in correspondence of menopausal transition. One of the mechanisms suggested to explain this link takes into account the ability of E2 to counteract oxidative stress (OS) which is believed to play an important role in several pathogenic processes. AIM: To investigate whether stages of women's life characterized by different levels of E2 influence OS. SUBJECTS AND METHODS: We conducted a cross sectional study of OS markers in 159 women subdivided in 65 pre-menopausal, 36 peri-menopausal, and 58 post-menopausal classified according to the Staging of Reproductive Aging Workshop (STRAW) criteria. E2, follicle-stimulating hormone, and markers of OS including hydroperoxides, thiols, uric acid, total and residual antioxidant power, were assessed. RESULTS: After adjustment for covariates, only total antioxidant power was significantly different according to menopausal status (p <0.01), with lower value in pre- with respect peri- and post-menopausal women. No significant correlations between E2 levels and OS markers were detected. CONCLUSIONS: Endogen E2, and, consequently, its decline during menopausal transition, is not a determinant factor for OS.