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Student motivation within a STEM course is dependent on their perceived relevance and utility of the topics learned. This paper presents an Informative Utility Value Intervention (IUVI) designed to promote perceptions of utility. The IUVI was designed as a series of assignments for general chemistry students in large lecture courses, but the method can be adapted to other science disciplines. The intervention begins by establishing a baseline of students’ utility-value of chemistry then scaffolds new connections to their field of interest. The scaffold includes directing students to published articles demonstrating real-world connections between topics they are learning and their career interests. Student responses indicate they were able to make connections between the topic and their career interests and they perceived the articles as relevant to their career interests. 

Chemistry instruction should provide students a rationale for appreciating chemistry as a useful discipline, which is a particular challenge given the diverse student interests within introductory chemistry courses. In this study, we introduce and evaluate an interactive assignment, called an Informative Utility Value Intervention (IUVI), meant to improve students’ perceptions of the utility of chemistry. IUVI provides students with web-based articles describing how chemistry topics are relevant to the students’ chosen career interests. IUVI was administered to second-semester general chemistry students with a quasiexperimental study design in which one section from each instructor was given the intervention, and pre-intervention measures were used to account for potential differences between groups. The results indicate that students who received the intervention reported higher perceptions of the utility of chemistry at the end of the semester and higher scores on a common final exam than students who did not receive the intervention. Results from a structural equation model indicated the IUVI was associated with improved utility perceptions and final exam scores; however, these improvements were potentially independent of each other. Therefore, the theoretical explanation that improved perceptions of utility value resulted in improved academic performance could not be supported. Overall, IUVI offers an effective and highly portable intervention which can be adopted and adapted by instructors to promote students’ utility perceptions of chemistry. 

This article describes the use of a digital tool to conduct investigations that allow young children to collect data to answer questions that are interesting and developmentally appropriate for preschoolers. The curricular program is designed as a set of hands-on experiences for preschoolers to engage in problem-solving with data. The digital tool supports the teacher to mediate each step in the investigation process, as preschoolers collaborate to pose a question of interest, identify categories or variables that can help answer the question, proceed through the data collection process, and quickly generate a visualization (graph or tally chart) that drives a deeper discussion or “data talk” to make sense of the data. By maximizing the affordances of technology, data can be efficiently collected while children engage in science practices (e.g. asking questions) and mathematics learning (e.g. gather relevant data, sort and classify by attributes, analysis and interpretation of data). The use of this digital resource amplifies the scaffolding of each investigation, assists in the details of planning and conducting investigations, and provides colorful, engaging visuals to spur discussions about the data in relevant, age-appropriate ways. Throughout the process, children can build on and expand their mathematics and scientific knowledge and skills. 

Data collection and analysis (DCA) skills apply mathematical knowledge, such as counting, sorting, and classifying, to investigations of real-world questions. This pursuit lays the foundation for learners to develop flexible problem-solving skills with data. This pilot study tested a preschool intervention intended to support teachers in promoting young children’s DCA skills using a technology-integrated approach. A key component therein was a teacher-facing digital app that facilitated collaboration between preschool teachers and children to more easily collect data, create simple graphs, and use graphed data to engage in real-world questions and discussions. As part of a design-based research approach, this study tested the intervention’s developmental appropriateness and feasibility in four preschool classrooms (n = 5). Findings suggest that the intervention curriculum (i.e., investigations) and inclusion of the app supported teachers and children to answer data-focused questions by engaging in each step of the DCA process while applying numerous mathematics skills. Teachers reported that the app complemented curricular implementation and children demonstrated readiness to engage with, and benefit from, the investigations. Findings also indicated the developmental appropriateness and feasibility of applying this DCA approach in preschools and suggest further study of the approach. 

Biogeochemical processes capable of altering global carbon systems occur frequently in Earth’s Critical Zone–the area spanning from vegetation canopy to saturated bedrock–yet many of these phenomena are difficult to detect. Observation of these processes is limited by the seasonal inaccessibility of remote ecosystems, such as those in mountainous, snow- and ice-dominated areas. This isolation leads to a distinct gap in biogeochemical knowledge that ultimately affects the accuracy and confidence with which these ecosystems can be computationally modeled for the purpose of projecting change under different climate scenarios. To examine a high-altitude, headwater ecosystem’s role in methanogenesis, sulfate reduction, and groundwater-surface water exchange, water samples were continuously collected from the river and hyporheic zones (HZ) during winter isolation in the East River (ER), CO watershed. Measurements of continuously collected ER surface water revealed up to 50 μM levels of dissolved methane in July through September, while samples from 12 cm deep in the hyporheic zone at the same location showed a spring to early summer peak in methane with a strong biogenic signature (<65 μM, δ13C-CH4, −60.76‰) before declining. Continuously collected δ 18 O-H 2 O and δ 2 H-H 2 O isotopes from the water column exhibited similar patterns to discrete measurements, while samples 12 cm deep in the hyporheic zone experienced distinct fluctuations in δ 18 O-H 2 O, alluding to significant groundwater interactions. Continuously collected microbial communities in the river in the late fall and early winter revealed diverse populations that reflect the taxonomic composition of ecologically similar river systems, including taxa indicative of methane cycling in this system. These measurements captured several biogeochemical components of the high-altitude watershed in response to seasonality, strengthening our understanding of these systems during the winter months. 

Background Studies that use ecological momentary assessments (EMAs) or wearable sensors to track numerous attributes, such as physical activity, sleep, and heart rate, can benefit from reductions in missing data. Maximizing compliance is one method of reducing missing data to increase the return on the heavy investment of time and money into large-scale studies. Objective This paper aims to identify the extent to which compliance can be prospectively predicted from individual attributes and initial compliance. Methods We instrumented 757 information workers with fitness trackers for 1 year and conducted EMAs in the first 56 days of study participation as part of an observational study. Their compliance with the EMA and fitness tracker wearing protocols was analyzed. Overall, 31 individual characteristics (eg, demographics and personalities) and behavioral variables (eg, early compliance and study portal use) were considered, and 14 variables were selected to create beta regression models for predicting compliance with EMAs 56 days out and wearable compliance 1 year out. We surveyed study participation and correlated the results with compliance. Results Our modeling indicates that 16% and 25% of the variance in EMA compliance and wearable compliance, respectively, could be explained through a survey of demographics and personality in a held-out sample. The likelihood of higher EMA and wearable compliance was associated with being older (EMA: odds ratio [OR] 1.02, 95% CI 1.00-1.03; wearable: OR 1.02, 95% CI 1.01-1.04), speaking English as a first language (EMA: OR 1.38, 95% CI 1.05-1.80; wearable: OR 1.39, 95% CI 1.05-1.85), having had a wearable before joining the study (EMA: OR 1.25, 95% CI 1.04-1.51; wearable: OR 1.50, 95% CI 1.23-1.83), and exhibiting conscientiousness (EMA: OR 1.25, 95% CI 1.04-1.51; wearable: OR 1.34, 95% CI 1.14-1.58). Compliance was negatively associated with exhibiting extraversion (EMA: OR 0.74, 95% CI 0.64-0.85; wearable: OR 0.67, 95% CI 0.57-0.78) and having a supervisory role (EMA: OR 0.65, 95% CI 0.54-0.79; wearable: OR 0.66, 95% CI 0.54-0.81). Furthermore, higher wearable compliance was negatively associated with agreeableness (OR 0.68, 95% CI 0.56-0.83) and neuroticism (OR 0.85, 95% CI 0.73-0.98). Compliance in the second week of the study could help explain more variance; 62% and 66% of the variance in EMA compliance and wearable compliance, respectively, was explained. Finally, compliance correlated with participants’ self-reflection on the ease of participation, usefulness of our compliance portal, timely resolution of issues, and compensation adequacy, suggesting that these are avenues for improving compliance. Conclusions We recommend conducting an initial 2-week pilot to measure trait-like compliance and identify participants at risk of long-term noncompliance, performing oversampling based on participants’ individual characteristics to avoid introducing bias in the sample when excluding data based on noncompliance, using an issue tracking portal, and providing special care in troubleshooting to help participants maintain compliance.