This study examined the outcomes of a unit that integrates explicit teaching of general reasoning patterns into the teaching of a specific science content. Specifically, this article examined the teaching of argumentation skills in the context of dilemmas in human genetics. Before instruction only a minority (16.2%) of the students referred to correct, specific biological knowledge in constructing arguments in the context of dilemmas in genetics. Approximately 90% of the students were successful in formulating simple arguments. An assessment that took place following instruction supported the conclusion that integrating explicit teaching of argumentation into the teaching of dilemmas in human genetics enhances performance in both biological knowledge and argumentation. An increase was found in the frequency of students who referred to correct, specific biological knowledge in constructing arguments. Students in the experimental group scored significantly higher than students in the comparison group in a test of genetics knowledge. An increase was also found in the quality of students' argumentation. Students were able to transfer the reasoning abilities taught in the context of genetics to the context of dilemmas taken from everyday life. The effects of metacognitive thinking and of changing students' thinking dispositions by modifying what is considered valuable in the class culture are discussed. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 35–62, 2002

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As the COVID-19 pandemic progresses, obtaining information on symptoms dynamics is of essence. Here, we extracted data from primary-care electronic health records and nationwide distributed surveys to assess the longitudinal dynamics of symptoms prior to and throughout SARS-CoV-2 infection. Information was available for 206,377 individuals, including 2471 positive cases. The two datasources were discordant, with survey data capturing most of the symptoms more sensitively. The most prevalent symptoms included fever, cough and fatigue. Loss of taste and smell 3 weeks prior to testing, either self-reported or recorded by physicians, were the most discriminative symptoms for COVID-19. Additional discriminative symptoms included self-reported headache and fatigue and a documentation of syncope, rhinorrhea and fever. Children had a significantly shorter disease duration. Several symptoms were reported weeks after recovery. By a unique integration of two datasources, our study shed light on the longitudinal course of symptoms experienced by cases in primary care.