Introduction:The objective of this literature review is to highlight both the recent promises of Nanoparticles (NPs) for breast imaging and potential solutions to the challenges that arise with using different types of NPs. Methods: We searched for key terms on PubMed including NPs, MRI, CT, and contrast agent (CA). We selected 57 articles published from 2012 to 2020 and discussed NP such as nanocarriers, titanium oxide tubes, and carbon nanotubes, as well as gold, gold-silver alloy, silver, magnetic, gadolinium dicarbide, allochroic, and calcium phosphate. Results: While early studies on NPs investigated their ability to target breast cancer stem cells, as well as enable the visualization of metastasis and deliver therapeutic agents with minimal toxicity, newer particles demonstrate a greater multifunctionality of NPs than previously thought. In this review, we use existing research to demonstrate the surprisingly broad range of applications of NPs with regards to breast cancer and imaging, which includes activating immune cells, identifying protein signatures for early-stage breast cancer, and ablating tumors through a laser irradiation-triggered photothermal effect. Conclusion:With the multifunctionality of NPs in mind and the challenges associated with imaging breast tissue, specifically mammographically dense breast tissue, the current knowledge of NPs should be reviewed for potential use in mammograms.

Problem-solving has been recognized as a critical skill that students lack in the current education system, due to the use of algorithmic questions in tests that can be simply memorized and solved without conceptual understanding. Research on student problem-solving is needed to gain deeper insight into how students are approaching problems and where they lack proficiency so that instruction can help students gain a conceptual understanding of chemistry. The MAtCH (methods, analogies, theory, context, how) model was recently developed from analyzing expert explanations of their research and could be a valuable model to identify key components of student problem-solving. Using phenomenography, this project will address the current gap in the literature of applying the MAtCH model to student responses. Twenty-two undergraduate students from first-year general chemistry and general physics classes were recorded using a think-aloud protocol as they worked through the following open-ended problems: 1) How many toilets do you need at a music festival? 2) How far does a car travel before one atom layer is worn off the tires? 3)What is the mass of the Earth’s atmosphere? The original definitions of MAtCH were adapted to better fit student problem-solving, and then the newly defined model was used as an analytical framework to code the student transcripts. Applying the MAtCH model within student problem-solving has revealed a reliance on the method component, namely, using formulas and performing simple plug-and-chug calculations, over deeper analysis of the question or evaluation of their work. More important than the order of the components, the biggest differences in promoted versus impeded problem-solving are how students incorporate multiple components of MAtCH and apply them as they work through the problems. The results of this study will further discuss in detail the revisions made to apply MAtCH definitions to student transcripts and give insight into the elements that promote and impede student problem-solving under the MAtCH model.

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Due to the constant presence of information, it is imperative that today's students can evaluate and apply the information effectively. This skillset, known as information literacy (IL), is valuable in all fields, yet state and national education standards have little in terms of developing those skills in current curriculums. Due to this lack, it is increasingly important to have open discussions about IL with key education stakeholders, like K-16 educators, to identify their interpretations and assessment of IL and its potential integration into the science curriculum. We aim to answer three questions: (1) How do Central Florida education stakeholders interpret information literacy, (2) How is information literacy represented by stakeholders when teaching scientific content, and (3) How can data from education stakeholders support developing initial threshold concepts for scientific information literacy? To begin, a set of focus groups were conducted with Central Florida K-16 educators and librarians to determine how they interpreted and assessed IL, and the perceived obstacles they encounter with integrating IL in science instruction. As these educators and librarians are involved with the current guidelines and standards, the insight they provided from these discussions will be useful in aligning IL with these standards and threshold concepts. These discussions have also allowed for the survey development to probe at a larger set of higher educators. This survey will allow education stakeholders to evaluate IL within science classrooms. This survey data will allow us to generate greater awareness about IL and its teaching practices and better understand educator perceptions of IL.

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