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Digitale Medien

Jansen type of spondylometaphyseal dysplasia (2000)

Campbell, J. B. ; Kozlowski, Kazimierz ; Lejman, Tadeusz ; [weitere]

Springer

Skeletal radiology 29 (2000), S. 239-242

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ISSN: 1432-2161

Schlagwort(e): Key words Osteochondrodysplasia ; Metaphyseal dysplasia ; Metaphysis ; Spine ; Short stature

Quelle: Springer Online Journal Archives 1860-2000

Thema: Medizin

Notizen: Abstract Metaphyseal dysplasia, type Jansen (JMD), is a rare skeletal dysplasia with characteristic radiographic abnormalities. Of the various types of metaphyseal dysplasia, JMD shows the most severe alteration in metaphyseal architecture. All of the long tubular bones, including those of the hands and feet, show metaphyseal irregularity with a fragmented appearance and slight widening. The adjacent physes are abnormally widened, while the epiphyses tend to be slightly enlarged, rounded but otherwise normal. The spine in infancy and childhood usually appears normal. This report describes a young girl with metaphyseal changes typical of JMD except for the hands and feet, which appeared normal. She also showed very unusual abnormalities of the spine. This appears, therefore, to represent a unique osteochondrodysplasia for which we propose the term spondylometaphyseal dysplasia, type Jansen.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1007/s002560050601

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Digitale Medien

Changing the Learning Environment to Enhance Explaining and Understanding in a Year 12 Chemistry Classroom (2000)

McRobbie, Campbell J. ; Thomas, Gregory P.

Springer

Learning environments research 3 (2000), S. 209-227

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ISSN: 1573-1855

Schlagwort(e): explaining ; learning environments ; science laboratories ; science reasoning ; teacher change

Quelle: Springer Online Journal Archives 1860-2000

Thema: Pädagogik

Notizen: Abstract Internationally there is concern in relation to the traditional learning environments evident in many science classrooms and the levels of understanding of science developed by students in such environments. Further, students have generally been found to be poor in relation to thinking in terms of models or theories and in terms of evidence to support their theories. The majority of research on classroom environments has focused on characterising the learning environment in classrooms rather than monitoring changes to a class's or an individual's perceptions to their learning environments as a consequence of interventions. This study reports an attempt to change the learning environment in a classroom and documents changes in participants' perceptions of their learning environments and the corresponding changes in a teacher's and her students' perceptions of their reasoning and understanding that such changes facilitated. A community of learners in which students and teachers began to understand the processes and the value of reasoning in terms of theories and evidence was developed as a result of the involvement of the researchers with the teacher and her class of students.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1023/A:1011473716075

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Digitale Medien

Preservice Primary Teachers' Thinking About Technology and Technology Education (2000)

McRobbie, Campbell J. ; Ginns, Ian S. ; Stein, Sarah J.

Springer

International journal of technology and design education 10 (2000), S. 81-101

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ISSN: 1573-1804

Schlagwort(e): independent projects ; preservice teachers ; primary school design and technology

Quelle: Springer Online Journal Archives 1860-2000

Thema: Kunstgeschichte , Pädagogik , Technik allgemein

Notizen: Abstract It is apparent from previous research that primary school teachers have very limited or narrow perceptions of design and technology and such views may affect adversely their ability and confidence to teach the key learning area of design and technology in the classroom. Therefore, it is the task of technology teacher educators to provide experiences that will broaden preservice teachers' perceptions of technology and technology education. This paper reports an investigation, using an interpretive research methodology, of preservice primary teachers' prior perceptions of design and technology and changes in their perceptions of design and technology as a result of their engagement in independent technology projects. Students enrolled in a one-year postgraduate teacher education program were the participants in the study and the methods of data collection included the use of survey instruments, interviews, field notes and students' reflective journals. The results indicate that the independent projects broadened and deepened the students' understandings of technology as a process. The implications of the approach for the design of technology education courses for preservice and inservice teachers are discussed.

Materialart: Digitale Medien

URL: http://dx.doi.org/10.1023/A:1008941520152

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