The functional morphology of the primate craniomandibular complex and temporomandibular joint (TMJ) components is frequently discussed in terms of gross skeletal structure. At the histomorphologic level, however, the TMJ has only been studied in Old World anthropoids. The present study is designed to describe the microanatomy of the condylar cartilage of the TMJ in two closely related species of greater galago: the exudativorous Otolemur crassicaudatus and the frugivorous O. garnettii. TMJs with intact joint capsules were harvested from adult, cadaveric specimens of these species (four O. crassicaudatus and five O. garnettii). The samples were decalcified, processed for paraffin sectioning, and sectioned at 10–18 µm in the coronal plane. The samples were then stained with hematoxylin/eosin, Gomori trichrome, and Alcian blue, and examined with a photomicroscope. Generally, condylar cartilage in O. crassicaudatus was thickest both laterally and centrally, while O. garnettii had the relatively thickest cartilage laterally. Both species displayed a superficial articular zone, a middle proliferative zone, and a deeply located hypertrophic zone in the condylar cartilage. O. crassicaudatus typically had the greatest cell density in each of these zones. In addition, O. crassicaudatus had focal concentrations of Alcian blue laterally and centrally, while O. garnettii had the greatest reactivity in the central portion only. These results suggest that O. crassicaudatus may be specialized to resist greater compressive force at the TMJ condylar cartilage in specific regions of the mandibular condyle. Am. J. Primatol. 69:36–45, 2007. © 2006 Wiley‐Liss, Inc.

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This study addresses the need for research in three areas: (1) teachers' understandings of scientific inquiry; (2) conceptual understandings of evolutionary processes; and (3) technology-enhanced instruction using an inquiry approach. The purpose of this study was to determine in what ways The Galapagos Finches software-based materials created a context for learning and teaching about the nature of scientific knowledge and evolutionary concepts. The research used a design experiment in which researchers significantly modified a secondary science methods course. The multiple data sources included: audiotaped conversations of two focus pairs of participants as they interacted with the software; written pre-and posttests on concepts of natural selection of the 21 prospective teachers; written pre-and posttests on views of the nature of science; three e-mail journal questions; and videotaped class discussions. Findings indicate that prospective teachers initially demonstrated alternative understandings of evolutionary concepts; there were uninformed understandings of the nature of scientific inquiry; there was little correlation between understandings and disciplines; and even the prospective teachers with research experience failed to understand the diverse methods used by scientists. Following the module there was evidence of enhanced understandings through metacognition, and the potential for interactive software to provide promising context for enhancing content understandings. ß

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