The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture presented optics as an unfolding conceptual discourse of physicists regarding the nature of light. Along with the knowledge constructed in a school course of a scientific lyceum, the students provided epistemological comments, displaying their perception of physics knowledge presented in the classroom. Students’ views and knowledge were investigated by questionnaires prior to and after the lecture and in special discussions held in each class. They revealed a variety of attitudes and views which allowed inferences about the potential of the DC framework in an educational context. The findings and interpretation indicate the positive and stimulating impact of the lecture and the way in which DC-based approach to knowledge organization makes physics at school cultural and attractive

DiGeorge syndrome has heterogeneous clinical presentation, and for this reason, its diagnosis can be challenging and may be missed. Since CHDs are very common in this patients, they can be considered pillars of clinical diagnosis of the syndrome. Therefore, accurate echocardiography is needed to detect even minor cardiac anomalies, as some specific malformation like crossed pulmonary arteries can be associated with 22q11 syndrome. We report two cases of newborns where the diagnosis of DiGeorge syndrome was suspected after finding crossed pulmonary arteries on echocardiography. In order to reach a timely diagnosis of DiGeorge syndrome, we suggest a careful echocardiographic examination of the pulmonary arteries position in all patients and genetic analysis for 22q11.2 microdeletion in patients in whom malposition has been detected.

Resumen. Presentamos las características de una página web sobre «Luz y visión» que diseñamos y preparamos para profesores (desde parvulario a 4º de ESO) con la intención de guiarlos por un itinerario desde el conocimiento que da el sentido común hasta la física. Además de experimentos y modelos interpretativos de fenomenología básica, proponemos ejemplos de trabajos realizados en escuelas por profesores (en parvularios y escuelas primarias y secundarias) en colaboración con nuestro grupo de investigación. La página fue desarrollada en el marco del proyecto italiano SeCiF (Spiegare e Capire in Fisica -Explicar y comprender en física) dedicado a preparar materiales (principalmente materiales de página web y redes telemáticas) para la formación de profesores en servicio y futuros profesores sobre una enseñanza innovadora de la física desde el parvulario a la escuela secundaria.Palabras clave. Página web, luz, visión, formación docente, escuela primaria. A place in the web for a phenomenologic approach to the teaching of light and visionSummary. We will present the characteristics of a Web site about «Light and Vision» we designed and prepared for teachers (of grades K-10) with the aim to drive them along a path from commonse knowledge to physics. In addition to experiments and interpretive models of basic phenomenology we propose examples of works made in schools by teachers (in some kindergarten, primary and secondary school classes) working with our research group. The site was developed inside of the Italian project SeCiF (Spiegare e Capire in Fisica -Explaining and Understanding in Physics) devoted to prepare materials (mainly Web materials and telematic networks) for in service and future teachers training about an innovative teaching of physics from kindergarten to secondary school.