Learning to teach elementary school science as argument

Abstract

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.

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

“…While one aspect of an approach is emphasized and foregrounded, another important aspect may be unintentionally backgrounded or misconstrued. As with others who have struggled with these issues (Davis & Smithey, 2009, this issue;Zembal-Saul, 2009, this issue), we wonder what combination of approaches or emphases are likely to produce positive effects for most preservice teachers. In other words, as stated earlier, how can these various approaches and others discussed in the literature be synthesized to create effective approaches for elementary preservice science teacher education?…”

Cambio del conocimiento sobre la enseñanza de las ciencias de futuros maestros

“…Una de las más criticadas en la literatura es la visión «activista» de la indagación, en la que tiene una importancia central que los alumnos realicen numerosas actividades prácticas. Esta perspectiva suele estar ampliamente presente entre el profesorado que dice enseñar ciencias mediante indagación (Windschitl, Thompson y Braaten, 2008) y entre los profesores en formación inicial (Appelton, 2005;Zembal-Saul, 2009). En este caso, se da mucha importancia a la motivación de los alumnos y a que las clases de ciencias resulten divertidas.…”

Beginning teachers moving toward effective elementary science teaching

“…They may engage students in hands-on activities, with less concern for sensemaking (Haefner & Zembal-Saul, 2004;Petish, 2004). On the other hand, some studies of how early career elementary teachers think about and support their students in constructing scientific arguments and explanations (Avraamidou & Zembal-Saul, 2005;Beyer & Davis, 2008;Rosebery & Puttick, 1998), as well as some work with preservice teachers (Schwarz, 2009, this issue;Zembal-Saul, 2009, this issue), provide evidence that beginning teachers can engage children in scientific practices related to sense-making through scientific inquiry.…”