Kieferchirurgische Operationsplanung mit Hilfe von Techniken der virtuellen Realit?t

Zusammenfassung.   Für ein vollst?ndig computergestütztes Planungssystem zum Zwecke der kieferchirurgischen Operationsplanung ist die Bereitstellung von virtuellen Werkzeugen für den Chirurgen eine grundlegende Voraussetzung. Ausgehend von den Volumendaten mit Sch?del- und Kieferknochen des Patienten erm?glicht ein einfaches Interface unter Verwendung einer geeigneten Visualisierung und haptischer Eingabeger?te die interaktive Definition und Manipulation einzelner virtueller Knochensegmente. Wir haben moderne kraftrückgekoppelte Ger?te aus dem Niedrigpreisbereich eingebunden und auf ihre F?higkeit untersucht, das dreidimensionale Verst?ndnis im Planungsproze?durch Anlehnung an die Vorg?nge bei der chirurgischen Prozedur zu erh?hen. Durch diese Eingabeger?te ist es m?glich, die Knochensegmentierung für eine Osteotomie des Unterkiefers intuitiver und schneller durchzuführen. Die definierten Teilvolumina ergeben zusammen mit ihrer r?umlichen Neuanordnung auf Grundlage einer kephalometrischen Analyse einen Operationsplan. Nach erfolgter Planung werden die Planungsergebnisse in den Operationssaal übertragen. Die intraoperativen Techniken beinhalten die Visualisierung der Planungsergebnisse, die Steuerung der Anwendung über Sprache und die Bestimmung der Patientenposition mittels eines elektromagnetischen 3D-Trackingsystems. Eingegangen am 27. April 2000 / Angenommen am 21. Februar 2001     

The things (we think) we (ought to) do: Ideological processes and practices in teaching

Ideologies of education and of teaching are complex and layered, and they contain macro-social, institutional as well as micro-ideological levels. Building on cases from the UK and South Africa, this paper argues that notions of ‘professionalism’ among teachers display such ideological layering, and that such notions are heavily invested with interests that transcend the operational or institutional scales. In the case of the UK, we discuss the way in which a teacher described her experience of taking a degree course, exposing a rift between individual, experiential knowledge and institutional, organisational knowledge, characteristic of the large-scale transformations of the educational field in the UK. In the South African case, we show how a white teacher instructing black township children deploys images of the disciplined body that derive from the Apartheid ‘old order’. In both cases we see that views of professionalism are infused with micro-ideological, practical beliefs as well as with macro-ideological social and political views. In terms of the implications of our line of argument for teacher education we conclude that student teachers should be taught explicitly about the discourses by which teaching is constructed so that they are able to reflect more critically on their professional practice.     

Can giftedness be taught?

This study investigates the relationship between giftedness and strategic flexibility using cognitive training methodology. The two experiments showed that the metacognitive training influenced strategic flexibility and metacognition of students. The results further showed that it is much easier to enhance performance on closed problems than with open problems which call for creativity.     

Psychosocial correlates of bulimic symptoms among NCAA division-I female collegiate gymnasts and swimmers/divers

In this study, we tested Petrie and Greenleaf's (2007) model of bulimic symptoms in two independent samples of female collegiate swimmers/divers and gymnasts. Structural equation modeling revealed support for the model, although it also suggested additional pathways. Specifically, general societal pressures regarding weight and body were related to the internalization of those ideals and, subsequently, to increases in body dissatisfaction. Pressures from the sport environment regarding weight and appearance were associated with more body dissatisfaction and more restrictive eating. Body dissatisfaction was related to more feelings of sadness, anger, and fear among the athletes. Negative affect, body dissatisfaction, and dietary restraint were related directly to bulimic symptoms, accounting for 55-58% of its variance. These results suggest that general sociocultural pressures are influential, but weight and appearance pressures in the sport environment may be even more pervasive and negative for female athletes.     

Students’ Conceptions About ‘Radiation’: Results from an Explorative Interview Study of 9th Grade Students

One basis of good teaching is to know about your students?? preconceptions. Studies about typical ideas that students bring to the science classroom have been and continue to be a major field in science education research. This study aims to explore associations and ideas that students have regarding ??radiation??, a term widely used in various fields and necessary to understand fundamental ideas in science. In an explorative study, the perceptions of 50 high school students were examined using semi-structured interviews. The students were 14?C16?years old and were chosen from 7 different high schools in an urban area in Austria. Following an interview guideline, students were asked about their general associations with the term ??radiation?? as well as about their general understanding of different types of radiation. A qualitative analysis of these interviews following the method of Flick (2009) revealed that the students?? associations were, to a great extent, very different from the scientific use of the term. Several conceptions that could inhibit students?? learning processes could be identified. Consequences for the teaching of the topic ??radiation?? in science lessons, which are based on these preconceptions, are presented in the conclusion.     

A MODERN JEWISH EXPERIMENTAL SCHOOL—IN QUEST OF A SYNTHESIS

The question of teacher recruitment for Jewish schools has been on the Jewish community agenda for decades. I have been a practicing Jewish educator for 33 years and in educational administration for 25 years, and I cannot remember a time when there was an abundance of licensed, qualified teachers for Jewish schools. There were always men and women who were available to teach. Most were partially qualified people with some teaching experience. But the fully qualified teacher, especially the one who was effective and successful in the classroom, was a rarity.     

Towards a learning progression of energy

This article presents an empirical study on an initial learning progression of energy, a concept of central importance to the understanding of science. Learning progressions have been suggested as one vehicle to support the systematic and successful teaching of core science concepts. Ideally, a learning progression will provide teachers with a framework to assess students' level of understanding of a core concept and to guide students towards a more sophisticated level of understanding. Taking existing research as a point of departure, developing a learning progression involves recurring cycles of empirical validation and theoretical refinement. In this article, we report about our efforts in working towards a learning progression of energy. First, we derived an initial learning progression by utilizing existing curriculum, research on students' understanding, and development of students' understanding of energy. Second, we used these sources of guidance to develop a robust measurement instrument, the Energy Concept Assessment (ECA), based on multiple choice questions. Third, we utilized this instrument to assess the understanding of N = 1,856 students from three different grade levels, Grades 6, 8, and 10. Findings provided evidence that students from Grade 6 mostly obtain an understanding of energy forms and energy sources. Students of Grade 8 additionally demonstrate an understanding of energy transfer and transformation, whereas only students of Grade 10, and then only some of these students, achieve a deeper understanding of energy conservation. We discuss the implications of our findings against the background of existing research on students understanding of energy. Finally, further steps in working towards a learning progression of energy are identified. Zusammenfassung: Der vorliegende Artikel beschreibt den ersten Schritt in der Entwicklung und Validierung einer Learning Progression für das Energiekonzept; einem Konzept, das zentral für die Entwicklung eines tiefergehenden Versta¨?ndnisses der Naturwissenschaften ist. Learning Progressions sollen das das systematische und erfolgreiche Unterrichten zentraler naturwissenschaftlicher Konzepte unterstützen. Idealerweise sollen Learning Progressions Lehrkräften eine Rahmen bieten, den Entwicklungsstand ihrer Schülerinnen und Schüler hinsichtlich des Verständnisses zentraler naturwissenschaftlicher Konzepte einzuschätzen und Unterricht so zu gestalten, dass er die Entwicklung eines elaborierten Verständnisses befördert. Die Entwicklung einer Learning Progression beginnt mit der theoretischen Begründung einer vorläufigen Learning Progression, gefolgt von iterativen Zyklen empirischer Validierung und Überarbeitung. In diesem Artikel berichten wir über unsere Arbeiten zur Entwicklung einer Learning Progression für das Energiekonzept. Im Rahmen dieser Arbeiten wurde zunächst ausgehend von vorliegenden Befunden zum Verständnis und der Entwicklung des Verständnisses von Energie eine vorläufige Learning Progression begründet. Im zweiten Schritt wurde auf Grundlage der Learning Progression ein entsprechendes Instrument auf Basis von Multiple‐Choice‐Aufgaben entwickelt – das Energy Concept Assessment (ECA). Im dritten und letzten Schritt wurde das Instrument eingesetzt, um das Verständnis von Energie bei N = 1856 Schülerinnen und Schülern der Jahrgänge 6, 8 und 10 zu erfassen. Die Ergebnisse unserer Untersuchung legen nahe, dass Schülerinnen und Schüler aus Jahrgang 6 im Wesentlichen über ein Verständnis von Energieformen und –quellen verfügen. Schülerinnen und Schüler aus Jahrgang 8 zeigen darüber hinaus ein Verständnis von Energieumwandlung und –transport. Ein Verständnis von Energieerhaltung ist nur von Schülerinnen und Schüler aus Jahrgang 10 und dann auch nur von einem Teil dieser Schülerinnen und Schüler zu erwarten. Vor dem Hintergrund dieser Ergebnisse und der bisherigen Forschung zum Energieverständnis, diskutiert der Artikel weitere Schritte für die die Entwicklung einer Learning Progression für das Energiekonzept. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:162–188, 2013     

Modelling energy transfers between systems to support energy knowledge in use

ABSTRACT

School instruction is critical for helping students use energy as a lens for making sense of phenomena, however, students often struggle to see the usefulness of energy analysis for interpreting the world around them. One reason for this may be an over-reliance on the idea of energy forms in introductory energy instruction, which may unintentionally suppress, rather than prompt, insights into how and why phenomena occur. We argue that an approach to energy instruction that emphasizes energy transfers between systems, and does not require the idea of energy forms, provides students with a more consistent and useful set of tools for interpreting phenomena. Such a perspective requires connecting the energy concept to the notion that fields, which mediate interaction-at-a-distance, are a real physical system that can transfer energy – an idea that is rarely presented in middle school science. We outline an instructional approach in which middle school students learn to interpret phenomena by modelling energy transfers between systems of interacting objects and fields. We argue that this approach presents a more physically accurate picture of energy, helps align energy instruction across disciplines, and supports students in seeing the value of energy as a lens for making sense of phenomena.