Injury bulletin 105 : skateboard injury

Summary of findings: QISU estimates that approximately 1,000 skateboard-associated injuries are seen at emergency departments each year in Queensland. 10-14 year old males are the most likely group to present to a QISU ED with a skateboard related injury. The peak time for skateboard injuries to occur is on the weekend and in the late afternoon. Only 19% of skateboard injuries occur at skate park facilities, with the remainder oc-curring in non-skate parks, on roads and footpaths. Risk factors associated with more severe injuries are, age less than 10 years and involvement in a motor vehicle crash The most common types of injuries are fractures and sprains of the upper limbs. Isolated head injuries represent approximately 5% of skateboarding injuries, but 60% of serious injuries requiring resuscitation. These injuries may be minimized or pre-vented with helmet use.

Re-engaging adolescent students in science : an experienced teachers' classroom

Adolescents are both aware of and have the impetuous to exploit aspects of Science, Technology, Engineering and Mathematics (STEM) within their personal lives. Whether they are surfing, cycling, skateboarding or shopping, STEM concepts impact their lives. However science, mathematics, engineering and technology are still treated in the classroom as separate fragmented entities in the educational environment where most classroom talk is seemingly incomprehensible to the adolescent senses. The aim of this study was to examine the experiences of young adolescents with the aim of transforming school learning at least of science into meaningful experiences that connected with their lives using a self-study approach. Over a 12-month period, the researcher, an experienced secondary-science teacher, designed, implemented and documented a range of pedagogical practices with his Year-7 secondary science class. Data for this case study included video recordings, journals, interviews and surveys of students. By setting an environment empathetic to adolescent needs and understandings, students were able to actively explore phenomena collaboratively through developmentally appropriate experiences. Providing a more contextually relevant environment fostered meta-cognitive practices, encouraged new learning through open dialogue, multi-modal representations and assessments that contributed to building upon, re-affirming, or challenging both the students' prior learning and the teacher’s pedagogical content knowledge. A significant outcome of this study was the transformative experiences of an insider, the teacher as researcher, whose reflections provided an authentic model for reforming pedagogy in STEM classes.