Direct restorative materials use in Australia in 2002

Background: This study aimed to determine the reasons for dentists' choice of materials, in particular amalgam and resin composite, in Australia. Method: A questionnaire was developed to elicit this information. The names and addresses of 1000 dentists in Australia were selected at random. The questionnaire was mailed to these dentists with an explanatory letter and reply-paid envelope. Results: A total of 560 replies were received. Regarding choice of material, 99 per cent of respondents cited clinical indication as an influencing factor, although patients' aesthetic demands (99 per cent), patients' financial situation (82 per cent), and lecturers' suggestions (72 per cent) were also reported to influence respondents' choice of materials. Twelve per cent of respondents used composite 'always', 29 per cent 'often', 32 per cent 'sometimes', 23 per cent 'seldom' and 4 per cent 'never' in extensive load-bearing cavities in molar teeth. For composite restorations in posterior teeth, 84 per cent 'always', 'often' or 'sometimes' used the total etch technique, 84 per cent used a thick glass-ionomer layer and 36 per cent never used rubber dam. Fifty-nine per cent of respondents reported a decreased use of amalgam over the previous five years. Sixty-eight per cent of respondents agreed with the statement 'discontinuation of amalgam restricts a dentist's ability to adequately treat patients'. Seventy-five per cent considered that the growth in the use of composites increased the total cost of oral health care. Conclusions: Of the respondents from Australia 73 per cent place large composite restorations in molar teeth and their choice of material is influenced greatly by clinical indications, and patients' aesthetic demands.

Student Difficulties with units in differential equations in modelling contexts

First-year undergraduate engineering students' understanding of the units of factors and terms in first-order ordinary differential equations used in modelling contexts was investigated using diagnostic quiz questions. Few students appeared to realize that the units of each term in such equations must be the same, or if they did, nevertheless failed to apply that knowledge when needed. In addition, few students were able to determine the units of a proportionality factor in a simple equation. These results indicate that lecturers of modelling courses cannot take this foundational knowledge for granted and should explicitly include it in instruction.

Building learning communities to support beginning teachers use of technology

This paper reports on the early stages of a three year study that is investigating the impact of a technology-enriched teacher education program on beginning teachers' integration of computers, graphics calculators, and the internet into secondary school mathematics classrooms. Whereas much of the existing research on the role of technology in mathematics learning has been concerned with effects on curriculum content or student learning, less attention has been given to the relationship between technology use and issues of pedagogy, in particular the impact on teachers' professional learning in the context of specific classroom and school environments. Our research applies sociocultural theories of learning to consider how beginning teachers are initiated into a collaborative professional community featuring both web-based and face to face interaction, and how participation in such a community shapes their pedagogical beliefs and practices. The aim of this paper is to analyse processes through which the emerging community was established and sustained during the first year of the study. We examine features of this community in terms of identity formation, shifts in values and beliefs, and interaction patterns revealed in bulletin board discussion between students and lecturers.

Enhancing experiential learning via virtual environments

Research indicates Virtual Reality (VR) is delivering on it's promised potential to provide enhanced training and education outcomes. A significant research project, at the University of Queensland, has constructed a number of virtual contexts in which the phenomena experienced by patients who have psychosis are reproduced for use in psychiatry education. Symptoms of psychosis reproduced include delusions, hallucinations and thought disorder. The new software enables psychiatry students to experience the inner world of a patient with psychosis. Lecturers in psychiatry report VR has the potential to enhance student's abilities to actually 'feel' the types of emotions and physiological reactions a hallucination precipitates in a patient. The current work of the project and stages of software development will be demonstrated. The virtual environments provide a new method of delivering experiential learning opportunities to higher education classrooms.