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Joy A. Palmer Jennifer Suggate Barbara Bajd Elissavet Tsaliki 《Environmental Education Research》1998,4(4):429-444
This article provides an overview and discussion of the relative importance of various categories of significant influences and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. A previous article in this journal (Palmer & Suggate, 1996) presents relevant findings deriving from the UK and analyses the ways in which the importance of influences may change through time or be affected by the subject's age. Here, the team of international authors presents data from three European countries and engages in both location‐specific and cross‐cultural comparative analysis. 相似文献
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Elissavet Chlapana 《Literacy》2016,50(3):125-132
The purpose of the present study was to investigate whether systematic instruction of informational texts can enhance kindergarteners' cognitive involvement in text discussion and comprehension skills. The sample consisted of 15 children aged 5–6 years old in a kindergarten classroom located in a rural area in Rethymno, Crete. A four‐phase intervention programme was implemented within a 2‐month period. During the first phase, activities were carried out in order to familiarise children with the features of informational texts. During the subsequent phases, reciprocal teaching, What I know ‐ What I want to learn ‐ What I learned (KWL) practice and dialogic reading were used to help children comprehend text information, enhance their cognitive involvement in text discussion and train them in asking literal and inferential questions. The teacher's reading‐aloud sessions were recorded and transcribed. Data showed that the intervention programme helped children recognise the features of informational texts, enhanced their cognitive involvement in text discussion and motivated them to demonstrate comprehension skills that are related to information processing. 相似文献
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In this paper, we explore the process of becoming a teacher educator in the pedagogical use of digital tools in mathematics teaching. The study took place in the context of an in-service program during the trainees’ engagement in their practicum fieldwork activities including the process observation–reflection–design–implementation–reflection. We explored the features of this context that facilitated the trainees’ transition from the level of trainee educator to the level of teacher educator as well as the nature of the trainees’ documentation work for teachers. The results showed that observation of other teacher educators’ teaching in conjunction with reflection during the program’s respective sessions facilitated the trainees’ transition to the professional level. The identified operational invariants underlying the trainees’ designs concerned the focus of their observation in teacher education classrooms, the importance they attributed to the constraints and opportunities provided by the wider educational context and epistemological issues regarding the teaching and learning of mathematics with technology. The analysis of trainees’ designs revealed three kinds of documents (“explanatory,” “instructive” and “facilitative”) and corresponding roles of trainees during the implementation. These documents targeted different aspects of TPACK depending on the trainees’ conceptualizations of teachers’ roles either “as students” or “of students.” 相似文献
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Evangelos Triantafillou reas Pomportsis Stavros Demetriadis Elissavet Georgiadou 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):95-106
Adaptive Hypermedia Systems can be developed to accommodate a variety of individual differences, including learning style and cognitive style. This study investigates the hypothesis that adaptive hypermedia accommodating cognitive styles can be beneficial for the observed learning outcomes. A prototype system, designed to be adapted to individual cognitive styles, was developed as a case study. In order to evaluate the effectiveness of the prototype system, an empirical study was conducted. This paper presents the results of the summative evaluation of the system. Statistical analyses indicated that students in the experimental group performed significantly better than students in a control group. These findings indicate that student performance is mainly affected by adaptivity based on individual cognitive styles. 相似文献
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This study examined the impact of direct instruction and interactive instruction on immigrant kindergarten children’s vocabulary learning during storybook reading. (In the present study the terms “immigrants” and “second language learners” are used alternatively meaning kindergarteners from immigrant families who are in the process of acquiring a second language besides their mother tongue.) Eighty seven immigrant kindergarten children, aged 4–6 years old (mean = 61.68 months, standard deviations = .51) were recruited from 12 public kindergarten classrooms located in Crete. Children were acquiring Greek as a second language. The immigrant children of the 12 kindergarten classrooms were randomly assigned to two experimental groups and one control group. During the intervention phase, six stories were read twice in whole group settings. Target and non-target words were assessed by multiple choice vocabulary measure before and after the storybook readings. In the first experimental group, children were provided brief explanations of target words by direct instruction. In the second experimental group, children were involved actively in discussing target words according to interactive instruction techniques. In the control group stories were read without any explanation of target vocabulary. Results showed that interactive instruction was more beneficial on target vocabulary learning than direct instruction and the impact was greater for instructed words than for uninstructed ones. In addition, results showed that boys and girls responded differently to the teaching procedures. Specifically, in both conditions where teaching procedures were implemented, girls outperformed boys on instructed words. Furthermore, children’s initial level in Greek receptive vocabulary and target word knowledge had a significant impact on target word learning. 相似文献
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