排序方式： 共有119条查询结果，搜索用时 484 毫秒
81.
Stefanos Karamaroudis Eleni Poulogiannopoulou Marinos G. Sotiropoulos Thomas Kalantzis Elizabeth O. Johnson 《Anatomical sciences education》2020,13(6):694-706
In light of the current shifts in medical education from traditional lectures to more active teaching modalities, a peer-teaching program was introduced to a compulsory, second-year neuroanatomy course. A cross-sectional survey of 527 medical students in the six-year medical program of the National and Kapodistrian University of Athens was administered. The primary aim of the survey, which was distributed to second- through sixth-year medical students, who had completed the neuroanatomy course, was to assess student perception of peer teachers (PTs). Across the five years assessed, students increasingly acknowledged the contribution of PTs to their learning (P < 0.001). Attributes of PTs (e.g., contribution to learning, motivation, effective usage of material, and team environment) were significantly related to the student's opinion of the importance of laboratory activities (P < 0.001). Students who received “average” final grades scored the importance of laboratory exercises, and by inference PTs, significantly lower than students who received “excellent” final grades (P < 0.05). The amount of training that PTs had received was also significantly related to student perceptions of a PT's contribution. Better trained PTs were associated with significantly higher scores regarding learning, motivation, and positive environment compared to less trained PTs (P < 0.05). The results of the present study show that peer-teaching was well received by students attending the neuroanatomy course. While the results express the evolution of the program across the years, the findings also show that learners believed that PTs and the laboratory program contributed significantly to their understanding of neuroanatomy. 相似文献
82.
Theresa L. Miyashita Eleni Diakogeorgiou Kaitlyn Marrie 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(2):180-188
AbstractHead impacts resulting in a concussion negatively affect the vestibular system, but little is known about the effect of subconcussive impacts on this system. This study’s objective was to determine if subconcussive head impacts sustained over one competitive lacrosse season, effect sway velocity. Healthy Division I male lacrosse players (n = 33; aged 19.52 ± 1.20 years) wore instrumented helmets to track head impact exposures. At the beginning and end of the season the players completed an instrumented Balance Error Scoring System assessment to assess sway velocity. Score differentials were correlated to the head impact exposure data collected via instrumented helmets when averaged within participant. Paired samples t-tests revealed a post-season increase in sway velocity on the double leg stance, firm surface (p = 0.002, d = 0.59); tandem stance, firm surface (p = 0.033, d = 0.39) and double leg, foam surface (p = 0.014, d = 0.45) A significant correlation was found between change in tandem stance, firm surface sway velocities and linear acceleration (p < 0.001, r = 0.65). It appears subconcussive impacts may result in tandem stance balance deficits. Repetitive head impacts may negatively affect sway velocity, even in the absence of a diagnosed concussion injury. 相似文献
83.
Eleni Lithari 《International Journal of Inclusive Education》2013,17(3):280-296
ABSTRACTIdentity construction for individuals with dyslexia is significantly moulded by their transition to and experiences within secondary education. This is an interview-based study with 20 participants living in England. Support-related school experiences, relationships with teachers, societal perceptions about the importance of literacy and academic achievement and the reactions of others around them are the core focus. The findings are theorised using symbolic interactionism, and this paper aims to extend Goffman’s notion of ‘spoiled identity’ into a more specialised term for children with Special Educational Needs, resulting in the alternative term ‘fractured academic identity’, the elements of which are developed throughout this paper from the experiences of learners with dyslexia. The findings revolve around identity development as result of academic experiences, and are mainly aimed at teachers, to inform their knowledge around identity issues and to also inform their practice. 相似文献
84.
85.
Eleni Prokou 《欧洲教育》2014,46(1):34-54
This article argues that adult education/lifelong learning policies in Greece, as these are expressed by law 3879/2010 "Development of Lifelong Learning and Other Provisions," have the characteristics of the "statist" model of lifelong learning in Europe, namely strong governmental control and centralization. However, there are also characteristics of the "social partnership" model: regulations through a legal framework and stronger involvement of social partners and local government. Finally, under the influences of European education policy, a special emphasis in Greek policies is placed on the issues of accreditation/quality assurance and the formation of a qualifications framework. These issues are dominant in the market-driven systems of lifelong learning, are consistent with the model of "voluntary partnership," and stress the individualization of the responsibility for learning. 相似文献
86.
Many education systems continue to express concerns about an apparently inexorable increase in the number of pupils displaying difficult behaviour in schools and classrooms. Within the English context the government has tried to address and respond to these concerns by undertaking a variety of initiatives and offering guidance and training to schools on the management of behaviour problems. However, we argue that there is a significant danger that by focusing too narrowly on the needs of those pupils with the most obvious and pressing behavioural difficulties the needs of those with emotional problems are overlooked. We highlight the existence of a 'gap' in much of the policy and guidance in England regarding pupils with emotional problems and offer explanations of why this situation has occurred. In support of this we draw from the extensive literature that already exists and also from a recent large-scale survey undertaken in Greece. This survey of teachers' attitudes provides an important comparative dimension in understanding the dangers that exist for policy makers, professionals and teachers in both 'developing' and developed contexts in the face of increasing disruption in schools. The paper concludes with suggestions for policy makers on how this gap might be avoided. 相似文献
87.
Marilena Chrysostomou Demetra Pitta-Pantazi Chara Tsingi Eleni Cleanthous Constantinos Christou 《Educational Studies in Mathematics》2013,83(2):205-223
Recently, a new cognitive style approach was introduced, which refers to two types of visualizers. This approach is based on neuropsychological evidence and neuroimaging results, which suggest the existence of two distinct imagery subsystems, the object and the spatial imagery subsystems. The goal of the study was twofold: first to examine a possible relationship between this new cognitive style approach and achievement in number sense and algebraic reasoning tasks, and second to explore a possible relationship between the strategies used in solving the aforementioned tasks and cognitive styles. A mathematical test on number sense and algebraic reasoning and the self-report Object–Spatial Imagery and Verbal cognitive style questionnaire were administrated to 83 prospective school teachers (PSTs). The results indicated that spatial imagery, in contrast to the object imagery and verbal cognitive styles, is related to achievement in number sense and algebraic reasoning. In addition to this, the results revealed that the higher the PSTs’ tendency towards spatial imagery cognitive style, the more conceptual and flexible strategies they employ in algebraic reasoning and number sense tasks. 相似文献
88.
Bob Ives Kathryn M. Obenchain Eleni Oikonomidoy 《Educational Studies A Journal of the American Educational Studies Association》2013,49(4):331-346
Participants in this study were ethnic Hungarian secondary students attending high schools in Romania in which Hungarian was the primary language of instruction. Attitudes of participants toward ethnic and cultural groups were measured using a variation of the Bogardus (1933) Scale of Social Distance. Results were consistent with predictions based on Allport's intergroup contact theory. Students reported a wide range of tolerance levels for majority and minority ethnic groups with which they were likely to have contact in Romania. However, the students reported little difference in tolerance levels for groups that are not a recognized part of the Romanian cultural landscape, such as people of Hispanic origin, and Native Americans. 相似文献
89.
The purpose of this study was to investigate whether physicality (actual and active touch of concrete material), as such, is a necessity for science experimentation learning at the kindergarten level. We compared the effects of student experimentation with Physical Manipulatives (PM) and Virtual Manipulatives (VM) on kindergarten students’ understanding of concepts related to the use of a beam balance as a means to compare and differentiate materials according to their mass. A pre-post comparison study design was used that involved four conditions, with 20 kindergarten students in each condition. The first and second conditions included students who had correct prior knowledge of what a balance beam does and who were given PM and VM, respectively, to use for the study's purposes. The third and fourth conditions included students who had an incorrect prior knowledge of what a balance beam does and who were also given PM and VM, respectively, to use. All conditions followed the same learning tasks, which was a series of experiments. The learning process occurred in the context of a clinical interview, which was used as a means to collect data before, during, and after the learning process. Findings revealed that kindergarteners learned more from experimentation in both PM conditions and the VM condition whose participants had correct prior knowledge of what a balance beam does than in the VM condition whose participants had an incorrect knowledge of what a balance beam does. Physicality appears to be a prerequisite for students’ understanding of concepts concerning the use of a beam balance, as a means to compare and differentiate materials according to their mass, only when the students have incorrect prior knowledge of what a beam balance does. 相似文献
90.
Georgia Liarakou Costas Gavrilakis Eleni Flouri 《Journal of Science Education and Technology》2009,18(2):120-129
Investigating knowledge, perceptions as well as attitudes of public that concern various aspects of environmental issues is
of high importance for Environmental Education. An integrated understanding of these parameters can properly support the planning
of Environmental Education curriculum and relevant educational materials. In this survey we investigated knowledge and attitudes
of secondary school teachers in Greece towards renewable energy sources, particularly wind and solar energy systems. A questionnaire
with both open and close questions was used as the main methodological instrument. Findings revealed that although teachers
were informed about renewable energy sources and well disposed towards these sources, they hardly expressed clear positions
regarding several issues about wind and solar energy technologies and farms. Moreover such themes are limited integrated in
teaching either as extra curricular educational programs or through the curriculum. These findings cannot confirm that teachers
could influence students’ opinion towards renewable energy systems. Thus, authorities should invest more in Environmental
Education and relevant Teachers' Education. 相似文献