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41.
Katerina Plakitsi 《Cultural Studies of Science Education》2010,5(3):577-590
This is a review essay from an educator’s point of view, on the article written by Maria Inês Mafra Goulart and Wolff-Michael
Roth Engaging young children in collective curriculum design. The article as well as the commentary essay contributes to the current agenda about the feasibility of social practices in
(science) education even from the early childhood. A child centered collective curriculum design can be a tool for rethinking
scientific literacy towards a multi-science perspective, participative thinking and dialectical teaching strategies that take
account of structure or/and agency relationships. The review is structured on five levels: (a) scientific literacy, (b) multi-science
perspective, (c) participative thinking—structure or∣and agency, (d) comments on methodology—the emergency of a new order,
(e) conclusions. 相似文献
42.
Katerina Kedraka 《美中教育评论》2010,7(4):1-11,65
The purpose of the research is to find out which job skills Greek graduate students of high school and their parents consider as important qualifications for the youngsters＇ entry into the active working life with regard to their gender. The sample, consisting of 215 graduate students of high school and their parents （210）, evaluated the importance they think the examined job skills have for the students＇ future entry into the labor market and also the extend to which the youngsters possess these skills. Results have shown that there were significant differences between students＇ and their parents＇ opinions with regard to gender concerning job skills that are considered as important for finding a job. This was also confirmed by the factor analysis applied. Significant gender differences were also found concerning the degree to which teenagers possess the examined skills. In concluding, male young students and their fathers believe that skills related to self-management, self-discipline and the use of technological means are more important for finding a job, whilst female young students and their mothers outline a more positive and social profile, confirming typical and stereotypical attitudes and vocational choices. 相似文献
43.
Katerina Bodovski 《British Journal of Sociology of Education》2010,31(2):139-156
A large, nationally representative database of American elementary school students was used to quantitatively assess the complex ways in which race intersects with social class, affecting parenting strategies that in turn produce various educational outcomes among children. The determinants and consequences of parental practices associated with middle‐class families – what Lareau terms ‘concerted cultivation’ – among White and African American students were examined. The findings reveal that cultural differences in child‐rearing occur along class, race, and gender boundaries. 相似文献
44.
45.
Theodoros Vachliotis Katerina Salta Chryssa Tzougraki 《Research in Science Education》2014,44(2):239-266
The purpose of this study was dual: First, to develop and validate assessment schemes for assessing 11th grade students’ meaningful understanding of organic chemistry concepts, as well as their systems thinking skills in the domain. Second, to explore the relationship between the two constructs of interest based on students’ performance on the applied assessment framework. For this purpose, (a) various types of objective assessment questions were developed and evaluated for assessing meaningful understanding, (b) a specific type of systemic assessment questions (SAQs) was developed and evaluated for assessing systems thinking skills, and (c) the association between students’ responses on the applied assessment schemes was explored. The results indicated that properly designed objective questions can effectively capture aspects of students’ meaningful understanding. It was also found that the SAQs can elicit systems thinking skills in the context of a formalistic systems thinking theoretical approach. Moreover, a significant relationship was observed between students’ responses on the two assessment strategies. This research provides evidence that students’ systems thinking level within a science domain is significantly related to their meaningful understanding of relative science concepts. 相似文献
46.
Katerina Mavrou 《International Journal of Inclusive Education》2013,17(2):119-138
This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches for the verbal interaction. Findings gave an important insight into the interactions among disabled and non-disabled pupils working together at the computer, indicating that peer (non)acceptance came through: (1) response to the peer, articulated through verbal moves that included reply, feedback, evaluation, agree and justify, in both collaborative and non-collaborative events; (2) peer involvement, reflected in requesting involvement of the peer, mainly in collaborative and socio-emotional positive events; (3) individualistic behaviour, present through ignoring the peer in situations of on-and off-task non-collaboration; and (4) peer rejection, containing reaction and protest towards the peer in non-collaborative on-and off-task events as well as socio-emotional negative situations. 相似文献
47.
The present paper discusses issues related to inclusive education and curricula development based on the principles of universal design for learning (UDL), and it reports on the results of a qualitative content analysis of the new national curriculum (NNC) developed for the public Greek-Cypriot schools in Cyprus. According to the findings, the NNC does not accommodate the principles of the UDL to an extent that would enable teachers differentiate their teaching. The argument is advanced that the UDL principles could act as a starting point in developing a more inclusive curriculum; a curriculum that reflects the expressed political commitment to inclusive education and is based on research findings that inform the way curriculum components are addressed. 相似文献
48.
Katerina Bogomolova Beerend P. Hierck Jos A. van der Hage Steven E.R. Hovius 《Anatomical sciences education》2020,13(3):333-342
Visual-spatial abilities are considered a successful predictor in anatomy learning. Previous research suggest that visual-spatial abilities can be trained, and the magnitude of improvement can be affected by initial levels of spatial skills. This case-control study aimed to evaluate (1) the impact of an extra-curricular anatomy dissection course on visual-spatial abilities of medical undergraduates and (2) the magnitude of improvement in students with initially lower levels of visual-spatial abilities, and (3) whether the choice for the course was related to visual-spatial abilities. Course participants (n = 45) and controls (n = 65) were first and second-year medical undergraduates who performed a Mental Rotations Test (MRT) before and 10 weeks after the course. At baseline, there was no significant difference in MRT scores between course participants and controls. At the end of the course, participants achieved a greater improvement than controls (first-year: ∆6.0 ± 4.1 vs. ∆4.9 ± 3.2; ANCOVA, P = 0.019, Cohen's d = 0.41; second-year: ∆6.5 ± 3.3 vs. ∆6.1 ± 4.0; P = 0.03, Cohen's d = 0.11). Individuals with initially lower scores on the MRT pretest showed the largest improvement (∆8.4 ± 2.3 vs. ∆6.8 ± 2.8; P = 0.011, Cohen's d = 0.61). In summary, (1) an anatomy dissection course improved visual-spatial abilities of medical undergraduates; (2) a substantial improvement was observed in individuals with initially lower scores on the visual-spatial abilities test indicating a different trajectory of improvement; (3) students' preferences for attending extracurricular anatomy dissection course was not driven by visual-spatial abilities. 相似文献
49.
In this paper, the development of sixth grade students’ critical thinking skills in science courses is discussed relatively to the contribution of the integration of aspects of History of Science into instruction. Towards this direction a project on electromagnetism was designed and implemented aiming to engage primary school students in a critical examination of knowledge (importance, complexity and human implications) by generating argumentation and discussion in their classrooms. The “Test of Everyday Reasoning (TER)”, which targets the core critical thinking skills identified in “The Delphi Report” consensus, was translated and standardized for the Greek population in order to be used for the project’s assessment. A pre-post analysis was conducted for the experimental group and the control group. The encouraging results regarding critical thinking skills development are supportive to the integration of aspects of History of Science in science courses. 相似文献
50.
Katerina Maridaki-Kassotaki Katerina Antonopoulou 《European Journal of Psychology of Education - EJPE》2011,26(1):75-84
The present study is an attempt to examine the relation between false-belief understanding and referential communication skills.
The ability of 76 children aged 5 years to attribute false beliefs to themselves and others was examined with three false-belief
tasks. The referential communication skills of the same children were assessed with two tests: (a) the Listening Skills Test
(Lloyd et al. 2001) and (b) the Test of Referential Communication (Lloyd et al. 1995), which were adjusted to Greek reality
for this purpose. The results showed that there is a link between false-belief understanding and components of referential
communication, namely, ability to identify a pictorial referent based on oral messages, ability to comprehend directions on
a map, and ability to detect and resolve ambiguity in oral messages. They also revealed that comprehension of directions and
ability to detect ambiguity in messages as listener may be good predictors of false-belief competence. The present findings
support and expand previous evidence attesting to a link between false-belief understanding and other aspects of language
such as syntax, semantics, and pragmatics. 相似文献