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Emmanouil Kaldis Konstantinos Koukoravas Christos Tjortjis 《Decision Sciences Journal of Innovative Education》2007,5(2):245-266
This article examines student teamwork in the academic field from a structural perspective. Student teams are often prearranged and then left to organize themselves and get on with their work, without any further structural support; this, however, can become a negative experience on teamwork. A varied contribution among team members often occurs and unavoidably leads to friction and reduced performance. The aim of this project is to explore the main problems in academic teamwork and investigate tools that provide relevant solutions. We present the concept of network organizational structure and discuss how this can improve collaboration and communication. The main tools to achieve a structural transformation from the more traditional form of team organization to the fairer network form, and their implications are discussed. 相似文献
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Based on the notions of social and socio‐mathematical norms we investigate how these are established during the interactions of pre‐service teachers who solve mathematical problems. Norms identified in relevant studies are found in our case too; moreover, we have found norms related to particular aspects of the problems posed. Our results show that most of these norms, once established, enhance the problem‐solving process. However, exceptions do exist, but they have a local orientation and a relatively small influence.
En s'appuyant sur les concepts des normes sociales et ‘socio‐mathématiques’, nous avons étudié comment ces normes se sont établies au cours des interactions entre les enseignants et les étudiants en activité de résolution des problèmes mathématiques. Aux résultats de la recherche apparaissent d'une part les mêmes normes qui ont été déjà remarquées à d'autres recherches relatives et d'autre part des normes liées plus particulièrement aux problèmes posés. Les résultats de la recherche montrent que dans la majorité des cas les normes aident le processus de la resolution des problèmes. Il existe bien sûr des exceptions, mais elles ont une influence et une orientation locale.
Basierend auf den Begriffen der sozialen und sozio‐mathematischen Normen untersuchen wir, wie diese in die Interaktionen von angehenden Lehrern beim Lösen von mathematischen Problemen einfliessen. Normen, welche in relevanten Studien identifiziert werden, wurden in unserem Fall ebenfalls gefunden. Wir haben ausserdem Normen gefunden, welche sich auf bestimmte Aspekte der Fragestellungen beziehen. Unsere Resultate zeigen, dass die meisten Normen, sind sie einmal etabliert, die Problemlösungsprozess verbessern. Es bestehen zwar Ausnahmen, doch diese haben eine lokale Orientierung und einen relativ kleinen Einfluss.
Basados en las nociones de la norma social y sociomatemática, estamos investigando cómo se establecen dichas normas durante las interacciones de los profesores en pre‐servicio, que resuelven problemas matemáticos. Las normas identificadas en estudios relevantes también se encuentran en nuestro caso; de hecho, hemos hallado normas relacionadas con aspectos particulares de los problemas expuestos. Nuestros resultados demuestran que la mayor parte de estas normas, una vez establecidas, mejoran el proceso de solución de problemas. Sin embargo, existen también excepciones pero éstas tienen una orientación local y una relativamente menor influencia. 相似文献
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Vasilis Grammatikopoulos Nikolaos Tsigilis Athanasios Gregoriadis Konstantinos Bikos 《Studies in Educational Evaluation》2013
This study is about the evaluation of an induction training program for Greek teachers. The program was evaluated by adopting an adjusted level model approach. Qualitative and quantitative data collection procedures were applied in order to assess the value of the training. The induction training was provided to Greek teachers who are appointed as permanent public employees at the beginning of each academic year. The results were encouraging for the applicability of the level model based evaluation in educational settings. The sequential hierarchy of the model was also tested and supported for the levels that were assessed quantitatively. Further evidence is needed in order to support the integration of methods and the sequential order of the level model approach. 相似文献
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This study investigates the effectiveness of a teaching conflict procedure whose purpose was the transformation of the representations
of 12–16-year-old pupils in Greece concerning light emission and shadow formation by extended light sources. The changes observed
during the children’s effort to destabilize and reorganise their representations towards a model that was compatible with
the respective scientific model were studied using three groups of pupils belonging to different age groups. The methodological
plan implemented was based on input from the History of Science, while the parameters of the geometrical optics model were
derived from Kepler’s relevant historic experiment. The effectiveness of the teaching procedure was evaluated 2 weeks after
the intervention. The results showed that the majority of the subjects accepted the model of geometrical optics, i.e. the
pupils were able to correctly predict and adequately justify the experimental results based on the principle of punctiform
light emission. Educational and research implications are discussed. 相似文献
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The aim of this study was to determine whether there are differences in the fatigability of plantar flexor muscles during sustained submaximal contractions in prepubertal boys and girls. Fifteen boys (age 10.0 +/- 1.0 years) and 15 girls (age 9.8 +/- 0.9 years) participated in the study. The fatigue protocol consisted of a 10 min isometric plantar flexion at 20% of the maximal voluntary contraction. Immediately after this, five maximal isometric contractions were performed with a 3 min interval between contractions. During the experiment, electromyograms of the agonist muscles soleus and medial gastrocnemius and antagonist tibialis anterior were recorded. We observed no differences between the sexes (P < 0.05) in the decrease in torque or in the recovery rate after the fatigue protocol. Nor were there any differences between the sexes (P < 0.05) in agonist or antagonist muscle activation during the fatigue protocol and recovery period. The results indicate that there are no differences in fatigability between prepubertal boys and girls during submaximal sustained contractions, probably because the agonist and antagonist muscles were activated similarly in both sexes. 相似文献
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Filippos Evangelou Konstantinos Kotsis 《International Journal of Science Education》2019,41(3):330-348
This paper compares students’ conceptual understanding of a standard physics law, i.e. frictional force, following the execution of real vs virtual experiments. The research sample was made up of 110 fifth grade students attending a primary school in the city of Ioannina, Northwestern Greece who were randomly assigned to either the control group (55 students) or the experimental group (55 students). The control group carried out experiments with real world objects, while the experimental group used Interactive Physics simulation software. Data was collected by administering to both groups identical pre and post tests, before and after the experiments respectively and which contained six questions each. The SOLO taxonomy model was used to evaluate student answers and the findings reveal that both experimentation methods are equally effective in the conceptual understanding of frictional force. 相似文献
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Konstantinos Ravanis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,37(3):201-217
NATURAL SCIENCES IN KINDERGARTEN: A SOCIO-COGNITIVE FRAMEWORK FOR LEARNING AND TEACHING – The present study presents a socio-cognitive framework for the construction of the scientific knowledge of natural phenomena among pre-school children and for the development of science activities at kindergarten. It involves elements from theories of social interaction; social psychology of development and cognitive functioning; and research in natural-science teaching methods which acknowledge the importance and fundamental role of social interaction in the development of cognitive operations and learning. The study also presents some of the more significant results of the research carried out on different aspects of this topic. The discussion unfolded here supports the hypothesis that the construction of natural-scientific knowledge at the pre-school age and corresponding scholastic activities are necessary and effective. 相似文献
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Marc Beardsley Patricia Santos Davinia Hernández-Leo Konstantinos Michos 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1019-1034
Participants in educational technology research regularly share personal data which carries with it risks. Informing participants of these data sharing risks is often only done so through text contained within a consent form. However, conceptualizations of data sharing risks and knowledge of responsible data management practices among teachers and learners may be impoverished—limiting the effectiveness of a consent form in communicating such risks in a manner that adequately supports participants in making informed decisions about sharing their data. At two high schools participating in an educational research project involving the use of technology in the classroom, we investigate teacher and student conceptions of data sharing risks and knowledge of responsible data management practices; and introduce a communication approach that attempts to better inform educational technology research participants of such risks. Results of this study suggest that most teachers have not received formal training related to responsibly managing data; and both teachers and students see the need for such training as they come to realize that their understanding of responsible data management is underdeveloped. Thus, efforts beyond solely explaining data sharing risks in an informed consent form may be needed in educational technology research to facilitate ethical self-determination. 相似文献