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21.
Petros Georghiades 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):119-139
The frequently encountered problems of students being unable to utilize schoollearned science in different contexts, and of students forgetting what they have learned in a short time after initial instruction, are two important problems for classroom practitioners. This paper advocates a shift in focus of conceptual change learning research in order to address these problems. It draws upon four overlapping areas: conceptual change learning is the broad subject area that sets the epistemological background; transfer and durability of scientific conceptions are the two problem areas under scrutiny, while metacognition is seen as potential mediator of improvement. The paper offers a brief review of existing literature on the four areas; it proposes confronting the two problems by incorporating metacognitive instruction in the learning environment of primary school science; and it reports on recently completed research. 相似文献
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Olga Georgoula Anastasios Stamnas Petros Patias Charalampos Georgiadis Vassiliki Fragkoulidou 《Journal of Cultural Heritage》2013,14(5):396-402
The study refers to the visual representation of the coastal front of the historical center of Thessaloniki in northern Greece and its changes that have occurred through the years. Most of the old town was destroyed by fire on August 18, 1917. A few years later, the French architect and archeologist Ernest Hébrard proposed the reconstruction of the city centre, but his plans were never fully implemented. Since then, a series of interventions changed the form of the old town and consequently the coastal cityscape. The research was initially based on the photogrammetric processing of archive aerial images (1938) of Thessaloniki's city centre. Besides the vertical images, high oblique aerial images dated back to 1932, proved to be a significant source of information. A rich archive of old photographic material, sketches, drawings and gravures of the coastal forehead of the city was also used. Ortho-images of the coastal front, derived from laser scanning (2010), and a 3D model of the historical city center, derived from the stereo photogrammetric process of aerial images (1990), contributed decisively at the multi temporal study of the city front. The main outcomes of the present documentation study are the 3D representation (at scale of 1:200, accuracy 5 cm) of temporal changes of a part of the coastal front of the historical center of Thessaloniki and the 2D representation (at scale 1:100, accuracy 1–2 cm) of these changes with respect to variations on skyline, lacunas, interventions in old buildings, etc. 相似文献
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Ilias Vasileiadis Spyros Koutras Petros Stagiopoulos 《Journal of Research in Special Educational Needs》2021,21(1):49-62
Students’ attitudes towards peers with intellectual disabilities are mostly negative, and negative attitudes appear more among secondary education students than any other age group. Social coexistence programmes are intervention programmes implemented by school psychologists to manage and change negative attitudes and enforce social interaction with students with disabilities. The research sample consisted of 193 public high school students in Greece who were given the Chedoke–McMaster Attitudes Toward Children with Handicaps (CATCH) Scale. The study aimed to explore whether there is a change in the attitudes of high school students towards peers with intellectual disabilities after participation in a social coexistence programme. The findings showed that students who participated in the programme had more positive attitudes towards people with intellectual disabilities after the completion of the programme. The above findings confirm the research on the possibility of changing attitudes of secondary school students towards peers with disabilities and reinforce the need for the systematic development of social coexistence programmes for the entire student population. Future research should focus on the benefits of students with disabilities from their participation in social coexistence programmes. 相似文献
24.
Argyris G. Toubekis Nikolaos Beidaris Petros G. Botonis Maria Koskolou 《Journal of sports sciences》2017,35(11):1025-1033
The purpose of this study was to examine the metabolic responses during submaximal swimming with self-selected normal breathing (N) and prolonged expiration along with reduced frequency breathing (RB). Ten male swimmers (age: 23.1 ± 2.2 years; VO2max: 47.3 ± 7.2 ml · kg?1 · min?1) performed 75-, 100-, 175-, 200-, 275-, 300-, 375- and 400-m trials with N and RB at intensity corresponding to 90% of the critical speed. In RB condition, all trials longer than 75 m were interspersed with 25 m of self-selected N in regular intervals. In RB, oxygen saturation during recovery was decreased compared to starting values after 75, 100, 175, 275 and 375 m (78–91%, P < 0.05), while it remained unchanged after all trials in N condition (98 ± 2%, P > 0.05). Lactate concentration was higher in RB than in N after 400 m (4.3 ± 1.5 vs. 3.3 ± 1.7 mmol · l?1, P < 0.05). During recovery after the 375-m trial, partial pressure of carbon dioxide was increased and pH was decreased in RB compared to N condition. Prolonged expiration along with RB provokes severe hypoxemia during the recovery period after swimming, which is restored with self-selected N during submaximal swimming. 相似文献
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Petros Kariotoglou Anna Spyrtou Vassilis Tselfes 《International Journal of Science and Mathematics Education》2009,7(5):851-873
In this paper, we describe empirical research on the recording of primary school and preschool student teacher conceptions
of the concept of distant force interactions in different contexts related to the school curriculum for this subject. For
this objective to be achieved, we undertook ten semi-structured interviews with student teachers. Based on the findings from
these interviews, we developed a written ten-item questionnaire that was distributed to 264 first-year student teachers at
three Greek universities. The main findings of our research are that a significant number of students: (i) experience difficulty
in recognizing the interactions in different contexts, and even in different cases within the same context; (ii) place the
arrow representing the force on the body that exerts it and not on that which accepts it; and (iii) hold the alternative view
that the larger the body interacting, the greater the force it exerts. Based on the above results, as well as in the ways
in which they seem to be related, we developed hypotheses, potentially able to lead to the construction of a teaching–learning
sequence, which focuses on the comprehension of force as the measure of a unified concept of interaction between two entities. 相似文献
27.
Christina Hajisoteriou Petros Panaou Panayiotis Angelides 《British Educational Research Journal》2022,48(2):253-271
Over the last decade, various organisations, scholars and educators across the globe have been arguing for the need to foster dialogue between and with children regarding the world they want to have, in terms of both justice and sustainability. Research has shown that stories and storytelling have a world-making and world-changing character that may trigger children’s social imagination on social justice issues and help them play a participatory role in society. In this context, the study presented here aimed to empower children to speak up for their beliefs and to become active agents of change in relation to social justice issues. To meet our research goals, we developed workshops around traditional folktales, which we implemented in four schools in Cyprus. During these workshops, we promoted critical dialogue for social justice issues through pertinent collaborative storytelling activities. Collaborative storytelling is a method that can involve participants in critical dialogue, enabling them to produce innovative and creative counter-stories. This can potentially deepen their perceptions about social justice, while also allowing them to communicate the knowledge they have built in engaging and accessible ways. Data collection included observations during workshops, as well as post-implementation interviews with a purposive sample of child participants. Our findings suggest that the children deployed either a ‘we are all different’ or a ‘we are all the same’ discourse to define social justice. Nonetheless, as the project progressed, they seemed to gradually turn to a ‘we need to see injustice to be able to act against it’ discourse. This project aims to contribute to academic discussions on promoting dialogue with children on social justice issues, and cultivating children’s metacognitive skills about societal injustices. 相似文献
28.
Stephanie J. Hathcock Daniel L. Dickerson Angela Eckhoff Petros Katsioloudis 《Research in Science Education》2015,45(5):727-748
Creativity can and should play a role in students’ science experiences. Beghetto (Roeper Review 29(4):265–270, 2007) suggested a framework for teachers to assist students in transforming their creative ideas into creative products. This framework involves taking time to listen to students’ ideas, helping them recognize the constraints of a task, and giving them multiple opportunities to think through and try their ideas. Ill-structured problems, such as those found in inquiry and engineering design activities, provide excellent opportunities for students to experience creative processing and express their creativity through product creation. These types of problems are typically challenging, but the use of appropriate questioning has been shown to assist students in solving problems. This multiple case study investigated the use of inquiry-based questioning as a means of supporting creativity within a design-based science, technology, engineering, and mathematics (STEM) activity. Findings suggest that groups facilitated by inquiry-based questioning strategies were better able to solve an ill-structured problem and achieved a more linear progression toward creative products than groups who were not facilitated by inquiry-based questions. 相似文献
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Petros J. Axaopoulos Konstantinos N. Moutsopoulos Michael P. Theodoridis 《European Journal of Engineering Education》2012,37(1):39-48
An experiment using real hardware and under real test conditions can be remotely conducted by engineering students and other interested individuals in the world via the Internet and with the capability of live video streaming from the test site. The presentation of this innovative experiment refers to the determination of the current voltage characteristic curve of a photovoltaic panel installed on the roof of a laboratory, facing south and with the ability to alter its tilt angle, using a closed loop servo motor mounted on the horizontal axis of the panel. The user has the sense of a direct contact with the system since they can intervene and alter the tilt of the panel and get a live visual feedback besides the remote instrumentation panel. The whole procedure takes a few seconds to complete and the characteristic curve is displayed in a chart giving the student and anyone else interested the chance to analyse the results and understand the respective theory; meanwhile, the test data are stored in a file for future use. This type of remote experiment could be used for distance education, training, part-time study and to help students with disabilities to participate in a laboratory environment. 相似文献