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Stella Hadjiachilleos Lucy Avraamidou Stavros Papastavrou 《Journal of Science Education and Technology》2013,22(5):614-629
The need to reform science teacher preparation programs has been pointed out in research (Bryan and Abell in J Res Sci Teach 36:121–140, 1999; Bryan and Atwater in Sci Educ 8(6):821–839, 2002; Harrington and Hathaway in J Teach Educ 46(4):275–284, 1995). Science teachers are charged with the responsibility of incorporating both cognitive and non-cognitive parameters in their everyday teaching practices. This often results in their reluctance to teach science because they often lack disciplinary and/or pedagogical expertise required to promote science learning. The purpose of this study is to propose an alternative instructional approach in which Lego vehicles were used as a tool to promote pre-service elementary teachers’ development and to examine whether there are non-cognitive parameters that promote or obstruct them from using Lego Technologies as a teaching tool. The context of the study was defined by a teacher preparation program of a private university in a small Mediterranean country. A sample of 28 pre-service elementary teachers, working in five 5–6-member groups were involved in scientific inquiries, during which they had to use vehicles in order to solve scientific problems related to concepts such as gear functioning, force, and motion. The nature of their cognitive engagement in the scientific inquiry process, non-cognitive parameters contributing to their cognitive engagement, and the impact of their involvement in the process on their development were examined through qualitative analysis of pre- and post-inquiry interviews, presentations of their solutions to the scientific problems and of their personal reflective journals. 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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Stavros Kourkoulis Vasiliki Panagiotopoulou Evangelia Ganniari-Papageorgiou 《Journal of Cultural Heritage》2012,13(4):426-436
The influence of the inclination of the fracture plane (with respect to the axis of the bar used for restoration) on the stress and strain fields developed in the restored structural member is explored numerically by employing the Finite Element Method. Attention is focused to marble epistyles fractured into two pieces joined together with the aid of a single threaded titanium bar and suitable cement paste interposed between marble and titanium according to the technique introduced by the scientists working for the restoration of the Acropolis of Athens monuments. The numerical model is calibrated and validated according to experimental results obtained by submitting an accurate copy of a fractured epistyle of the Parthenon Temple (under an 1:3 scale) to bending. The analysis indicated that the inclination between the fracture plane and the axis of the reinforcing bar drastically influences the intensity of the stress field developed even for relatively small inclination angles. 相似文献
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The aim of this study was to evaluate the utility of the RT3 accelerometer in young children, compare its accuracy with heart rate monitoring, and develop an equation to predict energy expenditure from RT3 output. Forty-two volunteers (mean age 12.2 years, s = 1.1) exercised at two horizontal and graded walking speeds (4 and 6 km.h(-1), 0% grade and 6% grade), and one horizontal running speed (8 km.h(-1), 0% grade), on a treadmill. Energy expenditure and oxygen consumption (VO2) served as the criterion measures. Comparison of RT3 estimates (counts and energy expenditure) demonstrated significant differences at 4, 6, and 8 km.h(-1) on level ground (P < 0.01), while no significant differences were noted between horizontal and graded walking at 4 and 6 km.h(-1). Correlation and regression analyses indicated no advantage of vector magnitude over the vertical plane (X) alone. A strong relationship between RT3 estimates and indirect calorimetry across all speeds was obtained (r = 0.633-0.850, P < 0.01). A child-specific prediction equation (adjusted R2 = 0.753) was derived and cross-validated that offered a valid energy expenditure estimate for walking/running activities. Despite recognized limitations, the RT3 may be a useful tool for the assessment of children's physical activity during walking and running. 相似文献