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31.
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
32.
Learning outcomes and processes in massively multiplayer online games: exploring the perceptions of players 总被引：1，自引：0，他引：1
Iro Voulgari Vassilis Komis Demetrios G. Sampson 《Educational technology research and development : ETR & D》2014,62(2):245-270
Over the past decade research has recognised the learning potential of massively multiplayer online games (MMOGs). MMOGs can be used by the technology-enhanced learning research community to study and identify good educational practices that may inspire engaging, creative and motivating approaches for education and learning. To this end, in this research paper, we aim to explore the learning outcomes and processes emerging in the environment of MMOGs by initially studying the relevant perceptions of the players. Based on a theoretical framework referring to the cognitive, the social, and the affective aspects of a technology-supported learning environment, and through a mixed-method research and the analysis of qualitative data from 22 individual and group interviews, and quantitative data from a wider survey (minimum N = 221), we map and examine the cognitive, the skill-based, the social, and the affective potential impact of MMOGs. More specifically this study presents the perceptions of players on the learning impact of MMOGs, the potential transfer of skills to other domains, the learning practices they employ, and elements of the design of the environment that may present positive conditions for learning. We attempt to contribute to the research field and also provide insights for the design of technology-enhanced learning environments, by examining and mapping elements of MMOGs from the perspective of the design of an effective learning environment and based on empirical data. 相似文献
33.
Vassilis Saroglou Bahija Lamkaddem Matthieu Van Pachterbeke Coralie Buxant 《Int J Intercult Relat》2009,33(5):419-428
The wearing of the Islamic veil by Muslim women has become a source of tensions in Western European countries. In order to investigate majority members’ attitudes towards the veil, the present two studies (Ns = 166 and 147), carried out in Belgium, integrated three lines of research that have focused on (a) the role of subtle prejudice/racism on the host society's attitudes towards immigrants, (b) the role of values on acculturation, and (c) the role of religious attitudes on prejudice. Results revealed the effects of subtle prejudice/racism, values (self-enhancement values and security versus universalism), and religious attitudes (literal anti-religious thinking versus spirituality), in predicting greater levels of anti-veil attitudes beyond the effects of other related variables such as age and political conservatism. The studies also suggest the importance of including religious attitudes as part of the intergroup-relation factors that predict attitudes towards immigrants, at least with regard to specific components of intercultural relations. 相似文献
34.
Vassilis Barkoukis Lambros Lazuras Haralambos Tsorbatzoudis 《Journal of sports sciences》2013,31(3):212-219
AbstractThe present study set out to assess the impact of attributional beliefs about success on the susceptibility for doping use in adolescent athletes. The sample consisted of 309 adolescent athletes participating in both team and individual sports. Participants completed a battery of questionnaires including Beliefs about the Causes of Success in Sport Questionnaire (BACSSQ), current and past doping use, and measures of attitudes, norms, situational temptation and social desirability. Variance reduction rate analysis revealed that social desirability did not act as a confounder in the relationship between doping susceptibility and its predictors. With regard to beliefs about the causes of success dimensions, only deception emerged as a significant predictor of doping use susceptibility over and above the effects of well-established social–cognitive predictors of doping intentions and use. These findings imply that beliefs about the causes of success in youth sports may comprise another dimension of risk factors for doping susceptibility and use. 相似文献
35.
The combination of evidence can increase retrieval effectiveness. In this paper, we investigate the effectiveness of a decision
mechanism for the selective combination of evidence for Web Information Retrieval and particularly for topic distillation.
We introduce two measures of a query’s broadness and use them to select an appropriate combination of evidence for each query.
The results from our experiments show that there is a statistically significant association between the output of the decision
mechanism and the relative effectiveness of the different combinations of evidence. Moreover, we show that the proposed methodology
can be applied in an operational setting, where relevance information is not available, by setting the decision mechanism’s
thresholds automatically. 相似文献
36.
Constantine Skordoulis Theodore Vitsas Vassilis Dafermos Eugenia Koleza 《International Journal of Science and Mathematics Education》2009,7(2):253-272
The concept of dimension, one of the most fundamental ideas in mathematics, is firmly rooted in the basis of the school geometry
in such a way that mathematics teachers rarely feel the need to mention anything about it. However, the concept of dimension
is far from being fully understood by students, even at the college level. In this paper, we examine whether the Cartesian
x-y plane is responsible for student difficulty in estimating the value of the dimension of an object, or is it only students
misconceptions about dimension that lead them to a false estimation of the value of the dimension of various objects. A second
question discussed in this paper examines whether the system of coordinates acts as an epistemological obstacle or whether
it has only a didactical character. 相似文献
37.
38.
Vassilis Barkoukis Martin S. Hagger 《European Journal of Psychology of Education - EJPE》2013,28(2):353-372
The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation and physical activity in leisure-time. According to achievement goal theory perceptions of learning and performance, motivational climate in PE can also affect autonomous motivation in PE. The purpose of the present study was to examine the influence of an integrated approach of perceptions of motivational climate in PE by incorporating aspects of perceptions of motivational climate from achievement goal frameworks on autonomous motivation in PE within the TCM. High school students (N?=?274) completed self-report measures of perceived autonomy support, perceived learning, and performance motivational climate and autonomous motivation in PE. Follow-up measures of autonomous motivation in a leisure-time context were taken along with measures of attitudes, subjective norms, perceived behavioural control and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 5 weeks later. The results of the path analyses indicated that perceived learning climate was the strongest predictor of autonomous motivation in PE and leisure-time contexts and mediated the effect of perceived autonomy support on autonomous motivation in PE. Perceived performance climate showed no significant effect on autonomous motivation in PE and leisure-time. Results also confirmed the premises of TCM regarding the effect of autonomous motivation in leisure-time on leisure-time physical activity and the mediating role of the planned behaviour theory variables. 相似文献
39.
This study’s aim is the creation of a web-based multimedia course for Physical Education (PE) students’ familiarization with the teaching of basketball, and the evaluation of its use as a complementary tool to conventional instruction, in terms of learning effectiveness and student acceptance. The course includes multimedia learning material as well as interactive learning activities and quizzes on the cognitive components of basic basketball skills and on other basketball-related topics (history of the sport, referee’s signals, training aids, basketball court). The study involved 88 undergraduate students during one semester. They were randomly assigned to two groups: a group that used the web-based multimedia course and also attended a conventional face-to-face course on the teaching of basketball (N?=?45), and another group that only attended the conventional face-to-face course (N?=?43). A pretest/posttest research design was followed. For both groups basketball knowledge was measured at the beginning and at the end of the semester through written questionnaires. The responses of the students of the first group towards the web-based course were also assessed, at the end of the semester, through a written feedback questionnaire. Within both groups, significant increases in students’ basketball knowledge were found. However, the web-based multimedia course in combination with conventional face-to-face instruction was significantly more effective than conventional face-to-face instruction alone in increasing students’ cognitive learning regarding the sport of basketball, at the same time being well-accepted by the students. These findings support the effectiveness of blended learning for PE at higher education level as well as the acceptance of this mode of learning by PE students. 相似文献
40.