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Hovardas Tasos Zacharia Zacharias Xenofontos Nikoletta de Jong Ton 《Instructional Science》2022,50(3):361-390
Instructional Science - We extended research on scaffolds for formulating scientific hypotheses, namely the Hypothesis Scratchpad (HS), in the domain of relative density. The sample comprised of... 相似文献
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Is Religious Education Possible? A rejoinder to W. D. Hudson 总被引：1，自引：0，他引：1
Tasos Kazepides 《Journal of Philosophy of Education》1983,17(2):259-265
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In this paper we investigate how geometrical models can be used in learning and teaching mathematics, in connection with the development of a process of reflective thinking, which we study first in general. Some more specific questions — arising from the use of geometrical models in the classroom — have led us to an experimental study, the results of which are presented and discussed in the paper. 相似文献
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Tasos Hovardas 《The Journal of environmental education》2013,44(3):237-254
ABSTRACTThe study concentrated on an area in Greece with a multiplicity of sites for outdoor education. Informal networks of teachers were detected through a snowball technique and data were collected by means of a questionnaire and semi-structured interviews. A typology was first enriched to account for teacher interaction. This typology was then operationalized to assess teacher leadership in outdoor education. Participants were classified in three clusters, namely, “strugglers,” “domesticators,” and “succeeders”. Leadership covariated with ability to overcome obstacles, master “affordances” of destinations, and focus on on-site instruction. Peer interaction offered opportunities for reflection. Leadership categories revealed a transient character, which implied that peer interaction might facilitate empowerment. However, there were indications of protecting existing practice against innovation. Implications for leadership development are discussed. 相似文献
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In this paper, we analyze two episodes from an inquiry-based didactical research; the complete analysis of our research data is still ongoing. By taking into consideration various developments from the history of the geometry of space-time, our general aim is to explore high school students’ conceptions about measurement of length and time in relatively moving systems, and lead the students to reconsider these conceptions in an attempt of constructing a new metric for space-time. The episodes are extracted from long (focused) interviews with two couples of students, based on a carefully designed fictional scenario. Two main strategies have been identified and are analyzed in the paper: one of them relies on imagination and intuition; the other one makes use of preexisting school mathematical knowledge, in arriving to a simplified formula of a Minkowskian metric. 相似文献
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This paper proposes a setting of exemplarity different from the already known one, which is basically a Romanticist philosophical setting. Our general aim is to describe and explore the nature of some exemplary themes and interpretive models in advanced mathematics teaching and learning. In order to do so, we move from Romanticism towards the viewpoint of Modern Hermeneutics, by applying ideas appearing mainly in Gadamer and Ricoeur. We use this new setting as a philosophical framework, to interpret some results from two didactical research studies that have already appeared on infinitesimals. 相似文献
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Robert M. Klassen Mimi Bong Ellen L. Usher Wan Har Chong Vivien S. Huan Isabella Y.F. Wong Tasos Georgiou 《Contemporary educational psychology》2009
The purpose of this article was twofold. The first purpose was to test the validity of the Teachers’ Sense of Self-Efficacy Scale (TSES) in five settings—Canada, Cyprus, Korea, Singapore, and the United States. The second purpose was, by extension, to establish the importance of the teacher self-efficacy construct across diverse teaching conditions. Multi-group confirmatory factor analysis was used to better understand the measurement invariance of the scale across countries, after which the relationship between the TSES, its three factors, and job satisfaction was explored. The TSES showed convincing evidence of reliability and measurement invariance across the five countries, and the relationship between the TSES and job satisfaction was similar across settings. The study provides general evidence that teachers’ self-efficacy is a valid construct across culturally diverse settings and specific evidence that teachers’ self-efficacy showed a similar relationship with teachers’ job satisfaction in five contrasting settings. 相似文献
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