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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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Carey Jewitt Gunther Kress Jon Ogborn Charalampos Tsatsarelis 《Zeitschrift für Erziehungswissenschaft》2000,3(2):267-284
In this paper we exemplify how a social semiotic approach to pupils’ multimodal texts (texts which draw on and make available to the senses a range of resources, including the visual, material, and actional) can provide a way into understanding learning. We suggest that learning can be seen as a transformative process of sign making. Specifically, we suggest that materiality (use of frame, shape, texture, colour, and imported objects) can be seen as one expression of how pupils engage with knowledge and learning. In order to demonstrate this we focus on year seven (11 year old) pupils’ visual representations of cells in two science classrooms at a London girls school. We argue that the range of representational resources available within visual communication (spatial relations, materiality, etc.) enabled the expression of kinds of meaning which would have been difficult, or perhaps impossible, in language. We conclude that visual and linguistic modes of expression have different potentials for meaning making, and therefore different potentials for learning. 相似文献
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Charalampos Toumasis 《Educational Studies in Mathematics》1990,21(6):491-508
The study of geometry as a school subject generally presents pedagogical and epistemological interest because it brings to light the developmental trends and characteristics of this most ancient branch of mathematics, as well as the factors which contributed to the shaping of its educational value. These factors may be economical, political, social and scientific and they manifest themselves either locally or at a wider range each time.In this paper we try to present the development of school geometry in contemporary Greece, since the era in which the secondary education system was established (1836), up to today. The main purpose, of course, is not to describe facts but to identify and interpret the phenomenon of the incredible endurance which Euclid's Elements have presented, during the last 150 years, as the basic component of school geometry in Greece.School geometry in Greece presents special interest and it can be considered an exceptional phenomenon. Its changing in accordance with modern educational and pedagogical considerations and the removal of the Elements was confronted with powerful barriers up to the present. Every time an effort was made to revise the content of school geometry, those who exercised control over the mathematics curriculum reacted strongly against the new innovations, providing educational, philosophical and ethnic arguments. 相似文献
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Ourania Sitra Vangelis Katsigiannakis Charalampos Karagiannidis Sofia Mavropoulou 《Education and Information Technologies》2017,22(6):3037-3046
This paper addresses the perceived benefits from gamification in the context of special education. It presents the findings of a study evaluating the effects of a specific gamification element (badges) on the engagement of five students with special learning needs, through online courses developed on the Moodle Learning Management System (LMS). The results indicate that this particular gamification element yielded positive effects on students’ engagement and on their overall attitude towards the educational process in general. 相似文献
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Charalampos Lemonidis Helen Tsakiridou Ioanna Meliopoulou 《International Journal of Science and Mathematics Education》2018,16(6):1127-1145
The purpose of the present study is to examine content knowledge (CK) and pedagogical content knowledge (PCK) of Greek teachers in number sense and specifically in mental calculations with rational numbers (fractions, decimals and percentages). Examined within the framework of CK were the type of strategies employed by teachers and the extent of the repertoire of these strategies, which provides an indication of their flexibility. Teachers’ CK performance in mental calculations with rational numbers was compared with the extent of their strategic repertoire as well as with the PCK they employed when teaching mental calculations with rational numbers. The data revealed that the teachers’ high CK performance in mental calculations with rational numbers is positively influenced by the existence of an extensive strategic repertoire. Furthermore, it was found that a high CK performance and an extensive strategic repertoire in mental calculations with rational numbers positively influence the PCK of mental calculations with rational numbers. 相似文献
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