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Stavros A. Nikou Anastasios A. Economides 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):587-600
Teachers' role can be catalytic in the introduction of innovative digital tools in order to create new learning and assessment opportunities. This study explores science technology engineering and mathematics (STEM) teachers' intention to use mobile-based assessments in the teaching practice. The study proposes the teachers' acceptance mobile-based assessment (TAMBA) model which extends the technology acceptance model by introducing individual, social, institutional and instructional design factors. An appropriate questionnaire was developed and answered by 161 STEM teachers from 32 European countries. Their responses were analyzed using structural equation modeling. The proposed TAMBA model explains about 50% of the variance in teachers' intention to adopt mobile-based assessment. Perceived Ease of Use was found to be the most important determinant in teachers' intention to use mobile-based assessment. Facilitating Conditions and Output Quality were the most influential external variables in the model. The study findings revealed that focusing on mobile assessment quality design as well as on institutional support are important factors for STEM teachers in order to accept mobile-based assessments in schools. 相似文献
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Konstantinos D. Tambalis Demosthenes B. Panagiotakos Glykeria Psarra Stelios Daskalakis Stavros A. Kavouras Nickos Geladas 《European Journal of Sport Science》2016,16(6):736-746
The aim of the this study was to establish age- and gender-specific physical fitness normative values and to compare percentiles and Z scores values in a large, nationwide sample of Greek children aged 6–18 years. From March 2014 to May 2014, a total of 424,328 boys and girls aged 6–18 years who attended school in Greece were enrolled. The studied sample was representative, in terms of age–sex distribution and geographical region. Physical fitness tests (i.e. 20?m shuttle run test (SRT), standing long jump, sit and reach, sit-ups, and 10?×?5?m SRT) were performed and used to calculate normative values, using the percentiles of the empirical distributions and the lambda, mu, and sigma statistical method. Normative values were presented as tabulated percentiles for five health-related fitness tests based on a large data set comprising 424,328 test performances. Boys typically scored higher than girls on cardiovascular endurance, muscular strength, muscular endurance, and speed/agility, but lower on flexibility (all p values <0.001). Older boys and girls had better performances than younger ones (p?相似文献
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Soumela Atmatzidou Stavros Demetriadis Panagiota Nika 《Journal of Science Education and Technology》2018,27(1):70-85
Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students’ metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11–12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: “minimal” (with minimal MC and PS guidance) and “strong” (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students’ metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students’ MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender. 相似文献
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Simos Ikonomidis Dimitris Papanastasiou Dimitris Melas Stavros Avgoloupis 《Journal of Science Education and Technology》2012,21(6):768-779
This study explores the ideas of Greek prospective primary teachers about the anthropogenic greenhouse effect, particularly about its causes, consequences and cures. For this purpose, a survey was conducted: 265 prospective teachers completed a closed-form questionnaire. The results showed serious misconceptions in all areas (causes, consequences and cures). The most prominent misconception found by this survey is the conflation between the greenhouse effect and the ozone layer depletion, which is widely reported in the literature. There is also the notion that ??good things?? (like clean beaches) can help ameliorate the greenhouse effect, whereas ??bad things?? (like insecticides) can enhance it. One of the secondary results of the survey is that prospective teachers?? main source of information about the greenhouse effect is school. This calls for educational interventions to fight misconceptions at the source. Some suggestions are presented in this paper. The results of this study are compared with the results of two similar studies conducted in the UK and in Turkey. 相似文献
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Stavros Ioannidis 《Science & Education》2013,22(2):279-292
The cis-regulatory hypothesis is one of the most important claims of evolutionary developmental biology. In this paper I examine the theoretical argument for cis-regulatory evolution and its role within evolutionary theorizing. I show that, although the argument has some weaknesses, it acts as a useful example for the importance of current scientific debates for science education. 相似文献
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Stavros Ioannidis 《Metascience》2015,24(2):253-258
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Ioannis Kazanidis Theodosios Theodosiou Ioannis Petasakis Stavros Valsamidis 《Interactive Learning Environments》2016,24(3):472-486
Database files and additional log files of Learning Management Systems (LMSs) contain an enormous volume of data which usually remain unexploited. A new methodology is proposed in order to analyse these data both on the level of both the courses and the learners. Specifically, regression analysis is proposed as a first step in the methodology in order to explore how e-learning contents and characteristics of the course (such as a theory or lab course, a first- or second-year course, etc.) influence performance. Further investigation of each course, according to learners' usage, is achieved by archetypal analysis, which pinpoints the typical usage. The proposed methodology was successfully applied to LMS data from a Greek University. The results confirmed the validity of the approach and showed a relationship between the educational content which was provided and its usage by the learners. 相似文献
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Maria Kyprianidou Stavros Demetriadis Thrasyvoulos Tsiatsos Andreas Pombortsis 《Educational technology research and development : ETR & D》2012,60(1):83-110
This work explores the impact of teacher-led heterogeneous group formation on students?? teamwork, based on students?? learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and distribute them to heterogeneous groups. Second, group facilitation meetings were introduced as a technique to help students reflect on their weak/strong traits and employ appropriate roles in their group. The study research questions focused mainly on students?? attitudes regarding the learning style-based group formation approach. By applying qualitative research method students?? views were recorded about the impact of styles awareness and group heterogeneity on group collaboration and possible benefits and drawbacks related to the style-based grouping approach. Evaluation data revealed that students gradually overcame their initial reservations for the innovative group formation method and were highly benefited since styles heterogeneity within the group emphasized complementarities and pluralism in students?? ways of thinking. Overall, this work provides evidence that the adoption of learning styles theories in practice can be facilitated by systems for automated group formation and supportive group facilitation meetings that help avoiding the trivial and discouraging approach of using learning styles to simply label students. 相似文献
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