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71.
Georgia Liarakou Costas Gavrilakis Eleni Flouri 《Journal of Science Education and Technology》2009,18(2):120-129
Investigating knowledge, perceptions as well as attitudes of public that concern various aspects of environmental issues is
of high importance for Environmental Education. An integrated understanding of these parameters can properly support the planning
of Environmental Education curriculum and relevant educational materials. In this survey we investigated knowledge and attitudes
of secondary school teachers in Greece towards renewable energy sources, particularly wind and solar energy systems. A questionnaire
with both open and close questions was used as the main methodological instrument. Findings revealed that although teachers
were informed about renewable energy sources and well disposed towards these sources, they hardly expressed clear positions
regarding several issues about wind and solar energy technologies and farms. Moreover such themes are limited integrated in
teaching either as extra curricular educational programs or through the curriculum. These findings cannot confirm that teachers
could influence students’ opinion towards renewable energy systems. Thus, authorities should invest more in Environmental
Education and relevant Teachers' Education. 相似文献
72.
Music in the exercise domain: a review and synthesis (Part I) 总被引:1,自引:0,他引:1
Since a 1997 review by Karageorghis and Terry, which highlighted the state of knowledge and methodological weaknesses, the number of studies investigating musical reactivity in relation to exercise has swelled considerably. In this two-part review paper, the development of conceptual approaches and mechanisms underlying the effects of music are explicated (Part I), followed by a critical review and synthesis of empirical work (spread over Parts I and II). Pre-task music has been shown to optimise arousal, facilitate task-relevant imagery and improve performance in simple motoric tasks. During repetitive, endurance-type activities, self-selected, motivational and stimulative music has been shown to enhance affect, reduce ratings of perceived exertion, improve energy efficiency and lead to increased work output. There is evidence to suggest that carefully selected music can promote ergogenic and psychological benefits during high-intensity exercise, although it appears to be ineffective in reducing perceptions of exertion beyond the anaerobic threshold. The effects of music appear to be at their most potent when it is used to accompany self-paced exercise or in externally valid conditions. When selected according to its motivational qualities, the positive impact of music on both psychological state and performance is magnified. Guidelines are provided for future research and exercise practitioners. 相似文献
73.
The use of music during exercise has become ubiquitous over the past two decades and is now supported by a burgeoning body of research detailing its effects and the contingencies surrounding its use. The purpose of this statement is to present a synopsis of the body of knowledge, with selected references, and to provide practical recommendations for exercise practitioners regarding music selection. Following the identification of methodological shortcomings in early studies, researchers have been guided by new conceptual frameworks, and have produced more consistent findings as a consequence. The use of music has been found to yield ergogenic effects in the exercise domain while also promoting psychological (e.g. enhanced affect) and psychophysical (reduced ratings of perceived exertion) benefits. There is a paucity of research examining the longitudinal effects of music on key outcome variables such as exercise adherence. 相似文献
74.
Ioannis Votsis 《Metascience》2014,23(1):149-152
75.
76.
Costas N. Tsouloupas Russell L. Carson Russell A. Matthews 《Psychology in the schools》2014,51(2):164-180
One approach for understanding teachers’ behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers’ efficacy in handling student misbehavior (TEHSM). Participants were 344 primary (n = 189) and secondary (n = 155), full‐time, public school teachers from a southeastern state in the USA. Teachers completed online self‐report measures of TEHSM and all personal and school cultural factors. Student socioeconomic status (SES) information was provided by the school districts. Structure equation modeling (SEM) results indicated the final empirical model to account for 66% of the variance in TESHM, with professional development and student SES having the strongest association with TEHSM. This study provides a vital step towards understanding factors that drive teachers’ perceptions of their efficacy in handling misbehaving students. 相似文献
77.
Giannakas Filippos Troussas Christos Krouska Akrivi Sgouropoulou Cleo Voyiatzis Ioannis 《Education and Information Technologies》2022,27(6):8461-8487
Education and Information Technologies - Working in groups is an important collaboration activity in the educational context, where a variety of factors can influence the prediction of the... 相似文献
78.
Kaimara Polyxeni Fokides Emmanuel Oikonomou Andreas Deliyannis Ioannis 《Education and Information Technologies》2022,27(4):5397-5416
Education and Information Technologies - Digital educational games (DEGs) constitute an effective teaching approach, particularly when they are used in combination with collaborative learning... 相似文献
79.
The present study explored the perceptions of Greek general and special primary teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). According to the responses of the 466 participants, each school should have a fulltime SENCO, who should have both teaching experience in general schools and specialization in teaching students with SEN, and also be able to deal with all types of SEN. SENCOs’ responsibilities include evaluating and directly teaching students, counselling teachers and parents, contributing to in-service training of staff, and undertaking initiatives for program enrichment and knowledge dissemination. 相似文献
80.
Ioannis Kazanidis Nikolaos Pellas Panagiotis Fotaris Avgoustos Tsinakos 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):2014-2027
While “flipping” a classroom has gained attention in K-12 and Secondary school programs, there has been relatively no explicit focus on its effectiveness as a teaching method for instructional media design courses in Higher Education. The purpose of this quasi-experimental study was to determine the effectiveness of the flipped classroom approach to teaching instructional media design subjects by comparing students’ academic performance and training satisfaction in traditional lecture-based instruction with those in a flipped classroom. A total of 128 undergraduate students participated voluntarily and were divided into a control (n = 62) and an experimental (n = 66) group, respectively. The study findings indicated substantial differences in both academic performance and training satisfaction between the two groups, with the students in the experimental group performing significantly better. Specifically, the results showed some determining factors associated with training satisfaction that explain why students in flipped classes achieved notably higher mastery in the learning objectives than their control group peers. This study adds to the literature by providing evidence on how a flipped classroom can potentially benefit students’ academic performance, leading to higher training satisfaction and deeper disciplinary understanding in instructional media design courses. 相似文献