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41.
Mandrikas Achilleas Michailidi Emily Stavrou Dimitris 《Journal of Science Education and Technology》2021,30(5):630-641
Journal of Science Education and Technology - This paper illustrates a year-long case study investigating in-service teachers’ needs and mentor’s practices in implementing cutting-edge... 相似文献
42.
Although a growing number of research articles in recent years have treated the role of informal settings in science learning, the subject of the history of science in museums and its relationship to informal and non-formal education remains less well explored. The aim of this review is to assemble the studies of history of science in science museums and explore the opportunities for the further use of the history of science in science museum education practice. 相似文献
43.
Dimitris T. Zachos 《International Journal of Inclusive Education》2017,21(10):1011-1027
In this paper, the focus is on schools’ responses to multiculturalism. We present a research project that was designed to explore feelings, perceptions and attitudes of teachers towards pupils of Roma origin in two different Greek schools. Our research strategy involved case studies and in-depth semi-structured interview was our main research technique. The findings suggest that there is a need to rethink and further investigate the issue of who is best suited to teach pupils of Roma origin in Greek schools. We believe that our research could help policymakers, educational administrators and teachers to better understand Roma pupils’ educational needs and plan ways to improve it. 相似文献
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Anna Spyrtou Jari Lavonen Anastasios Zoupidis Anni Loukomies Dimitris Pnevmatikos Kalle Juuti Petros Kariotoglou 《International Journal of Science and Mathematics Education》2018,16(3):443-463
In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as a crucial component of renewal science teaching in European countries. Two local working groups from two different Universities, in Finland and Greece, were created consisting of researchers and experienced primary teachers. The transfer from Greece to Finland was rather challenging because of the differences between the two educational contexts. The initial, as well as the revised Teaching Learning Sequence, were implemented for 11–12-year-old students including the content to be taught, that is Floating-Sinking phenomena and density, and the learning environment aspects such as learning Control of Variables Strategy. A combination of qualitative and quantitative research methods was implemented in order to formulate concrete recommendations on feasible and useful aspect. The feasible aspect adduces answers to the query of “how” this transfer worked in practice. Concerning this aspect, the recognition of what is innovative for each national partner was recognized as a crucial factor for the design and revision of both Teaching Learning Sequences. The useful aspect illuminates students’ improvement in the achievement of conceptual as well as procedural knowledge. The results revealed that the psychological paths that bring about this success are ecumenical and independent of the history of the educational group. 相似文献
45.
Electronic Commerce (EC) is expected to change dramatically the way that organisations operate. Businesses invest in Information Technology and prepare their infrastructure so that they can support EC applications. The potential of EC however, is not confined to individual companies but extends to whole nations. Governments are considered as a key stakeholder in the successful development of EC and their commitment and support must be ensured. This paper reports on a survey of 33 IS and business managers in Mauritius and discusses the management practices, applications, problems and technological situation with respect to EC development in this country. This Indian Ocean island state aims at developing and maintaining its competitive advantage through EC, thus becoming a centre in its region. The findings of this paper are useful for both researchers and practitioners as they provide an insight to critical EC management issues, which concern both individual organisations and policy makers. Furthermore the results of this study can be used as a vehicle for EC development evaluation at an organisational as well as at a national level. 相似文献
46.
Special education is losing its identity—its visibility, distinctiveness, budget, and basic functions are all at risk. Special education functions include (a) sorting, categorizing, and labeling students who need it; (b) making the right comparisons; (c) honoring diversity but changing particular differences; (d) managing stigma; (e) making subjective judgments and risking errors; (f) dealing with students’ failures; and (g) adequate financing in addition to maintaining visibility and status and having its own budget and personnel. It cannot exist without these functions, all of which are criticized or on the decline. Special education must also be reconstructed on the basis of sound science, not alternative narratives or nonscientific ways of knowing that do not help students with disabilities learn all they can. The need for a scientific reconstruction and implications for special education’s future are discussed. 相似文献
47.
Maria Taramigkou Dimitris Apostolou Gregoris Mentzas 《Information processing & management》2018,54(4):609-629
Exploratory search is a type of information seeking used by searchers who are either unfamiliar with the domain of their goal, are unsure about the ways to achieve their goals or uncertain about their goals in the first place. We present a method that utilizes interactional context and personality information in order to proactively prompt users to undertake actions for improving exploratory search and its outcome. Our approach is based on inferring exploration patterns based on the logged past behavior of users in order to produce models of behavior, which in turn are used to predict the next action in the current context. The user is classified into specific groups of users that share personality traits for which we have analyzed their search behaviors. At the same time, we assume that the users who belong within the same group show similar exploration tactics to reach their goal such as the sequence of actions performed. Having the models, we show how we can predict the next interaction of the user given a specific sequence of actions of the current session. In this way, we assist users in their exploration process and act proactively by providing meaningful recommendations and prompts towards possibly undiscovered facets of the topic under investigation. 相似文献
48.
Dimitris Pnevmatikos 《教育心理学》2002,22(1):93-112
The present paper was part of a larger project, which investigated the process of knowledge acquisition in Christian religion. The concept of God in particular is a core construct in any religion and it has been involved in a number of changes in the history of religions. Some of those changes were observed in the children's constructions of the house that God lives in. Among children's drawings we found changes which imply, in terms of Thagard (1992) not only belief revision, but also a conceptual change. However, hierarchy reinterpretation, in which the concept of God changes from the part of the cosmos to the creator (ontologically different from the creatures) we did not observe among the primary school children. The development of the different hierarchies we constructed on the basis of children's drawings seems to follow the developmental changes, which took place in the history of Greek religions. Finally, there were some implications for Religious Education. 相似文献
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Anthropomorphism and Animism in Early Years Science: Why Teachers Use Them,how They Conceptualise Them and What Are Their Views on Their Use 总被引:1,自引:0,他引:1
There is considerable evidence that use of anthropomorphism and animism in science teaching is a common practice in all grades of education. However, not much is known about teachers' own views on the real reasons why they have been using animistic and anthropomorphic formulations or on the issue of whether animism and anthropomorphism should or should not be used in science. The present work, which was carried out in Greece, investigates early years teachers' views on the use of animism and anthropomorphism and on the reasons behind their use of these formulations. The study was designed as a small-scale exploration study. Research data were obtained from recorded group interviews and from written tasks. Results indicate that early years teachers seem to adopt the view that animism and anthropomorphism in early years science can cause cognitive problems in young children, and also that these teachers believe that in special cases use of animism and anthropomorphism can cause emotional problems as well. Results also reveal that, despite their reservations, teachers use animism and anthropomorphism both consciously and unconsciously and that they attribute their conscious use of these formulations to their low levels of content and pedagogical content knowledge in science. 相似文献