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41.
Zacharias C. Zacharia Nikoletta A. Xenofontos Constantinos C. Manoli 《Educational technology research and development : ETR & D》2011,59(3):399-424
The goal of this study was to investigate the effect of two different cooperative learning approaches, namely, the Jigsaw
Cooperative Approach (JCA) and the Traditional Cooperative Approach (TCA), on students’ learning and practices/actions within
the context of a WebQuest science investigation. Another goal of this study was to identify possible problems that students
face within the context of a WebQuest when following either approach and to provide suggestions for developing web-based learning
tools that enable students to overcome these problems. The sample of the study consisted of 38 seventh-graders, who, according
to their science teachers, had prior experience with TCA and JCA. All participants studied about the ecology, architecture,
energy and insulation of CO2-friendly houses through the use of a WebQuest science investigation. The data collection involved conceptual tests, screen–video
captured data and interviews. Results revealed no differences between the two approaches, in terms of enhancing students’
understanding of concepts related to CO2-friendly houses, because of (a) JCA students’ inability to apply one of the JCA components, namely, teaching one another
about learning material they solely studied, and (b) the fact that the JCA students started applying the TCA after failing
teaching one another in the context of JCA. Finally, a number of problems that students faced within the context of a WebQuest
science investigation when following the JCA or TCA were identified. 相似文献
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Stelios N. Georgiou Constantinos Christou 《European Journal of Psychology of Education - EJPE》2000,15(3):297-311
The aim of the present study was to investigate the effects of several structural and functional characteristics of the family on the child’s actual school achievement. A structural equation model was constructed and its ability to fit the data was tested. It was found that the child’s achievement is directly influenced by the socio-economic status of the family, which is a structural characteristic. The child’s achievement is also directly influenced by the child self-image and by various indications of the family function, such as parental involvement activities and expectations. Furthermore, the results show that the child’s self image is the strongest factor that explains school achievement. Among the many implications that this study offers for educational policy and practice is that children’s achievement may be significantly influenced by altering factors that are outside of school and outside of the students themselves; namely, parental behavior and family functioning. 相似文献
44.
Potential Contribution of Digital Video to the Analysis of the Learning Process in Physics: A Case Study in the Context of Electric Circuits 总被引：1，自引：0，他引：1
We seek to demonstrate how digital video technology can contribute towards our understanding of the process of development of conceptual understanding in physics. We use digital video to analyze 4 brief Physics by Inquiry sessions with 2 groups of preservice teachers. The instances include independent group work and instructor-student interactions. Important insights emerge on the way students attempt to make sense of their observations and the way their initial ideas hamper the process of inquiry. Specific difficulties are identified that influence the learning trajectory. These are classified into categories, including epistemological, conceptual, and reasoning difficulties. Additional results demonstrate the crucial nature of careful guidance in inquiry-oriented activities and the variety in student responses to epistemological and other obstacles. 相似文献
45.
Marianna Papastephanou Miranda Christou Zelia Gregoriou 《Globalisation, Societies & Education》2013,11(1):61-84
In this article, we set out from the challenge that globalising synchronisation – usually exemplified by Organization for Economic Cooperation and Development and World Bank initiatives – presents for education to argue that the time–space compression effected by globalisation must educationally be dealt with with caution, critical vigilance and a broadening of educational theoretical outlooks. We focus on the demands this raises upon the teacher as a researcher and a critical thinker and claim that meeting such demands presupposes some curricular enrichment of teacher education. We suggest two theoretical frameworks that can effect such enrichment and be made relevant to a critique of the globalising educational synchronisation, namely, the charge of developmentalism and the capabilities approach (Sen, Nussbaum) to equality. We conclude with some indications of the need for a reformulated notion of cosmopolitanism that should be contrasted with those globalising practices that often appear in cosmopolitan guise. 相似文献
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Marilena Chrysostomou Demetra Pitta-Pantazi Chara Tsingi Eleni Cleanthous Constantinos Christou 《Educational Studies in Mathematics》2013,83(2):205-223
Recently, a new cognitive style approach was introduced, which refers to two types of visualizers. This approach is based on neuropsychological evidence and neuroimaging results, which suggest the existence of two distinct imagery subsystems, the object and the spatial imagery subsystems. The goal of the study was twofold: first to examine a possible relationship between this new cognitive style approach and achievement in number sense and algebraic reasoning tasks, and second to explore a possible relationship between the strategies used in solving the aforementioned tasks and cognitive styles. A mathematical test on number sense and algebraic reasoning and the self-report Object–Spatial Imagery and Verbal cognitive style questionnaire were administrated to 83 prospective school teachers (PSTs). The results indicated that spatial imagery, in contrast to the object imagery and verbal cognitive styles, is related to achievement in number sense and algebraic reasoning. In addition to this, the results revealed that the higher the PSTs’ tendency towards spatial imagery cognitive style, the more conceptual and flexible strategies they employ in algebraic reasoning and number sense tasks. 相似文献
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Constantinos Xenofontos 《Cambridge Journal of Education》2015,45(4):475-488
Research in diverse mathematics classrooms suggests that pupils’ learning is influenced by both linguistic and cultural factors. In recent years, the demographics of Cypriot (mathematics) classrooms have become very diverse. In 2003, the Ministry of Education and Culture introduced the Zones of Educational Priorities, a UNESCO strategy for positive discrimination, to support schools with high proportions of immigrant pupils. This paper examines how elementary teachers in such schools see their immigrant pupils as learners of mathematics. The findings confirm two main factors identified in the literature (language and culture), yet the Cypriot teachers in this study share some particular views on how these features impact mathematics learning. Some recommendations for policy-making and future research are discussed at the end of this paper. 相似文献
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Miranda Christou 《British Journal of Sociology of Education》2007,28(6):709-722
This paper examines arguments about the teaching of history in Cyprus, especially as they relate to the cultivation of patriotism. I point out how the narratives of ‘sacred history’ and ‘dangerous memories’ are discursive elements of a pedagogy that aims at maintaining patriotism by preventing subjective and divisive personal memories from eroding a cohesive national narrative. Along with other linguistic strategies (‘passions of the past’), these discourses allow an idealization of history and a rejection of subjective, personal memory. I argue that this contributes to viewing history as a distant entity and not as a field of action, something that ultimately works against the purported goal of sustaining patriotism. 相似文献
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The present study explores the approaches employed by sixth-grade students to compare rival solutions in socio-scientific decision-making situations. Data were collected using three specially developed open-ended tasks. Two of them were administered to 96 students in a written form while the third was administered to 20 of these students through individual follow-up interviews. Our findings suggest that students failed to consistently apply coherent decision-making approaches. Instead, they employed a diversity of approaches ranging from non-compensatory strategies that avoided tradeoffs between advantages and disadvantages of rival solutions, to strategies that sought to synthesize these two aspects, though in an invalid manner. We demonstrate that these strategies are the outcome of a number of prevalent reasoning difficulties. 相似文献