Physical education in elementary education usually provides children’s first contact with sports. According to the trans-contextual model of motivation, physical education teachers can positively influence children’s beliefs toward and actual leisure time physical activity behavior. The aim of this study was to examine the effect of a dance-based physical education program on motivation regarding physical education lesson participation, as well as leisure time physical activity participation. The sample consisted of 252 pupils attending Grades 5 and 6 of elementary school (Mage?=?10.48 years, SD?=?0.50 years). Participants were randomly assigned into three groups. The first group attended a physical education lesson based on various forms of dance, the second one attended lessons with Greek traditional dances only, and the third group served as active control group that attended the typical curriculum. The intervention lasted six weeks. Before and after the intervention, students completed survey-based measures of motivational climate, motivational regulations in physical education and leisure time, enjoyment, attitudes, perceived behavioral control, subjective norms, and intentions toward leisure time physical activity. In support of the trans-contextual model, results showed that students in the dance intervention programs scored significantly higher in perceptions of motivational climate and beliefs toward leisure time physical activity. The findings of the study suggest that dancing lessons at school can bolster more positive attitudes and beliefs toward physical education and leisure time physical activity. 相似文献
Prior research has shown a correlation between market orientation and business performance as measured through new product success. Market orientation has traditionally been measured through the MKTOR and MARKOR scales developed by Narver and Slater and Kohli et al., respectively. We examine whether there might be a different, complementary way to study market orientation. Kohli and Jaworski discuss the role of networks in achieving higher levels of market orientation, but network analysis has not previously been used to study market orientation. Following Kohli and Jaworski we find that network analysis can show how information is gathered and disseminated within a group; and following Narver and Slater we find that network analysis can be used to examine customer orientation and coordination. We discover a possible association between the organization’s structure and its level of coordination, and that certain roles within the group facilitate increased customer orientation within the team. Our research suggests that network analysis, particularly when managers participate in the interpretation of results, can be an effective means of identifying and correcting obstacles to a team’s market orientation. We believe our research contributes to theory by showing an alternative, complementary way to study market orientation and suggests factors that contribute to a group’s level of market orientation. We believe that this research contributes to practice by providing managers with a practical measure to improve their organization’s market orientation, thus increasing the likelihood of new product success.相似文献
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
This paper presents an epistemological analysis of typical didactical activities noted in early‐years science lessons, which was carried out in an attempt to diagnose the extent to which the teaching practices adopted by early‐years educators are successful in supporting young children’s understanding in science. The analysis of didactical activities used a framework that allowed us to discover whether they promoted desired connections between theoretical ideas, evidence and the material world. Theoretical ideas, evidence and the material world are entities internal to scientific inquiry and, in educational contexts, connections between them are considered essential in assisting the development of young children’s scientific thinking. The results indicated that in the early‐years science classroom scientific activity was mainly confined to the representational level. Intervention practices into the material world were limited, and were based on collected evidence. No interventions based on ideas were identified in the science lessons. Missing links between evidence and theory and between ideas and the material world suggest that the didactical activities analysed did not promote scientific understanding. 相似文献
This study aimed to design a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational features were included as part of the designed teaching sequence. The sequence was implemented in Finland and Greece with 54 participants, 27 from each country. Quantitative data was collected using the Evaluation of Science Inquiry Activities Questionnaire, based on the Intrinsic Motivation Inventory but did not map the expected outcomes. Interviews, however, showed that students with different motivational profiles found aspects within the module that met their psychological needs as explained by Self-Determination Theory. The results offer a perspective to adolescents’ psychological needs along with some insights into how students mediate the way they value an activity in the context of science education. 相似文献
The questions this paper attempts to answer are related to the attitudes of student teachers of the Department of Early Childhood Education at the University of Patras (Greece) towards mathematics, as well as their views on the instruction of mathematics in Early Childhood Education. The research sample included 52 students in the fourth semester of studies, who were invited to answer a questionnaire with respect to mathematics and its instruction. The findings reveal the negative attitude our research subjects adopt towards mathematics. Their epistemological views on mathematics and its instruction do not constitute a single and solid conceptual system. These findings underline the need to improve the mathematical education offered to student teachers of Early Childhood Education.
Les questions posées par la présente recherche concernent les attitudes envers les mathématiques ainsi que les conceptions sur l'enseignement de mathématiques des étudiants—futurs enseignants du Département de l'Education Pré‐scolaire de l'université de Patras. Cinquante‐deux étudiants de la quatrième année de leurs études ont participé à cette recherche en remplissant un questionnaire sur les mathématiques et leur enseignement. L'analyse des réponses a montré que les étudiants ont des attitudes négatives envers les mathématiques et que leurs conceptions épistémologiques sur les mathématiques et leur enseignement ne constituent pas un cadre conceptuel unitaire et cohérent. Ces constatations soulignent la nécessite de reformulation du contenu de l'éducation mathématique adressé aux étudiants—futurs enseignants à l'école maternelle.
La pesquisa actual está intentando responder a cuestiones relacionadas con las actitudes de los estudiantes—futuros institutores—de la Facultad de Pedagogía Preescolar de la Universidad de Patras (Grecia), en relación a la matemática y con sus puntos de vista en relación a la enseñanza de los conceptos matemáticos en la Educación Preescolar. La muestra representativa de la investigación se compone de 52 estudiantes del cuarto semestre de la carrera a quienes se solicitó responder a un cuestionario relacionado con la matemática y su didáctica. El escrutinio del cuestionario indica que los sujetos de la muestra mantienen una actitud negativa ante la matemática y su didáctica. Además, sus convicciones y conjeturas de ellos no componen un sistema de comprensión unificado y conciso acerca de la matemática y su didáctica. Dicho escrutinio subraya que hace falta mejorar la educación de la matemática que se presta en nuestra Facultad de Pedagogía.
Die vorliegende Studie untersucht die Einstellung von Studenten—zukünftigen Lehrern—des Fachs Pädagogik am Institut für Frühe Kindheit, Universität Patras, Griechenland, gegenüber der Mathematik. Insbesondere befasst sie sich mit deren Wahrnehmung der Vermittlung von mathematischen Begriffen im Kindergarten. Im Rahmen der Studie wurden 52 Studenten des vierten Semesters aufgefordert, einen Fragebogen zur Mathematikausbildung auszufüllen. Aus den Ergebnissen resultiert eine negative Haltung der Befragten gegenüber der Mathematik und deren Unterricht. Des weiteren bilden ihre Wahrnehmungsweise der Mathematik und des Mathematikunterrichts kein einheitliches und konsistentes konzeptuelles System. Diese Ergebnisse heben die Notwendigkeit einer Verbesserung der angebotenen Mathematikausbildung in unserem Fachbereich Pädagogik hervor. 相似文献
The nonlinear buckling and postbuckling behavior of rectangular plates in symmetric and antisymmetric modes is re-examined, in the context of Bifurcation and Catastrophe Theories, using a two-degrees-of-freedom model, which has been adopted for the same purpose in the pioneer literature. At first the perfect system is dealt with in detail, symbolically utilizing the exact as well as the approximate equilibrium equations, the latter being products of a universal unfolding of the original total potential energy function. Conditions for the existence of remote secondary bifurcations are fully assessed and the stability of critical states is determined, revealing sudden qualitative changes in the postbuckling response of the perfect system, which have been also reported for the actual continuous structural system—the rectangular plate—using the von Kárman equations. Thereafter, the imperfection sensitivity is dealt with, introducing symmetric as well as asymmetric imperfections, considered as individual or consecutive perturbations of the perfect system. It is found that symmetry breaking bifurcations give birth to complicated cusp singularities, which may lead to unexpected jumps from one to two-mode remote postbuckling behavior. Finally, considering the general case of random imperfections, higher order two-mode singularities are revealed, mainly of the double-cusp catastrophe type, which have been also discovered in the postbuckling response of rectangular plates, a fact validating the choice of the foregoing nonlinear simulation. 相似文献
This study focuses on the contribution of Emmanuel Lambadarios to special education in Greece in the early twentieth century. It examines Lambadarios’s involvement in special education, culminating in the establishment of the ‘Model Special School of Athens’ (PESA), the first public special education school for children with intellectual disabilities. It specifically explores Lambadarios’s key perceptions of the education of children with disabilities influenced by his medical-centred school hygiene and paedological views, studied within the broader international context of the first four decades of the twentieth century. This is an attempt to shed light on an unknown aspect of the early history of special education in Greece, which appears to be influenced by medicine. Moreover, the latent rivalry between the physician Emmanuel Lambadarios and the educator/head teacher of the PESA, Rosa Imvrioti, indicates an educational resistance to the attempted medicalisation of the early development of special education. 相似文献
