排序方式： 共有82条查询结果，搜索用时 15 毫秒
71.
Rizos D Karababa P Sarandakou A Panagiotakis O Haliassos A Makris K Psarra K Bairaktari E Spyropoulou P Nikolou C Galiatsatos N Trakas N Ferderigou A Seferiadis K;Greek National Clinical Chemistry Registration Commission 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2011,21(1):30-37
In Greece, there is no officially organized training in clinical chemistry for scientists. The Greek Society of Clinical Chemistry-Clinical Biochemistry decided to organize an intensive educational program of 18 seminars on clinical chemistry content as it is described in the EC4 Syllabus. The duration of each seminar was about 6 hours and consisted of 6 to 9 lectures. At the end of each seminar there was a voluntary written examination, comprised of 24 multiple choice questions. Successful completion of the Educational program was leading to a Certificate of Competence. Two cycles of the 18 seminars were performed: 1st cycle from October 2003 to December 2005 and 2nd cycle from March 2005 to October 2007. One hundred eighty nine colleagues was the mean attendance per seminar for the seminars of the 1st cycle and 38 colleagues for the seminars of the 2nd cycle. The mean participation to the examination for each seminar was almost 80% for the 1st cycle and 68% for the 2nd cycle. More than 80% of the participants performed Good or Very good in the examination in both cycles. It is estimated that more than 40% of the scientists who practice Clinical Chemistry in Greece, participated to this educational activity. This program is now provided as an e-learning application, and it is open for all scientists who want to follow the discipline of clinical chemistry. 相似文献
72.
We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking. 相似文献
73.
Panagiotis Piliouras Katerina Plakitsi Fanny Seroglou Georgia Papantoniou 《Research in Science Education》2018,48(6):1221-1246
The nature of science (NOS) has become a central goal of science education in many countries. This study refers to a developmental work research program, in which four fifth-grade elementary in-service teachers participated. It aimed to improve their understandings of NOS and their abilities to teach it effectively to their students. The 1-year-long, 2012–2013, program consisted of a series of activities to support teachers to develop their pedagogical content knowledge of NOS. In order to accomplish our goal, we enabled teacher-researchers to analyze their own discourse practices and to trace evidence of effective NOS teaching. Many studies indicate the importance of examining teachers’ discussions about science in the classroom, since it is teachers’ understanding of NOS reflected in these discussions that will have a vital impact on students’ learning. Our proposal is based on the assumption that reflecting on the ways people form meanings enables us to examine and seek alternative ways to communicate aspects of NOS during science lessons. The analysis of discourse data, which has been carried out with the teacher-researchers’ active participation, indicated that initially only a few aspects of NOS were implicitly incorporated in teacher-researchers’ instruction. As the program evolved, all teacher-researchers presented more informed views on targeted NOS aspects. On the whole, our discourse-focused professional development program with its participatory, explicit, and reflective character indicated the importance of involving teacher-researchers in analyzing their own talk. It is this involvement that results in obtaining a valuable awareness of aspects concerning pedagogical content knowledge of NOS teaching. 相似文献
74.
Marbach-Ad G Briken V Frauwirth K Gao LY Hutcheson SW Joseph SW Mosser D Parent B Shields P Song W Stein DC Swanson K Thompson KV Yuan R Smith AC 《CBE life sciences education》2007,6(2):155-162
As research faculty with expertise in the area of host–pathogen interactions (HPI), we used a research group model to effect our professional development as scientific educators. We have established a working hypothesis: The implementation of a curriculum that forms bridges between our seven HPI courses allows our students to achieve deep and meaningful learning of HPI concepts. Working collaboratively, we identified common learning goals, and we chose two microorganisms to serve as anchors for student learning. We instituted variations of published active-learning methods to engage students in research-oriented learning. In parallel, we are developing an assessment tool. The value of this work is in the development of a teaching model that successfully allowed faculty who already work collaboratively in the research area of HPI to apply a “research group approach” to further scientific teaching initiatives at a research university. We achieved results that could not be accomplished by even the most dedicated instructor working in isolation. 相似文献
75.
The students?? performance in various types of problems dealing with the conservation of matter during chemical reactions has been investigated at different levels of schooling. The participants were 499 ninth grade (ages 14, 15 years) and 624 eleventh grade (ages 16, 17 years) Greek students. Data was collected using a written questionnaire concerning basic chemical concepts. Results of statistical factor and correlation analysis confirmed the classification of the problems used in three types: ??algorithmic-type??, ??particulate-type??, and ??conceptual-type??. All the students had a far better performance in ??particulate-type?? problems than in the others. Although students?? ability in solving ??algorithmic-type?? problem increases as their school experience in chemistry progresses, their ability in solving ??conceptual-type?? problems decreases. Students?? achievement in chemistry was measured by a Chemical Concepts Test (CCT) containing 57 questions of various forms. High-achievement students scored higher both on ??algorithmic-type?? and ??particulate-type?? problems than low achievers with the greatest difference observed in solving ??algorithmic-type?? problems. It is concluded that competence in ??particulate-type?? and ??algorithmic-type?? problem solving may be independent of competence in solving ??conceptual-type?? ones. Furthermore, it was found that students?? misconceptions concerning chemical reactions and equivalence between mass and energy are impediments to their problem solving abilities. Finally, based on the findings, few suggestions concerning teaching practices are discussed. 相似文献
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77.
Katerina Bogomolova Ineke J.M. van der Ham Mary E.W. Dankbaar Walter W. van den Broek Steven E.R. Hovius Jos A. van der Hage Beerend P. Hierck 《Anatomical sciences education》2020,13(5):558-567
Monoscopically projected three-dimensional (3D) visualization technology may have significant disadvantages for students with lower visual-spatial abilities despite its overall effectiveness in teaching anatomy. Previous research suggests that stereopsis may facilitate a better comprehension of anatomical knowledge. This study evaluated the educational effectiveness of stereoscopic augmented reality (AR) visualization and the modifying effect of visual-spatial abilities on learning. In a double-center randomized controlled trial, first- and second-year (bio)medical undergraduates studied lower limb anatomy with stereoscopic 3D AR model (n = 20), monoscopic 3D desktop model (n = 20), or two-dimensional (2D) anatomical atlas (n = 18). Visual-spatial abilities were tested with Mental Rotation Test (MRT), Paper Folding Test (PFT), and Mechanical Reasoning (MR) Test. Anatomical knowledge was assessed by the validated 30-item paper posttest. The overall posttest scores in the stereoscopic 3D AR group (47.8%) were similar to those in the monoscopic 3D desktop group (38.5%; P = 0.240) and the 2D anatomical atlas group (50.9%; P = 1.00). When stratified by visual-spatial abilities test scores, students with lower MRT scores achieved higher posttest scores in the stereoscopic 3D AR group (49.2%) as compared to the monoscopic 3D desktop group (33.4%; P = 0.015) and similar to the scores in the 2D group (46.4%; P = 0.99). Participants with higher MRT scores performed equally well in all conditions. It is instrumental to consider an aptitude–treatment interaction caused by visual-spatial abilities when designing research into 3D learning. Further research is needed to identify contributing features and the most effective way of introducing this technology into current educational programs. 相似文献
78.
Jiri Mudrak Katerina Zabrodska Petr Kveton Martin Jelinek Marek Blatny Iva Solcova Katerina Machovcova 《Research in higher education》2018,59(3):325-348
The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study implemented the Job Demands-Resources (JDR) model to investigate how job demands/resources in the academic environment interact with multiple dimensions of faculty well-being. The study participants were 1389 full-time faculty members employed in public universities in the Czech Republic. The participants completed a questionnaire assessing perceived job resources (influence over work, support from supervisor and colleagues), job demands (quantitative demands, work-family conflicts and job insecurity) and three dimensions of faculty well-being (job satisfaction, stress and work engagement). A structural equation model was used to test the effects of “dual processes” hypothesized by the JDR theory, i.e., the existence of two relatively independent paths between job demands/resources and positive/negative aspects of faculty well-being. The model showed a very good fit to our data and explained 60% of the variance in faculty job satisfaction, 46%, in stress and 20% in work engagement. The results provide evidence for the dual processes, including the “motivational process” (i.e., job resources were related predominantly to work engagement and job satisfaction) and the “health impairment process” (i.e., job demands were predominantly associated with stress, mostly through work-family conflict). The study expands current research on faculty well-being by demonstrating the complex, non-linear relationships between academic work environments and different dimensions of faculty well-being. 相似文献
79.
Katerina Bogomolova Amir H. Sam Adam T. Misky Chinmay M. Gupte Paul H. Strutton Thomas J. Hurkxkens Beerend P. Hierck 《Anatomical sciences education》2021,14(3):385-393
In anatomical education three-dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two-dimensional (2D) paper-and-pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10-minute session of anatomical knowledge assessment with real-time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost-effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes. 相似文献
80.
Argyropoulou Katerina Kaliris Andronikos Charokopaki Argyro Katsioula Panagiota 《International Journal for Educational and Vocational Guidance》2021,21(3):671-696
This study examined the relationships among courage, strategies of coping with career indecision, and future orientation in a sample of high school students. A total of 460 Greek adolescents from provincial cities participated in the study. The results indicated that courage indirectly predicted future orientation through productive coping strategies. The main conclusion refers to the fact that specific interventions could promote productive coping strategies and courage, which in turn, may foster the future orientation of adolescents to construct multiple positive occupational pathways, coping with various career and life decisions and, overall, orient themselves positively toward the future.
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