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81.
OBJECTIVE: To compare the use of self-report symptom checklists with qualitative methods for assessing adolescent psychological well-being in a war-affected society. METHOD: A school-based sample of three hundred and thirty seven 13- to 15-year-olds from two communities on opposite sides of the Bosnian conflict (183 from Gorazde, 154 from Foca) completed the Hopkins Symptoms Checklist and the Harvard Trauma Questionnaire. A gender balanced sub-sample of 40 adolescents was selected on the basis of their combined checklist scores, including equal numbers of high and low scorers from each side. Over the following 6 months this sub-sample was assessed (blind to checklist scores) with qualitative methods that included narrative interviews of child and parent, and participant observation. School marks were taken as a measure of social function. RESULTS: QUALITATIVE: Some children identified as "less well" by qualitative methods denied having symptoms. Some children identified as "well" had symptoms with no pathological significance for them. The lifeline revealed that feeling "less well" could be more related to post-war circumstances than war events. QUANTITATIVE: The two symptom checklist items have shown good internal consistency and discriminant validity. However, comparison with the overall well being revealed that still in 9/40 of cases the reported presence or absence of symptoms did not correspond to the well being of the child. Items of the two questionnaires did not discriminate reliably between children identified as "well" and "less well" by other means. CONCLUSIONS: Self-report checklists may be useful as a public health measure to assess the prevalence of psychological distress in war affected areas, but they are not an adequate means of clinical screening. Checklists used in combination with other qualitative approaches make it possible to identify those in need and avoid unnecessary pathologizing. 相似文献
82.
Anna Tsatsaroni Konstantinos Ravanis Anna Falaga 《International Journal of Science and Mathematics Education》2005,1(4):385-417
This paper explores pre-school pedagogic practices related to science, and argues for the relevance of sociology of education for such exploration. It also argues that this approach has a wider applicability in analysing the effects of changes in education policy on (pre)school practice. A basic characteristic of pre-school organization in many western societies for many decades has been its play-like activity. This has required teachers to structure the experiences of young children by acting upon the contexts of learning rather than the content. However, current policy initiatives and developments in a number of countries in the 1990s, including Greece, demand that teachers make systematic use of specialised content from science, mathematics and other subjects to structure pre-school curriculum activities. In order to analyse pedagogical practice in a systematic way, and to explore issues such trends in policy might raise, we have obtained data by video-recording school science activities in a nursery classroom, and have developed a tool of analysis based on Bernsteins conceptual framework. In demonstrating the usefulness of the analytical tool, we provide evidence to support developing concerns that the emerging discourse of pre-school teaching and learning of specialised content is in tension with dominant pre-school pedagogical practices, and that the contradictory demands placed upon teachers might lead to a narrowing of the view of learning in pre-school classrooms. 相似文献
83.
Konstantinos Ravanis Dimitris Koliopoulos Jean-Marie Boilevin 《Research in Science Education》2008,38(4):421-434
The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about
cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object
that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention,
and post-test. Two teaching strategies were compared: one inspired by Piaget’s theory (Piagetian approach) and one inspired
by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between
the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate
teaching framework compared to the Piagetian one. 相似文献
84.
Konstantinos B. Baltzis 《Education and Information Technologies》2010,15(1):19-36
Finite Element Method Magnetics (FEMM) is an open source finite element analysis software package for solving electromagnetic
problems. The program addresses 2D planar and 3D axisymmetric linear and nonlinear harmonic low frequency magnetic and magnetostatic
problems and linear electrostatic problems. It is a simple, accurate, and low computational cost freeware product, popular
in science and engineering. However its educational value has been underestimated. Use of the package in education is quite
rare. The aim of this paper is to explore the capability of FEMM to meet as a complementary tool the needs of teaching electromagnetics
in higher education. In order to demonstrate its use and exhibit the aid it offers in the teaching of electromagnetics illustrative
examples are given. Evaluations in both qualitative and quantitative data have also been conducted and presented. Useful conclusions
about its usage and potential applications in the teaching of electromagnetics in higher education are finally drawn. 相似文献