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Konstantinos Alexakos 《Cultural Studies of Science Education》2010,5(1):237-242
In his article Scientists at Play in a Field of the Lord, David Long (2010) rightly challenges our presumptions of what science is and brings forth some of the disjunctures between science and deeply
held American religious beliefs. Reading his narrative of the conflicts that he experienced on the opening day of the Creation
Museum, I cannot help but reconsider what the epistemology of science is and science learning ought to be. Rather than science
being taught as a prescribed, deterministic system of beliefs and procedures as it is often done, I suggest instead that it
would be more appropriate to teach science as a way of thinking and making sense of dialectical processes in nature. Not as
set of ultimate “truths”, but as understandings of processes themselves in the process of simultaneously becoming and being
transformed. 相似文献
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Dimosthenis E. Bolanakis Konstantinos T. Kotsis Theodore Laopoulos 《European Journal of Engineering Education》2010,35(1):91-98
In the last decades, the technological and scientific evolution of the computing discipline has been widely affecting research in software engineering education, which nowadays advocates more enlightened and liberal ideas. This article reviews cross-disciplinary research on a computer architecture class in consideration of its switching to microcomputer architecture. The authors present their strategies towards a successful crossing of boundaries between engineering disciplines. This communication aims at providing a different aspect on professional courses that are, nowadays, addressed at the expense of traditional courses. 相似文献
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Konstantinos Papadopoulos Theodosis Paralikas Marialena Barouti Elena Chronopoulou 《International Journal of Disability, Development & Education》2014,61(4):403-415
The exploratory study presented in this article looks into the possible differences in psychosocial aspects (self-esteem and locus of control) and aspects of psychopathology (depression, anxiety, melancholia, asthenia, and mania) amongst sighted adults and adults with visual impairments. Moreover, the study aims to examine the possible correlations between psychosocial aspects and aspects of psychopathology of adults with visual impairments. Furthermore, this study examines the possible relationships between the above psychological aspects and the individual features of the participants (age, gender, age at onset of visual impairments, how recent the loss of vision is, marital status, employment status, and ability of independent mobility). One hundred and forty-eight adults participated in the study: 55 adults with visual impairments and 93 sighted adults. The research was based upon the Rosenberg Self-Esteem Scale, Rotter’s Internal–External Locus of Control Scale, and the Symptoms Rating Scale for Depression and Anxiety. The results reveal correlations between psychosocial aspects and psychopathology of adults with visual impairments. Moreover, the individual features influence the psychosocial aspects and psychopathology of the participants. 相似文献
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Efthimios Tambouris Maria Zotou Konstantinos Tarabanis 《Education and Information Technologies》2014,19(1):61-86
Traditional education seems to gradually and moderately make way for self-directed and student-centred learning strategies that will efficiently enable students to reach their full potentials and will sufficiently prepare them for their upcoming professional careers. Problem-Based Learning (PBL) is such a strategy, since it enables active participation by shifting the focus from the delivery of knowledge to its creation by the students, in their endeavour to implement problem-based projects. PBL is more commonly used in project-oriented courses, where students have to not only build but also apply new knowledge in real world contexts and therefore familiarize themselves with work conditions. Online technologies, such as cognitive tools, are able to harmonize this shift by visualizing some of the more demanding steps of PBL as well as facilitating collaboration and knowledge building. The aim of this paper is to investigate the incorporation of cognitive technologies in project-oriented courses, using a Blended PBL strategy. To this end, we implement our findings in a Project Management postgraduate course. Based on the gathered results, we propose a framework that can guide the design of project-oriented courses and we argue that its adaptation can exploit the identified strengths and avoid the weaknesses and lead to successful and immersive learning processes. 相似文献
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Hadjicosti Irene Korfiatis Konstantinos Levinson Ralph Price Stephen 《Research in Science Education》2022,52(5):1525-1544
Research in Science Education - Classroom dialogues have special educational value because they allow students to engage critically but constructively with each other’s ideas, solve... 相似文献
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Polyzois Makras George N Koukoulis George Bourikas George Papatheodorou Konstantinos Bedevis Panagiotis Menounos 《Journal of sports sciences》2013,31(8):825-834
In this study, we assessed the effects of a 4 week basic military physical training programme for male recruits of the Hellenic Air Force on the number and distribution of circulating immune cells and adrenergic and adrenocortical hormonal responses. One group of recruits (exercised, n = 48) participated in moderate intermittent physical exercise, whereas a second group (non-exercised controls, n = 9) performed only light work in the barracks. Both groups participated in the same non-physical, classroom-type training and testing. Military training by the exercised group resulted in significant increases in CD4?+? T-lymphocytes, renal cortisol excretion and the urinary noradrenaline/adrenaline ratio, together with reductions in neutrophils and the neutrophil/lymphocyte ratio. In the exercised group, the urinary noradrenaline/adrenaline ratio correlated positively with the training-induced changes in CD4?+? T-lymphocytes and negatively with changes in the neutrophil/lymphocyte ratio. No significant relationship was found between training-induced increases in cortisol excretion and any of the peripheral blood cell alterations. Our results indicate that 4 weeks of military training consisting of intermittent moderate exercise resulted in a significant increase in CD4?+? T-lymphocytes and reduction in neutrophils. These changes were probably driven by alterations in hormonal status, including the significant impact of sympathetic nervous system activation. 相似文献
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Ioannis D. Kostoulas Thrasivoulos Paxinos Konstantinos Volaklis Savvas P. Tokmakidis 《European Journal of Sport Science》2018,18(3):323-331
The purpose of this study was to examine the effects of active recovery (AR) and passive recovery (PR) using short (2-min) and long (4-min) intervals on swimming performance. Twelve male competitive swimmers completed a progressively increasing speed test of 7?×?200-m swimming repetitions to locate the speed before the onset of curvilinear increase in blood lactate concentration (LT1). Subsequently, performance time of 6?×?50-m sprints was recorded during four different conditions: (i) 2-min PR (PR-2), (ii) 4-min PR (PR-4), (iii) 2-min AR (AR-2) and (iv) 4-min AR (AR-4) intervals. Blood lactate concentration was measured before the first and after the last 50-m repetition. AR was applied at an intensity corresponding to LT1. Performance as indicated by the time needed to complete 6?×?50-m sprints was impaired after AR-4 compared to PR-4 (AR-4: 28.65?±?1.04, PR-4: 28.17?±?0.72?s; mean% difference: MD% ±s; ±90% confidence limits: 90%CL, 1.71?±?3.01%; ±1.43%, p?=?.01) but was not different between AR-2 compared to PR-2 conditions (AR-2: 28.68?±?0.85, PR-2: 28.69?±?0.82 s; MD%: 0.03?±?1.61%; 90%CL?±?0.77%, p?=?.99). Performance in sprint-6 was improved after AR compared to PR independent of interval duration (AR: 28.55?±?0.81, PR: 29.01?±?1.03?s; MD%: 1.52?±?2.61%; 90%CL?±?1.2%; p?=?.03). Blood lactate concentration was lower after AR-4 compared to PR-4 but did not differ between AR-2 and PR-2 conditions. In conclusion, AR impaired performance after a 4-min but not after a 2-min interval. A better performance during sprint-6 after AR could be attributed to a faster metabolic recovery or anticipatory regulatory mechanisms towards the end of the series especially when adequate 4-min active recovery interval is applied. 相似文献
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Savvas Lazaridis Eleni Bassa Themistoklis Tsatalas Konstantinos Hatzikotoulas Christos Ftikas 《Journal of sports sciences》2018,36(2):131-139
The study examined the differences between boys and adults after an intense stretch-shortening cycle fatigue protocol on neuromechanical parameters of the lower limb. Thirteen boys (9–11 years old) and 13 adult men (22–28 years old) were tested for maximal isometric voluntary knee extension torque and drop jump (DJ) performance from 30 cm before and immediately after a fatigue protocol, consisted of 10 × 10 maximum effort vertical jumps. Three-dimensional kinematics, kinetics and electromyographic (EMG) parameters of the lower extremities muscles were recorded during DJs before and after the fatigue test. The results indicated that reduction in maximal isometric torque and jumping performance was significantly higher in adults compared to boys. Vertical ground reaction forces, contact time and maximum knee flexion increased in a greater extend in adults than in boys. In addition, preactivation, EMG agonist activity, knee joint stiffness and stretch reflex decreased more in adults than in boys at all the examined phases of jumping tasks. It is concluded that employed fatigue protocol induced acute reduction in performance and altered motor control during jumping in both age groups. However, the differences in the level of fatigue between the 2 groups could be attributed to neuromuscular, mechanical and kinematic parameters observed between groups. 相似文献