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21.
Prompting students’ context-generating cognitive activity in ill-structured domains: does the prompting mode affect learning? 总被引：1，自引：0，他引：1
Pantelis M. Papadopoulos Stavros N. Demetriadis Ioannis G. Stamelos Ioannis A. Tsoukalas 《Educational technology research and development : ETR & D》2009,57(2):193-210
This study was designed to investigate the impact of question prompts that guide students to focus on context-related issues
when learning through cases in an ill-structured domain. Three groups of undergraduate students studied cases during a lab-session
time period using a web-based environment. The first group studied without any question prompts. The second group studied
the same material while prompted to provide written answers to embedded questions in the cases. The third group studied while
having only to think of possible answers for the question prompts. In this study, we explored how the questioning intervention
affected students’ conceptual knowledge of the domain and their problem-solving ability. Post-tests did not reveal significant
statistical differences in the groups’ performance, indicating that under specific study conditions the prompting impact is
not traceable in the learning outcomes. This result, however, is discussed in the light of a previous study, which showed
that this context-oriented prompting method had a beneficial effect on student learning in a prolonged study-time setting,
where students were able to self-regulate their study activity.
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| Pantelis M. PapadopoulosEmail: |
22.
Maria Limniou Nikos Papadopoulos David Roberts 《Education and Information Technologies》2007,12(4):229-244
In a chemistry instrumentation course, the teachers explain to students how instruments function and which their basic technical
principles are. We integrated an interactive UV-Visible spectrophotometer simulator into a chemical instrumentation course
in an attempt to improve the teaching procedure. The students were divided into two groups, the experimental group (EG) and
the control group (CG). The students of EG participated in an instrumentation course in which we distributed to them the components
of an old spectrophotometer and presented them with figures and animations about the component’s functions using Power-Point
presentation. During the presentation a discussion took place and we posed questions to the students in order to make them
think about the technical principles of the UV-Visible spectrophotometer. After the presentation, the students performed virtual
experiments using UV-Vis spectrophotometer simulator on personal Computers and they shared measurements, observations and
conclusions about their experiments using the LAN (local area network). In the students of CG we presented the spectrophotometer
and its components following the traditional way, drawing the components’ function and the structure of instrument on the
blackboard. Comparison of the two groups showed that the EG students valued the opportunity to collaborate with other peers
during the lecture and also they found this teaching procedure useful. As a result they felt more confident to manipulate
a real instrument and the EG students better understood the function and the technical principles of the instrument than the
CG students.
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| David RobertsEmail: |
23.
24.
Andrew T. Harveson James C. Hannon Timothy A. Brusseau Leslie Podlog Charilaos Papadopoulos Lynne H. Durrant 《Research quarterly for exercise and sport》2013,84(2):214-216
Purpose: The purpose of this study was to determine differences in cognition between acute bouts of resistance exercise, aerobic exercise, and a nonexercise control in an untrained youth sample. Method: Ninety-four participants performed 30 min of aerobic exercise, resistance exercise, or nonexercise separated by 7 days each in a randomized crossover design. After each exercise intervention, participants were assessed using 2 cognitive tests. The Dot, Word, and Color elements of the Stroop Test (Victoria version) and Parts A and B of the Trail-Making Test were used to measure cognition. Results: Acute resistance and aerobic exercise resulted in similar improvements over nonexercise in all forms of the Stroop Test. Acute aerobic exercise led to improved performance over nonexercise and resistance exercise in Part B of the Trail-Making Test. Neither exercise intervention showed significant changes in time to complete Part A of the Trail-Making Test. Boys outperformed girls on the Stroop Dot and Color Test following acute aerobic exercise, in the Stroop Dot, Word, and Color Test following acute resistance exercise, and in the Stroop Color Test and Trail-Making Test Part B following nonexercise. Conclusions: Both acute resistance and aerobic exercise increased measures of cognition over a nonexercise control in untrained high school youth. These findings suggest the merits of acute resistance exercise as an alternative or complement to aerobic activity for educators aiming to increase youth physical activity and cognitive function concurrently. 相似文献
25.
The purpose of this study was to examine the effects of external load on vertical ground reaction force, and linear and angular kinematics, during squats. Eight males aged 22.1 +/- 0.8 years performed maximal concentric squats using loads ranging from 7 to 70% of one-repetition maximum on a force plate while linear barbell velocity and the angular kinematics of the hip, knee and ankle were recorded. Maximum, average and angle-specific values were recorded. The ground reaction force ranged from 1.67 +/- 0.20 to 3.21 +/- 0.29 times body weight and increased significantly as external load increased (P < 0.05). Bar linear velocity ranged from 0.54 +/- 0.11 to 2.50 +/- 0.50 m x s(-1) and decreased significantly with increasing external load (P < 0.05). Hip, knee and ankle angles at maximum ground reaction force were affected by external load (P < 0.05). The force-barbell velocity curves were fitted using linear models with coefficients (r2) ranging from 0.59 to 0.96. The results suggest that maximal force exertion during squat exercises is not achieved at the same position of the lower body as external load is increased. In contrast, joint velocity coordination does not change as load is increased. The force-velocity relationship was linear and independent from the set of data used for its determination. 相似文献
26.
The purpose of this study was to contrast three models of the RAN-reading relationship derived from the most prominent theoretical accounts of how RAN is related to reading: the phonological processing, the orthographic processing and the speed of processing accounts. Grade 4 Greek-speaking children (n = 208; 114 girls, 94 boys; mean age = 117.29 months) were administered measures of general cognitive ability, RAN, phonological processing, orthographic processing, speed of processing, and reading fluency. Phonological processing and orthographic processing were assessed with both accuracy and speeded measures. Structural equation modeling showed that the most parsimonious model was one in which RAN predicted reading fluency directly and through orthographic processing. Phonological processing did not predict reading fluency and speed of processing was more important for the RAN-orthographic/phonological processing relationships than for the RAN-reading relationship. Taken together, these findings suggest that what is unique to RAN is more important for the prediction of reading fluency than what it shares with either speed of processing, phonological processing, or orthographic processing. 相似文献
27.
Papadopoulos Timothy C. Spanoudis George C. Chatzoudi Dialechti 《Reading and writing》2020,33(4):1075-1104
Reading and Writing - The purpose of this longitudinal study was to examine whether young learners of varying reading and spelling performance, identified in Grade 2, can be distinguished... 相似文献
28.
Timothy C. Papadopoulos 《European Journal of Psychology of Education - EJPE》2001,16(4):549-568
This study examined whether phonological and cognitive tasks correlate with beginning reading acquisition in Hellenic populations under two different instructional approaches: a whole language approach supplemented by implicit coding instruction through incidental learning, as used in Cyprus, versus the syllable-splitting approach characterised by explicit decoding instruction, as used in Greece. Planning, attention, simultaneous, and successive processing tasks together with three phonological coding tasks (Oddity task, Phoneme Elision, and Sound Isolation) were administered to 50 Greek and 50 Cypriot Grade 1 students. Word Attack and Word Identification were also administered to measure early reading competency. The main findings of the study were as follows: (a) significant group differences were revealed in word-decoding accuracy but not in realword reading accuracy, an expected finding in a system characterised by high grapheme-phoneme consistency; (b) successive processing and phonological coding consisted of the fundamental abilities that differentiated the Greek from the Cypriot first-graders; and (c) the Greek group exhibited a higher linguistic ability than the Cypriot group. This was facilitated by the use of the distal cognitive processes to reading, that is, successive and simultaneous processing. The discussion focuses on the need to reconsider the nature of early reading instruction in languages such as Greek with high grapheme-phoneme consistency. 相似文献
29.
Dockrell J. E. Papadopoulos T. C. Mifsud C. L. Bourke L. Vilageliu O. Bešić E. Seifert S. Gasteiger-Klicpera B. Ralli A. Dimakos I. Karpava S. Martins M. Sousa O. Castro S. Søndergaard Knudsen H. B. Donau P. Haznedar B. Mikulajová M. Gerdzhikova N. 《European Journal of Psychology of Education - EJPE》2022,37(2):293-320
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.
相似文献30.
George K. Georgiou Timothy C. Papadopoulos Eleni L. Kaizer 《Reading and writing》2014,27(8):1379-1394
The present 10-year longitudinal study examined how rapid automatized naming (RAN) components—articulation time and pause time—relate to reading fluency. Seventy-five Greek-speaking children were followed from Grade 1 to Grade 10 and were assessed five times (in Grades 1, 2, 4, 6, and 10) on RAN (digits and objects) and reading fluency (word reading efficiency, phonemic decoding efficiency, and text reading fluency). The results indicated first that a substantial amount of variance in reading fluency was accounted for by what articulation time and pause time shared. In addition, the unique contribution of pause time to reading fluency decreased across time and the unique contribution of articulation time increased across time. Viewed in conjunction with the developmental changes in the RAN components, our findings suggest that the RAN tasks are processed and executed in different ways across time. 相似文献