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Nicholas Vernadakis Andreas Avgerinos Efi Tsitskari Evridiki Zachopoulou 《Early Childhood Education Journal》2005,33(2):99-104
Computers are increasingly a part of preschooler’s lives. The purpose of the present paper was to discuss research avenues
employing computers as a learning tool and to analyse the results obtained by this method at the preschoolers’ learning level.
Specifically this research was to determine if computer assisted instruction (CAI) was a useful tool to enhance cognitive,
emotional, linguistic, and literacy skills in preschool children. CAI programmes may never replace the book and the blackboard
but one should be aware that they were more accessible by young children, who learn better with pictures and sounds, and the
proper use of appropriate programmes could make a considerable difference. 相似文献
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The study examined the relation between possible selves, academic performance, motivation, self‐esteem and persistence on task. The assumption was that envisioning a desired end‐state produces information processing favouring the desired state and, as a consequence, the action seems more likely and people are able to construct more efficient plans. We hypothesized that academic performance is best for subjects who are able to produce well‐elaborated, vivid pictures of future selves. The sample consisted of 289 students, 14 and 15 years old, of both sexes. The statistical analysis revealed that those who endorsed specific, elaborated positive selves outperformed the other groups in academic achievement. There was also indication that this group of students showed more persistence on task. The results are discussed in terms of their importance for the motivational role of possible selves in achievement situations. 相似文献
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Efi Paparistodemou Despina Potari Demetra Pitta-Pantazi 《Educational Studies in Mathematics》2014,86(1):1-18
This study investigates early childhood prospective teachers’ attention to geometrical tasks while designing and using them in the classroom. This is explored in the context of the teaching practice of 11 prospective teachers who taught geometry in early childhood classrooms during the last semester of their university studies. The teaching practice was organized into four stages: design of a lesson plan; classroom implementation; discussion of the lesson with the school practice instructor; and self-assessment report and revision of the lesson. Analysis of data using the Teaching Triad framework (Jaworski, 1994) shows that although the prospective teachers attended to issues of mathematical challenge, sensitivity to students, and management of learning in their planning, in their actual teaching and after class reflection, their attention was focused mainly on management issues. The findings also show that prospective teachers’ attention on geometrical tasks can be developed through a process of reflection on their teaching. 相似文献
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Maria Meletiou‐Mavrotheris Efstathios Mavrotheris Efi Paparistodemou 《Teaching Statistics》2011,33(1):2-8
We provide an overview of EarlyStatistics, an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of the course content and resources. 相似文献
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Nicholas Vernadakis Eleni Zetou Efi Tsitskari Maria Giannousi Efthimis Kioumourtzoglou 《Education and Information Technologies》2008,13(3):167-183
The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction
(TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of
the students’ attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth
grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of
instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and
review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in
the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA),
with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures
(pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students’ attitude
towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the
written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method.
Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended
to be the most effective on cognitive learning. 相似文献
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