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Piperakis Stylianos M. Papadimitriou Vasiliki Piperakis Michael M. Zisis Panagiotis 《Journal of Science Education and Technology》2003,12(2):135-141
The purpose of this study was to assess Greek primary (1st to 6th grade) school children's understanding of sun exposure during summer vacation. Our results show that children know the damaging effects of long time exposure and the precautions that should be taken during sun bathing (sun glasses, hat, umbrella, sunscreen, etc). Nevertheless, they do not seem to avoid being exposed between 12.00 A.M. and 15.00 P.M., which is the most dangerous time. The socioeconomic status of father has no effect on the attitude of children towards taking protection measures when exposed to the sun, however, the educational status of the mother appears to influence children's reported knowledge and behaviour. Place of residence (urban or rural areas) and gender does not influence their knowledge on the sun's damaging effects and the precautions they should take. Finally, as children grow older they seem to gradually reduce the protective measures they take. 相似文献
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Vasiliki Totsika Richard P. Hastings Eric Emerson Chris Hatton 《Child development》2020,91(3):e649-e664
A family developmental framework was applied to data from families of children with intellectual disabilities to understand the role of parenting in the path from early adversity to problem behaviors in mid-childhood. Data from 9 months to 11 years tested the Family Stress Model in families of 555 children. Adversarial parenting between 3 and 5 years mediated the path from early adversity (family poverty and maternal psychological distress at nine months) to problem behaviors at 7 and 11 years. Positive parent–child relationship only mediated the path to conduct problems. Multiple mediation was not present. Early adversity impacts both positive parent–child relationship and adversarial parenting between three and five, but the latter is crucial for problem behaviors in mid-childhood. 相似文献
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Vasiliki Spiliotopoulou-Papantoniou Anthi Karatrantou Chris Panagiotakopoulos Gerasimos Koustourakis 《Education and Information Technologies》2009,14(3):205-227
Our research is concerned with the visual representations found in textbooks used for the teaching of the Internet in Greek
secondary schools. Visualization, as both the product and the process of creation, interpretation and reflection upon pictures
and images, is considered here to be very important, as it is the only way students gain insight into the nature and function
of the Internet, its size, complexity and invisibility. Initially, we attempted to analyze and reflect upon school textbooks’
visual interpretations of the Internet. A scheme of categories of visual representations has been identified and reveals the
characteristics of the textbooks’ representations as well as their limitations. Sketch-comics and computer snap-shots are
the more popular types of Vrep, although a considerable number of them cannot be characterized as accurate and few of them
have an explanatory or complementary function in terms of the content presented in the text. We have also explored the impact
on students’ readings of two visual representations in one of the textbooks, used without any caption or textual information.
The phenomenological aspects of the VRep seem to attract students’ attention and create obstacles in conceptualizing the main
idea conveyed in both representations, but when the field of ICT is implied and not clearly portrayed in the VRep, students
face serious problems in recognizing the phenomenon. It seems that it is difficult for an image on its own to paint a thousand
words. 相似文献
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Michael O'Leary Darina Scully Anastasios Karakolidis Vasiliki Pitsia 《European Journal of Education》2018,53(2):160-175
The role of digital technology in assessment has received a great deal of attention in recent years. Naturally, technology offers many practical benefits, such as increased efficiency with regard to the design, implementation and scoring of existing assessments. More importantly, it also has the potential to have profound, transformative effects on the field of assessment by facilitating the integration of formative activities with accountability requirements and broadening the range of abilities and the scope of constructs that can be assessed. This article provides an overview of the current state-of-the-art in digital technology-based assessment, with particular reference to advances in the automated scoring of constructed responses, the assessment of complex 21st century skills in large-scale assessments and innovations involving high fidelity virtual reality simulations. Key challenges with respect to each are highlighted before the extent to which digital technology is truly transforming assessment is considered. 相似文献
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Vasiliki Brinia Panagiotis Papavasileiou 《The Journal of Agricultural Education and Extension》2015,21(3):235-247
Purpose: The purpose of this research is to explore the views of young farmers regarding the agricultural training, the training needs and content, as well as the implementation of information technology (IT) and the Internet in agricultural training. The research was conducted in the Greek islands of Cyclades.
Methodology: A quantitative approach was implemented in the research and questionnaires were used for the data collection. There were 129 young farmers (under the age of 40), who participated. These farmers were situated in 23 islands of the Cycladic complex in Greece.
Findings: The research concluded that young farmers in Cyclades were, in general, positively situated towards agricultural training. They also stressed the importance of training content, which focuses on local agricultural needs, instead of tackling general agricultural policies and practices. Consequently, all future training programs should be tailor-made to the needs of local agricultural economies (e.g. different programs for different parts of the country). Although most farmers agreed on the importance of IT technology in the agricultural profession and training, they do not make extensive use of it.
Research Implications: The research shed some light on the basic parameters of the agricultural training parameters. These parameters need to be clearly defined in order to organize future efforts for the modernization of the agricultural profession in Greece. It is believed that the results will help official authorities (e.g. the Ministry of Agricultural Development and Food) to organize future training programs according to the needs of the agricultural population and considering the regional peculiarities in cultivation and stockbreeding.
Originality/Value: A multi-dimensional approach has been followed, by exploring a variety of agricultural training issues: trainees' views, training needs and content and IT use in the agricultural sector and training. The researchers wanted to explore whether their results were similar to those of research that was conducted in the past nationwide, as the Cyclades islands are quite different from the mainland due to geographical reasons. 相似文献
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Vasiliki Papadimitriou 《Environmental Education Research》1996,2(1):17-25
This paper describes an attempt to infuse an environmental dimension into a science course through which prospective primary teachers are trained. The innovation concerns teaching science concepts not in the context of the discipline, but within a context of everyday life, and as such the focus chosen was drinking water. In formulating the course, learners’ ideas about aspects of the issue were taken into account. The evaluation was based on a post‐course questionnaire. The main conclusions to be drawn from this evaluation is that the science knowledge learned through this approach helped students gain a better understanding of a variety of aspects which concern that issue. The majority of students appreciated such an integrated approach and thought the approach taken was more promising than the stereotypical one that they had been accustomed to up to that point. 相似文献
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Michelle Hoda Wilkerson Rebecca Shareff Vasiliki Laina Brian Gravel 《Instructional Science》2018,46(1):35-60
In computational modeling activities, learners are expected to discover the inner workings of scientific and mathematical systems: First elaborating their understandings of a given system through constructing a computer model, then “debugging” that knowledge by testing and refining the model. While such activities have been shown to support science learning, difficulties building and using computational models are common and reduce learning benefits. Drawing from Collins and Ferguson (Educ Psychol 28(1):25–42, 1993), we conjecture that a major cause for such difficulties is a misalignment between the epistemic games (modeling strategies) learners play, and the epistemic forms (model types) a given modeling environment is designed to support. To investigate, we analyzed data from a study in which ten groups of U. S. fifth graders (n = 28) worked to create stop motion animations and agent-based computational models (ABMs) to discover the particulate nature of matter. Content analyses revealed that (1) groups that made progress—that is, that developed increasingly mechanistic, explanatory models—focused on elements, movement, and interactions when developing their models, a strategy well-aligned with both animation and ABM; (2) groups that did not make progress focused on sequences of phases, a strategy well-aligned with animation but not with ABM; and (3) struggling groups progressed when they received guidance about modeling strategies, but not when they received guidance about model content. We present summary analyses and three vignettes to illustrate these findings, and share implications for research and curricular design. 相似文献
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Prospective Primary Teachers' Understanding of Climate Change, Greenhouse Effect, and Ozone Layer Depletion 总被引：1，自引：3，他引：1
Vasiliki Papadimitriou 《Journal of Science Education and Technology》2004,13(2):299-307
Climate change is one of the most serious global environmental problems and for that reason there has been lately a great interest in educating pupils, the future citizens, about it. Previous research has shown that pupils of all ages and teachers hold many misconceptions and misunderstandings concerning this issue. This paper reports on research concerning student teachers' perceptions about aspects of climate change as well as about greenhouse effect and ozone layer depletion. The aim of this research is to take findings into account for teaching student teachers about these issues. An open-ended questionnaire was used in order to gain a more comprehensive understanding of their thought. From their answers it appeared that these students believe that climate change is under way and base their beliefs on their own experience. They are unaware of the proper actions to be taken for slowing down the climate change, they also hold the misconception that ozone depletion, acid rain, and pollution in general are conducive to climate change. They confuse greenhouse effect with ozone depletion as far as the mechanisms through which they occur is concerned and the causal compounds. By taking into account these research findings the possible implications for teaching are discussed and some suggestions for more effective teaching are made. 相似文献
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The present study investigated the home learning environment of three to five-year-old children (n?=?429) living in an area designated as socio-economically disadvantaged, involved in the Area Based Childhood (ABC) programme, compared to a nationally representative sample of three-year-old children (n?=?9793), from the Growing Up in Ireland (GUI) Study. Statistical analysis of the frequency of engagement in home learning activities across both samples, revealed a significant difference in the environments to which children are exposed, with families from the GUI sample engaging more frequently in these activities than families from the ABC sample. Among the family demographic factors investigated, parent's age and household type were significantly related to the frequency of engagement in home learning activities. Based on these findings, policy and practice implications are discussed. 相似文献