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1.
Vasilios Grammatikopoulos Nikolaos Tsigilis Athanasios Koustelios Yannis Theodorakis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,40(5):427-438
The aim of this study was to develop an instrument for evaluating how an education program has been implemented. Such evaluation
can provide insight into the effectiveness of a program. Examined here was the Olympic Education Program used in Greek schools
since 2000. In it, students learn the history of the Olympic games and the importance of exercise for health along with the
principles and values of sports and volunteerism. The evaluation instrument underlying this study addressed the following
six factors: ‘facilities’, ‘administration’, ‘educational material’, ‘student–teacher relationships’, ‘educational procedures’,
and ‘training’. Results indicate that the instrument, while adequate for assessing effectiveness, should be combined with
advanced statistical methods. 相似文献
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3.
The aim of this study was to examine joint power generation during a concentric knee extension isokinetic test and a squat vertical jump. The isokinetic test joint power was calculated using four different methods. Five participants performed concentric knee extensions at 0.52, 1.57, 3.14 and 5.23 rad x s(-1) on a Lido isokinetic dynamometer. The squat vertical jump was performed on a Kistler force plate. Kinematic data from both tests were collected and analysed using an ELITE optoelectronic system. An inverse dynamics model was applied to measure knee joint moment in the vertical jump. Knee angular position data from the kinematic analysis in the isokinetic test were used to derive the actual knee angular velocity and acceleration, which, in turn, was used to correct the dynamometer moment for inertial effects. Power was measured as the product of angular velocity and moment at the knee joint in both tests. Significant differences (P < 0.05) were found between mean (+/- s) peak knee joint power in the two tests (squat vertical jump: 2255 +/- 434 W; isokinetic knee extension: 771 +/- 81 W). Correlation analysis revealed that there is no relationship between the peak knee joint power during the vertical jump and the slow velocity isokinetic tests. Higher isokinetic velocity tests show better relationships with the vertical jump but only if the correct method for joint power calculation is used in the isokinetic test. These findings suggest that there are important differences in muscle activation and knee joint power development that must be taken into consideration when isokinetic tests are used to predict jumping performance. 相似文献
4.
Onno De Jong Maija Ahtee Alan Goodwin Vassilia Hatzinikita Vasilis Koulaidis 《欧洲师范教育杂志》1999,22(1):45-59
An important task of science teachers should be to take pupils’ (pre)conceptions and learning difficulties into account and to negotiate about the meanings of specific concepts. In this context, teachers’ pedagogical content knowledge plays an important role. This article presents an international study of Dutch, Finnish, English and Greek pre-service teachers’ conceptions and concerns of how to teach the concept of combustion. The prospective science teachers were invited to prepare a lesson about this concept for pupils of junior secondary school level. The prospective teachers were not allowed to consult any textbook. Research data were obtained from audio-taped semi-structured interviews with the prospective teachers. In addition, their written lesson plans and their answers to an accompanying questionnaire were collected and analysed. The results reveal a number of important characteristics of prospective teachers’ views and concerns regarding the teaching of combustion. The implications of the study for science teacher education will be presented. 相似文献
5.
A pedagogical analysis of science textbooks: How can we proceed? 总被引：1，自引：0，他引：1
This paper discusses some of the available frameworks for the pedagogical analysis of school science textbooks. First, it
distinguishes between (a) studies which focus on elements of textbooks, such as the content, vocabulary, illustrations used,
and the teaching methods promoted; and (b) those which consider the principles that organize the content and the form of presentation.
In attempting to consider the sorts of principles that may be used in the studies categorised under (b), two crucial issues
are discussed. The first issue refers to the relationship between scientific knowledge and school knowledge, which, as the
relevant literature suggests, might not be conceived merely as a simplified “casting” of the scientific structure, but rather
should be understood as a complex social process. The second issue explicitly addresses the nature of the pedagogic relationship
and the place of the pedagogic text within it. Recent views about the nature of knowledge, it is argued, would suggest a reconceptualisation
of the teaching activity, and indicate a model according to which the three elements of the teaching situation-the content,
the pupil and the teacher—are seen as being (re)constituted in their articulation within and through the text(book). Thus,
for example, what is to be a competent pupil in this approach is a function of the text. On the basis of these considerations,
three approaches to the analysis of science textbooks are discussed: the socio-cognitive, the sociolinguistic and the socio-epistemic.
The relative merits of the third approach are considered, and some examples are used from Greek science textbooks. 相似文献
6.
The paper discusses the use of systemic networks as a basis for the construction of a questionnaire. The subject of the questionnaire was teachers' views of the philosophy of science. It is argued that systemic networks have potential value in questionnaire construction in such problematic areas, offering help in dealing with both construct and face validity. The networks used, and the questionnaire based on them, were derived from an analysis of various philosophical positions. The analysis identified distinctions depicting the main philosophical differences, which were then represented in a network. The main systems described are inductivism, hypothetico‐deductivism (e.g., Popper, Lakatos), contextualism (e.g., Kuhn) and relativism (e.g., Feyerabend). Major distinctions turn on the issues of the unity of scientific method, criteria of demarcation, patterns of scientific change and the status of scientific knowledge. 相似文献
7.
Children's models of the ozone layer and ozone depletion 总被引：1，自引：0，他引：1
The views of forty primary students about ozone and its depletion were recorded through individual, semi-structured interviews.
The data analysis resulted in the formation of a limited number of models concerning the distribution and role of ozone in
the atmosphere, the ozone depletion process, and the consequences of ozone depletion. Children's models involve a variety
of alternative conceptions which indicate the presence of a number of different target obstacles; that is, critical factors
constraining children's understanding and thus preventing the construction of adequate models. Five target obstacles were
identified: (1) the lack of conceptual distinction between ultraviolet and other forms of solar radiation; (2) the lack of
the absorption mechanism of ultraviolet rays by ozone; (3) the conceptualisation of the atmosphere as an entirely homogeneous
mixture of its constituent gases; (4) the non-localisation of the ozone layer around the earth; and (5) the lack of interpretation
of the ozone hole as a decrease in the concentration of ozone. The identification of those target obstacles constitutes the
first step for the design and evaluation of appropriate teaching aims and material. 相似文献
8.
This study was conducted to provide further information regarding factors associated with educational evaluation, using a qualitative approach. Fifty-five interviews were carried out with school principals. The results of the present study supported the notion that the qualitative methods could provide information that quantitative procedures could not. Additionally, the findings also provided useful information for solving problems in OEP implementation and enhanced decision-making by indicating points of the program that should be improved. 相似文献
9.
Anna Iossifidou Vasilios Baltzopoulos Giannis Giakas 《Journal of sports sciences》2013,31(10):1121-1127
The aim of this study was to examine joint power generation during a concentric knee extension isokinetic test and a squat vertical jump. The isokinetic test joint power was calculated using four different methods. Five participants performed concentric knee extensions at 0.52, 1.57, 3.14 and 5.23 rad?·?s?1 on a Lido isokinetic dynamometer. The squat vertical jump was performed on a Kistler force plate. Kinematic data from both tests were collected and analysed using an ELITE optoelectronic system. An inverse dynamics model was applied to measure knee joint moment in the vertical jump. Knee angular position data from the kinematic analysis in the isokinetic test were used to derive the actual knee angular velocity and acceleration, which, in turn, was used to correct the dynamometer moment for inertial effects. Power was measured as the product of angular velocity and moment at the knee joint in both tests. Significant differences (P <?0.05) were found between mean (?± s) peak knee joint power in the two tests (squat vertical jump: 2255?±?434W; isokinetic knee extension: 771?±?81W). Correlation analysis revealed that there is no relationship between the peak knee joint power during the vertical jump and the slow velocity isokinetic tests. Higher isokinetic velocity tests show better relationships with the vertical jump but only if the correct method for joint power calculation is used in the isokinetic test. These findings suggest that there are important differences in muscle activation and knee joint power development that must be taken into consideration when isokinetic tests are used to predict jumping performance. 相似文献
10.
We assessed autonomic nervous system modulation through changes in heart rate variability during an archery competition as well as archery performance by comparing novice and experienced adolescent archers. Seven novice (age 14.0 ± 8.5 years, body mass index 22.9 ± 4.3 kg · m(-2), training experience 0.4 ± 0.3 years) and ten experienced archers (age 16.5 ± 10.3 years, body mass index 22.4 ± 3.1 kg · m(-2), training experience 4.1 ± 0.9 years) volunteered. Using beat-by-beat heart rate monitoring, heart rate variability was measured for 20 s before each arrow shot during two rounds of competition. We found that, compared with novices, experienced adolescent archers: (i) take more time per shot; (ii) have a higher low frequency band, square root of the mean of squared differences between successive R-R intervals (i.e. the time elapsing between two consecutive R waves in the electrocardiogram), and percentage of successive normal-to-normal intervals greater than 50 ms; and (iii) demonstrate an increase in parasympathetic nervous system activity compared with pre-competition values. We propose that these characteristics of experienced archers are appropriate for optimal performance during competition. 相似文献