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1.
Pantazopoulou Evangelia-Jessica Polychroni Fotini Diakogiorgi Kleopatra Georgiou Vasileios L. 《Reading and writing》2022,35(2):275-302
Reading and Writing - In this study, we examined the accuracy and consistency of Greek-speaking children with spelling difficulties using a spelling level-matched design at two time points.... 相似文献
2.
Recent research evidence has revealed that Greek preschoolers’ physical activity (PA) levels are not satisfactory. Taking into account the amount of time spent daily in preschool settings as well as the finding that preschool appears to be a significant predictor of children’s PA, the aim of the present study is to provide an overview of the role of Greek preschool settings in children’s PA promotion. For that purpose, data regarding PA in Greek preschools are presented and the possible relevance of school characteristics to PA enhancement, namely the curriculum, school facilities and equipment, are critically discussed. Emphasis is also given to the need for the inclusion of developmentally appropriate physical education in the daily school schedule. Last but not least, the importance, of training not only the physical educators but also preschool teachers in promoting their students' PA is underscored. 相似文献
3.
This study explores American and Greek primary pupils’ visual images of scientists by means of two nonverbal data collection tasks to identify possible convergences and divergences. Specifically, it aims to investigate whether their images of scientists vary according to the data collection instrument used and to gender. To this end, 91 third-grade American (N = 46) and Greek (N = 45) pupils were examined. Data collection was conducted through a drawing task based on Chambers (1983) ‘Draw-A-Scientist-Test’ (DAST) and a picture selection task during which the children selected between 14 pairs of illustrations those that were most probable to represent scientists. Analysis focused on stereotype indicators related with scientists’ appearance and work setting. Results showed that the two groups’ performance varied significantly across the tasks used to explore their stereotypic perceptions, although the overall stereotypy was not differentiated according to participants’ ethnic group. Moreover, boys were found to use more stereotypic indicators than girls, while the picture selection task elicited more stereotypic responses than the drawing task. In general, data collected by the two instruments revealed convergences and divergences concerning the stereotypic indicators preferred. Similarities and differences between national groups point to the influence of a globalized popular culture on the one hand and of the different sociocultural contexts underlying science curricula and their implementation on the other. Implications for science education are discussed. 相似文献
4.
Iliada Elia Athanasios Gagatsis Areti Panaoura Theodosis Zachariades Fotini Zoulinaki 《International Journal of Science and Mathematics Education》2009,7(4):765-790
The present study explores students’ abilities in conversions between geometric and algebraic representations, in problem-
solving situations involving the concept of “limit” and the interrelation of these abilities with students’ constructed understanding
of this concept. An attempt is also made to examine the impact of the “didactic contract” on students’ performance through
the processes they employ in tackling specific tasks on the concept of limit. Data were collected from 222 12th-grade high
school students in Greece. The results indicated that students who had constructed a conceptual understanding of limit were
the ones most probable to accomplish the conversions of limits from the algebraic to the geometric representations and the
reverse. The findings revealed the compartmentalized way of students’ thinking in non-routine problems by means of their performance
in simpler conversion tasks. Students who did not perform under the conditions of the didactic contract were found to be more
consistent in their responses for various conversion tasks and complex problems on limits, compared to students who, as a
consequence of the didactic contract, used only algorithmic processes. 相似文献
5.
The process of development occurs according to the pattern established by the genetic potential and also by the influence
of environmental factors. The aim of the present study was to focus on the main environmental factors affecting motor development.
The review of the literature revealed that family features, such as socioeconomic status, mother’s educational level, and
the existence of siblings can affect children’s motor competence. Preschool centers have also become important for children’s
development, due to the large amount of time children spend at them nowadays. Moreover, the social cultural context in which
a child is reared forms certain demands for his/her motor behavior, favoring specific aspects of motor development and impairing
others. A very influential factor (and consequently a very significant educational means) is the use of intervention movement
programs. A developmentally adequate movement program can enhance motor development, thus preventing the long term negative
consequences that an unfavorable influence of several genetic or the aforementioned environmental factors may have. 相似文献
6.
Eleftherios Kellis Fotini Arambatzi Christos Papadopoulos 《Journal of sports sciences》2013,31(10):1045-1055
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?·?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 (r 2) 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
7.
The main focus of this article is the representation of the third dimension. The sample is sixty adolescent 14‐year‐olds. Our research is concerned with the study of the drawings of the same array of 3D objects in three cases: the representation of 3D objects without the presence of models (through verbal instructions), by observation of physical models, and by observation of their digital models on a computer screen. The study examines the drawing techniques applied by adolescents to represent the 3rd dimension and the impact of the model (3D physical or digital model) in the drawing outcome. A comparison study of the three kinds of drawings of the same array of objects showed that 14‐year‐old children face serious difficulties in depicting the third dimension in the absence of a model, using mainly a mixture of drawing devices typical of earlier stages, according to theories of drawing development. On the other hand, when drawing from observation, the nature of the model seems to play an important role in the drawing outcome, with a clear superiority in performance when the model is digital. The findings of this study suggest that the more extended use of 3D models, either physical or digital, could help the better understanding of spatial relationships and evoke the use of more advanced drawing techniques for the depiction of 3D layouts. The study also suggests that a better understanding of the nature of graphic development in adolescence is essential for many areas of the curriculum. 相似文献
8.
Fotini Stavridou Domna Kakana 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):75-93
Background:?The study investigated a small range of cognitive abilities, related to visual-spatial intelligence, in adolescents. This specific range of cognitive abilities was termed ‘graphic abilities’ and defined as a range of abilities to visualise and think in three dimensions, originating in the domain of visual-spatial intelligence, and related to visual perception and the ability to represent space. The educational importance of graphic abilities has received minimal attention from the educational community and, consequently, plays a limited role in educational practice. Purpose:?In order to understand the particular educational importance of this range of cognitive abilities, we investigated how graphic abilities are connected with the performance and the subject preference of adolescents in several academic areas. Our hypotheses were, first, that there is a high degree of correlation between developed graphic abilities and high performance in mathematics and science, and second, that there is a high degree of correlation between developed graphic abilities and personal subject preference in these two areas. Sample:?The sample consisted of 60 14-year-old students (30 girls and 30 boys) attending a public secondary school in a small town in northern Greece. The entire sample had followed the same mathematics courses, which did not involve any geometry or spatial representation tasks. Design and methods:?We identified and defined a specific range of three graphic abilities, related to visual-spatial intelligence, and we investigated these abilities in the sample through several visual-spatial tasks designed for the study and measured the sample's performance in these tasks. The degree of adolescents' graphic performance (that is, the performance in these visual-spatial tasks) was correlated with their performance in mathematics and science and with their subject preference (mathematics, science and language). Results:?Our findings confirmed both hypotheses. A high degree of correlation was found between developed graphic abilities and high performance in mathematics, and a lower but still significant degree of correlation was found between developed graphic abilities and high performance in science. The findings support the second hypothesis as well, suggesting that children with developed graphic abilities reported that their favourite subject was mathematics and second favourite subject was science. Conclusions:?The research suggested that there is a particular relation between the level of graphic abilities performance and children's performance and in preference for mathematics and science. That is, children with developed visual perception, visual thought and representational skills are actually better with numbers and physical concepts. This particular relation might be relevant to the overall cognitive development of children, especially with respect to the increasingly developing communication technologies, and it would seem to deserve more attention and extended research from the educational community. The authorial position is that education would gain from a better understanding of: the nature of graphic abilities, how we can develop this range of abilities and how the development of visual thought and graphic expression contributes to several curriculum subjects. 相似文献
9.
Fotini Polychroni Chryse Hatzichristou Georgios Sideridis 《Learning and individual differences》2012,22(2):207-217
Examining motivational variables may prove to be particularly fruitful towards our understanding of classroom processes, student behaviors and school outcomes. The present study examined the role of personal and contextual goals (goals and goal structures) towards explaining social relationships (peer, teacher–student and home–school). 1493 fifth and sixth grade primary school students (10 to 12 years of age) from different areas of Greece formed a representative sample. Questionnaires were administered assessing students' goal orientations, goal structures and classroom relationships. The data were analyzed using latent variable modeling. Mastery goal structures had significant effects on positive school relationships such as student relations, teacher–student relations, peer inclusion, and peer conflict (the latter two reversely coded). Performance goal structures exerted negative or null effects on the same processes, demonstrating their negative propensities. In addition, the effects of mastery goal structures were partially mediated by the effects of personal mastery goals with regard to teacher–student relations with the former exerting both direct and indirect effects. On the contrary, the negative effects of performance goal structures were not buffered by the presence of high levels of personal performance goals. The findings have significant implications for educational practice in terms of the importance of classroom contexts as predictors of classroom relatedness specifically where mastery goals are concerned. 相似文献
10.
This research aimed at exploring the motivation for reading of pupils with dyslexia, and to investigate whether they differ from their peers. A total of 32 pupils formed the LD group (22 boys and 10 girls, 5th‐ and 6th‐graders) who were diagnosed with dyslexia. A comparison group was formed of pupils who attended the same classes (N = 210), and these were divided into two groups (average/low performance, N = 115; high performance, N = 95), according to teachers’ ratings of pupils’ performance on reading. Self‐report measures were used to assess perceptions of academic ability, reading attitudes and approaches to learning. The results revealed that dyslexic pupils displayed lower academic self‐concept than the low/average and high performance groups on all domains, except Practical ability. Moreover, dyslexic pupils perceived reading less as a function of personal development, both enjoyment and utilitarian, as compared to their peers. Finally, the dyslexic group adopted the surface approach to learning, indicating an external motive, similarly to the average/low group, and adopted the deep approach to learning less as compared to their high achieving peers. The implications of these findings are discussed at pupil, teacher and classroom level. 相似文献