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1.
Georgios D. Sideridis 《教育心理学》2007,27(6):753-770
Research in goal theory has often relied on the general linear model, ignoring some central assumptions of the theoretical framework under investigation. The purpose of the two studies reported here was to illustrate how the Rasch model can supplement traditional statistical analyses when evaluating the effects of goal orientations on persistence. In Study 1, 41 adolescents participated in a series of insolvable puzzles. Means analyses failed to reveal differences between mastery‐approach and performance‐approach students. Application of the Rasch model, and in particular the differential item functioning procedure, indicated that mastery students were more severely challenged by the last puzzle, compared to performance approach students, with their probability of persisting being significantly lower. The findings of Study 1 were replicated in Study 2 with a sample of 37 college students who were also given a series of insolvable puzzles. The findings suggest that use of the Rasch model can be particularly fruitful for our understanding of the complex achievement‐goal relationship. 相似文献
2.
Georgios Malandrakis Stergios Gkitsas Evagelia-Zoi Bara 《Environmental Education Research》2019,25(10):1524-1551
AbstractThe present study aims to explore student-teachers’ (STs’) progress in understanding social urban sustainability and how it is affected through the development of digital stories and engagement in civic actions. Participants were 44 STs enrolled in a Department of Primary Education located in Northern Greece. Although participants were aware of the principles of sustainable development and education for sustainability, none of them had familiarity with social or urban sustainability. Three individual digital concept maps constructed before, intermediate and after the end of the course served as data sources. Both quantitative (significance testing, effect sizes, and confidence intervals) and qualitative (categories development) methods of analysis were implemented. Results indicate a sound improvement of STs’ understanding even in the intermediate concept maps with the most significant proposition gains associated with the society pillar. Moreover, despite the significant improvement in understanding of all main pillars of sustainability, this improvement was unbalanced because a minority of subcategories constituted the majority of STs’ propositions in all settings, indicating a strong and constructive combination between theory and praxis for the advancement of STs’ learning. 相似文献
3.
Georgios Fesakis Christina Sofroniou Elisavet Mavroudi 《Early Childhood Education Journal》2011,38(5):385-392
With the widespread use of the internet, more and more children get acquainted with its various uses at a young age while
an increasing number of teachers are designing learning activities that utilize various internet services. Toward this direction,
teachers need practical examples of pedagogically verified learning activities. This paper presents an experimental case study
of a learning activity meant for teaching preschoolers geometric concepts, which uses communication tools from the internet.
The activity constitutes a developmentally appropriate adaptation of a successful model, known as “Monster Exchange”, to kindergarten.
The paper presents the proposed adaptation, the experimental findings regarding the errors children mad, the difficulties
they encountered, and finally, the drawings that children produced, with the aim of evaluating the appropriateness and the
learning value of the activity. 相似文献
4.
The aim of this study was to investigate whether physical or virtual manipulative experimentation can differentiate physics learning. There were four experimental conditions, namely Physical Manipulative Experimentation (PME), Virtual Manipulative Experimentation (VME), and two sequential combinations of PME and VME, as well as a control condition (i.e., traditional instruction with absence of PME or VME). Undergraduate students' understanding of physics concepts in the domain of heat and temperature was tested in a pre- and posttest design that involved 182 participants assigned to the four experimental groups and 52 participants assigned to the control group. Conceptual tests were administered to assess students' understanding before, during and after instruction. The analyses revealed that the four experimental conditions were equally effective in promoting students' understanding of concepts in the domain of heat and temperature and better than the control condition; hence, manipulation, either physical or virtual manipulation, and not physicality, as such, at least in a context like the one of the present study, is important in physics learning. 相似文献
5.
Paloma Gonzlez‐Castro Marisol Cueli Dbora Areces Celestino Rodríguez Georgios Sideridis 《Learning disabilities research & practice》2016,31(3):142-155
Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical competencies and word problem solving skills. The goal was to compare and contrast the effects of IDR on the acquisition of informal and formal mathematical competencies in students with attention deficit/hyperactivity disorder (ADHD) and MLD. Participants were 216 students (6–9 years), who were classified into three groups: ADHD (n = 72), MLD (n = 82), ADHD and MLD (n = 62). They completed the Test of Early Mathematics Ability (Third Edition). The results showed that all three diagnosed groups improved significantly postintervention in all mathematical competencies, with the MLD‐only group benefiting the most at posttest. 相似文献
6.
Vassilios Gourgoulis Alexia Boli Nikolaos Aggeloussis Panagiotis Antoniou Argyris Toubekis Georgios Mavromatis 《Journal of sports sciences》2015,33(7):696-712
The aim of this study was to assess the effect of the hand’s acceleration on the propulsive forces and the relative contribution of the drag and lift on their resultant force in the separate phases of the front crawl underwater arm stroke. Ten female swimmers swam one trial of all-out 25-m front crawl. The underwater motion of each swimmer’s right hand was recorded using four camcorders and four periscope systems. Anatomical landmarks were digitised, and the propulsive forces generated by the swimmer’s hand were estimated from the kinematic data in conjunction with hydrodynamic coefficients. When the hand’s acceleration was taken into account, the magnitude of the propulsive forces was greater, with the exception of the mean drag force during the final part of the underwater arm stroke. The mean drag force was greater than the mean lift force in the middle part, while the mean lift force was greater than the mean drag force in the final part of the underwater arm stroke. Thus, swimmers should accelerate their hands from the beginning of their backward motion, press the water with large pitch angles during the middle part and sweep with small pitch angles during the final part of their underwater arm stroke. 相似文献
7.
Filippos Giannakas Georgios Kambourakis Andreas Papasalouros Stefanos Gritzalis 《Educational technology research and development : ETR & D》2018,66(2):341-384
With the increasing popularity of smartphones and tablets, game-based learning (GBL) is undergoing a rapid shift to mobile platforms. This transformation is driven by mobility, wireless interfaces, and built-in sensors that these smart devices offer in order to enable blended and context-sensitive mobile learning (m-Learning) activities. Thus, m-Learning is becoming more independent and ubiquitous (u-Learning). In order to identify and analyze the main trends and the future challenging issues involved in designing mGBL learning strategies, as well as to bring to the foreground important issues pertaining to mobile and context-aware ubiquitous GBL, the work at hand conducts a comprehensive survey of this particular area. Specifically, it introduces and applies a six-dimensional framework consisted of Spatio-temporal, Collaboration/Social, Session, Personalization, Data security & privacy, and Pedagogy, with the aim of scrutinizing the contributions in the field of mGBL published from 2004 to 2016. It was found that the transition to mGBL presents several difficulties, and therefore cannot be conceived as a simple and quick modification of existing GBL solutions. In this respect, this work is anticipated to foster the development of well-designed solutions that are intensive not only in their technological aspect, but in pedagogical qualities as well. 相似文献
8.
This study aimed to investigate the comparative value of experimenting with physical manipulatives (PM) in a sequential combination with virtual manipulatives (VM), with the use of PM preceding the use of VM, and of experimenting with PM alone, with respect to changes in students' conceptual understanding in the domain of heat and temperature. A pre–post‐comparison study design was used which involved 62 undergraduate students that attended an introductory course in physics. The participants were randomly assigned to one experimental and one control group. Both groups used the same inquiry‐oriented curriculum materials. Participants in the control group used PM to conduct the experiments, whereas, participants in the experimental group used first PM and then VM. VM differed from PM in that it could provide the possibility of faster manipulation, whereas, it retained any other features and interactions of the study's subject domain identical to the PM condition. Conceptual tests were administered to assess students' understanding before, during, and after the study's treatments. Results indicated that experimenting with the combination of PM and VM enhanced students' conceptual understanding more than experimenting with PM alone. The use of VM was identified as the cause of this differentiation. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1021–1035, 2008 相似文献
9.
This study had two purposes. First, we sought to compare the overall effectiveness of different types of fluency interventions for students with learning disabilities (LD). Second, we attempted to identify how individual‐ and class‐level characteristics moderated each intervention's effectiveness. We used multilevel random coefficient modeling to analyze results from 30 single‐subject studies involving 107 students with or at risk for LD. Doing so allowed us to assess the intervention's impact in terms of both intercept‐ (i.e., mean difference between study phases) and slope‐level (i.e., rate of growth) changes. Results indicated that two motivation‐focused interventions were significantly more effective than other types of interventions across gender, age, and placement. The least effective intervention was word recognition training; this finding was consistent across all levels of analyzed variables. 相似文献
10.
The main objectives of this study were (a) to elucidate young tennis players' use of music to manipulate emotional states, and (b) to present a model grounded in present data to illustrate this phenomenon and to stimulate further research. Anecdotal evidence suggests that music listening is used regularly by elite athletes as a preperformance strategy, but only limited empirical evidence corroborates such use. Young tennis players (N = 14) were selected purposively for interview and diary data collection. Results indicated that participants consciously selected music to elicit various emotional states; frequently reported consequences of music listening included improved mood, increased arousal, and visual and auditory imagery. The choice of music tracks and the impact of music listening were mediated by a number of factors, including extramusical associations, inspirational lyrics, music properties, and desired emotional state. Implications for the future investigation of preperformance music are discussed. 相似文献