Education & Science | |||
VOLUME I, Issue 1 | |||
April 2004 | |||
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Foreword | I
- II |
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Theodoros G. Exarhakos | |||||
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Students'
thoughts, behaviour and achievement during the related use of reciprocal and inclusion teaching strategies |
pp. 1 - 22 |
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Ioannis Salvaras | |||||
Abstract |
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This
study was conducted to describe the effect of combined employment of
reciprocal and induction teaching strategies on learners' decision-making
processes. The questions dealt within the present study were four-fold:
(i) Will the combined employment of reciprocal and induction teaching
strategies present high quality of instructional structure and function?
(ii) How do the learners' perceive the reciprocal feedback processes?
(iii) Will the learners' select among different task difficulty levels?
On the basis of which grounds do they compile selections?, and (iv)
Which are the effects on learning abstraction with cognitive and algorithmic
methods?. Thirty-eight pupils consented to participate. Pupils were
taught with the assimilation and the combined application of reciprocal
and induction teaching strategies. Data collection was manifested with
systematic observation instruments for the functional control of the
combined employment of reciprocal and induction instruction. Additionally,
survey type questionnaires research was conducted for the identification
of the learners' perceptions on feedback. The criteria task cards of
three pupils and the interviews taken added additional insight into
the findings. The results confirmed the high quality function and structure
of combined instruction. Through the learners' responses one can conclude
that (i) learners can and do comprehend the value of giving and receiving
feedback, and finally (ii) learners can select among different task
levels, developing their initial goals on tasks. |
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Modern aspects in research of Science Didactics |
pp. 23 - 34 |
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Panagiotis Kokkotas | |||||
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The
shaping of modern didactic approaches and also and the appearance of
new elements such as new technology, have created new conditions in
research of Science Didactics. In this context modern perspectives that
guide research of Science Didactics in an different in relation to research
tradition direction are presented and also the acknowledgements that
are adopted. |
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Collaboration between school and parents having children with visual handicaps: problems and suggestive solutions |
pp. 35 - 49 |
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Stavroula Polychronopoulos | |||||
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The
present study supports the need for the development of a creative collaboration
between schools and families having children with visual problems. The
barriers inhibiting the effective partnership are identified by interviewing
fourty parents whose children attended general secondary schools in
Greece within the last six years. Based on the results of the study,
the researcher suggests effective procedures for improving communication
and collaboration between mainstream schools and families, and stresses
the need for in-service teacher training in special education issues
related to visual problems, as well as to the particular needs and psychology
of parents. |
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Issues of Educational Policy and History Didactics regarding the Greek Diaspora |
pp. 50 - 68 |
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Antonios Hourdakis, Nikos Papadakis | |||||
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One
of the focal points, within the context of the implementation process
of the new educational policy for the Greek Diaspora, is the project
named "Diaspora's Paedia". This project is constituted by
several interrelated activities concerning mainly the teaching of Language
and the teaching of History & Culture. The present study deals with
issues of implementation of the central policy within the context of
teaching History and Culture in the Greek Diaspora. It analyses the
epistemological and methodological dimensions of the - already produced
- pedagogical material and explores the modes and the methods that could
contribute to the functional co-existence of this material with the
(under "construction") specific Histories of the Greek Communities
abroad. The focus is on the new methods of History didactics (interdisciplinary
approach, multicultural dimension, bottom-up approach, the role of local
history) and the new thematic domains (social and cultural history,
history of labor and ideas, ordinary peoples' history and daily life
in different historical contexts etc). |
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"Equal School for Unequal children" |
pp. 69 - 73 |
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Athanasios Papas | |||||
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This
article is about students with unequal school achievement who have to
learn under the same conditions with the other students. The unequal
start in "equal for all" schools constitutes an unequal public
education offered. As a result many classes in Greek primary education
end up working in three speeds with "excellent", "good"
and "bad" students separate working. The writer of the article
supports and proposes the role of the teacher as "facilitator"
in learning as a solution to this problem. |
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Gewalt, Aggression und Wirkungen des Fernsehkonsums |
pp. 74 - 87 |
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Sousanna Nikolaou | |||||
Abstract |
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Gewalt
wird in jedem Raum der Gesellschaft ausgeubt. Das aggressive Verhalten
wird von der Familie oder von verschiedenen Umstanden erlernt. Gewalt
in der Schule umfasst das gesamte Spektrum von Tatigkeiten und Handlungen,
die physische oder psychische Schmerzen oder Verletzungen bei dem im
Bereich der Schule handelnden Personen zur Folge haben oder die auf
die Beschadigung von Gegenstanden im schulischen Raum gerichtet sind.
Ob die Gewalt und die Aggression, welche die Filme des Fernsehens taglich
vorfuhren, die Menschen beeinflussen konnen, ist heute zwischen den
Forschern umstritten. |
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The poetics of love and mythological special effects in "Erotica" of Giannis Ritsos |
pp. 88 - 97 |
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Jina Kalogirou | |||||
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It
is a well known fact that in many of his mature poems, Yannis Ritsos
always returns to the archetypal roots of the ancient myth and draws
from classic texts of the ancient Greek Letters. In this paper we
will refer specifically to the poems of the Ερωτικά collection (1980
- 81), in which, in a direct or indirect manner, well known mythical
characters or motifs go through semantic transformations (e.g.Ulysses
/ Penelope). We will purposefully draw connections with the poem "The
despair of Penelope" (1968). We shall also refer to the poet's
views on Love - Love as a connecting and reconcilliatory force, Love
as a realisation of mortality, etc.- and their literary reformulation.
Describing the female body, Ritsos abolishes categories, he tends
to conceive of the universe in contrasting terms, and this multiplies
paradoxes. The female Body is an indescribable, unrepresentable "landscape"
which although impossible, nevertheless exists. |
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Book
Review |
pp. 98 - 108 |
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Georgios I. Baralis | |||||
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©
2004 National
& Kapodistrian University of Athens Faculty of Primary Education "Alexandros Delmouzos" Post Graduate Students Association |