Aristotle University of Thessaloniki: Prothiki/ Βιβλιοθήκη ΑΠΘ - Προθήκη
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How to Measure Expressed Pedagogical Content Knowledge in Real-Time Interaction? An Illustration from the Field of Out-of-School Science Activities
No full textAlthough Pedagogical Content Knowledge (PCK) is traditionally defined as a static quality that teachers possess and apply in practice, we conceive of PCK as constituted by a dynamic, mutually influencing process between teacher and students. This co-constructing process is expressed in real-time interaction and defined by us as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to develop a practically usable instrument that can track the microgenetic moment-to-moment interaction that embodies EPCK, and that enables us to observe different features and levels of EPCK in the form of changes in this interaction dynamics. We were interested to know how EPCK emerges and develops on the short-term time scale of classroom interaction. After presenting a general account of complex dynamic systems based measurement of psychological constructs (e.g., PCK), we describe a coding scheme for teacher-student interactions, based on theoretical EPCK components. The instrument was applied in an empirical observation study of a visit to a mobile planetarium by a grade 3 primary school class. A principal factor analysis was used to find latent EPCK components. Results show, firstly, that the instrument was reliable. Secondly, the variables in the coding scheme were relevant in view of the underlying theory. Thirdly, over the time course of the teaching session, latent components displayed various levels of EPCK – high, low or no ECPK. Instead of being an enduring or stable property of teaching-learning interactions, EPCK is a dynamic property occurring in the form of sequences of high and low levels, and corresponding peaks in the latent factors. Notably, EPCK did not appear in the form of a continuous steady state level but occurred in the form of bursts of high-level EPCK. We conclude that our coding scheme provides an adequate method for studying pedagogical content knowledge as it self-organizes in the form of real-time activity in the classroom. Keywords: complex dynamic systems approach, teaching-learning interaction, expressed pedagogical content knowledge, out-of-school science education, observation instrument, process validit
ΠΡΟΣΔΙΟΡΙΣΜΟΣ ΤΗΣ ΥΔΡΑΥΛΙΚΗΣ ΑΓΩΓΙΜΟΤΗΤΑΣ ΤΟΥ ΕΔΑΦΟΥΣ ΜΕ ΤΗ ΧΡΗΣΗ ΔΙΗΘΗΤΟΜΕΤΡΟΥ ΠΙΕΣΗΣ
No full textΣτην παρούσα εργασία συγκρίνονται οι τιμές της υδραυλικής αγωγιμότητας (Κ) του εδάφους σε αρνητικά φορτία πίεσης κοντά στον κορεσμό μεταξύ διαφορετικών μεθόδων υπολογισμού, από δεδομένα αθροιστικής διήθησης με τη χρήση διηθητομέτρου πίεσης. Για την απόκτηση των τιμών της K χρησιμοποιήθηκαν οι μέθοδοι σταθερής ροής των Ankeny et al., Reynolds and Elrick και Logsdon and Jaynes και ασταθούς ροής των Haverkamp et al. και Zhang. Επίσης, εξετάστηκε και η μέθοδος των White et al. η οποία είναι μέθοδος σταθερής ροής αλλά χρησιμοποιεί και δεδομένα ασταθούς ροής. Τα αποτελέσματα έδειξαν ότι και οι τρεις μέθοδοι σταθερής ροής, καθώς και η μέθοδος του Zhang τείνουν να αποκτούν παρόμοιες τιμές K. Οι εξισώσεις των Haverkamp et al. και White et al. έδωσαν ακόμα και αρνητικές τιμές της K σε αρκετές περιπτώσεις αρνητικών φορτίων πίεσης, γεγονός αφύσικο
Epistemology as a Transsemiotic Cartography of Human Knowledge
No full textThe following treatise departs from the assumption that epistemology is a theory of knowledge, which gives answers to selected questions about its objective and/or subjective status, firstly, how the knowledge exists, secondly, how the knowledge is acquired or learned and taught, thirdly, how the knowledge is preserved or documented, fourthly, how the knowledge is constructed and justified, and finally how the acquisition and dissemination of knowledge depends on ethical virtues and moral duties of the knowing subject. These five answers constitute five types of epistemology, respectively, in the perspectivist metascientific sense, in the solipsistic acquisitory sense, in the textualistic documentary sense, in the interrogativist argumentary sense, and in the normativist aretological sense
Performance and the Score: an Ethnomusicological Perspective
No full textThrough semi-structured interviews spanning over six years and in three different countries, this article explores the manner in which performers with different musical backgrounds interact with music notation of western and non-western origin. The aim is to highlight the participants’ cultural perspectives and intellectual mindsets which influence their logic of what consists of a musical score, and how it is to be addressed in performance. The interviews presented here reveal that the relationship between musicians and the written aspect of music is not uniform, even within performers of comparably similar music traditions, as the role of music and its textual representation themselves are not uniform in their goals and operational mode
Ukrainian and Belarusian church music of the 17th century: meeting of the East with the West
No full textThe late 16th – the beginning of the 17th century became a turning point for the development of the Ukrainian-Belarusian church chant tradition. The most important sign of its renewal was a change of musical semeiography. The five-line square Kyiv notation gradually replaced the znamena one of neumatic type.The Ukrainian-Belarusian church repertoire was enriched by monodic Balkan chants (Bulgarian and Greek) and European-style polyphonic works. Such innovations were due to various factors which are discussed in this article. Borrowing Greek chants was a step towards the Greek East. Our attribution of kalophonic Greek chants, written in Ukrainian and Belarusian staff-notated manuscripts of the late 16th – 18th centuries, materializes this step with names and facts previously unknown to historians of Ukrainian, Belarusian and Byzantine music. The appearance of Ukrainian polyphonic music was a step towards the West, which testified to the mental openness of Ukrainians, since musical means (monophony or polyphony) for the most Orthodox residents of the Ukrainian and Belarusian lands of the Polish-Lithuanian Commonwealth, did not become a marker of confessional affiliation, although the idea of associating polyphony with Catholics circled in those days.With the advent of polyphonic singing, the monophonic chant tradition has not disappeared. Often the Divine Liturgy itself was monophonic, and only the church concert was polyphonic. The Eastern tradition of church chant met with the Western one, they started coexisting, and this was the unique feature of the Ukrainian-Belarusian church music of the 17th century
ΑΞΙΟΛΟΓΗΣΗ ΤΩΝ ΨΥΧΟΜΕΤΡΙΚΩΝ ΙΔΙΟΤΗΤΩΝ ΤΟΥ ΕΡΩΤΗΜΑΤΟΛΟΓΙΟΥ ΣΤΡΑΤΗΓΙΚΩΝ ΑΝΤΙΜΕΤΩΠΙΣΗΣ ΓΙΑ ΠΑΙΔΙΑ ΣΧΟΛΙΚΗΣ ΗΛΙΚΙΑΣ ΣΕ ΔΕΙΓΜΑ ΕΛΛΗΝΩΝ ΜΑΘΗΤΩΝ = EXAMINATION OF THE PSYCHOMETRIC PROPERTIES OF THE SCHOOLAGERS’ COPING STRATEGIES INVENTORY IN A SAMPLE OF GREEK STUDENTS
No full textΟι στρατηγικές που αξιοποιούν τα παιδιά σχολικής ηλικίας για την αντιμετώπιση αγχογόνων καταστάσεων έχει σημαντικές ακαδημαϊκές, κοινωνικές, και ψυχολογικές επιπτώσεις. Ωστόσο, τα ερωτηματολόγια που είναι διαθέσιμα στους Έλληνες ερευνητές και εξετάζουν τις στρατηγικές αντιμετώπισης των παιδιών είναι ελάχιστα και μακροσκελή, γεγονός που τα καθιστά δύσχρηστα για τα παιδιά μικρότερης ηλικίας. Η παρούσα έρευνα στόχευε στον έλεγχο της δομής της ελληνικής εκδοχής του Ερωτηματολογίου Στρατηγικών Αντιμετώπισης για Παιδιά Σχολικής Ηλικίας (Ryan-Wenger, 1990), καθώς και στη διερεύνηση της επίδρασης του φύλου και της ηλικίας στις στρατηγικές αντιμετώπισης που επιλέγουν τα παιδιά. Στην παρούσα έρευνα συμμετείχαν 361 μαθητές 8-12 ετών, οι οποίοι συμπλήρωσαν το Ερωτηματολόγιο Στρατηγικών Αντιμετώπισης για Παιδιά Σχολικής Ηλικίας. Η διερευνητική και επιβεβαιωτική παραγοντική ανάλυση έδειξε ότι το ερωτηματολόγιο αποτελείται από πέντε υποκλίμακες, οι οποίες αντιστοιχούν σε στρατηγικές αντιμετώπισης μέσω συναισθηματικού ξεσπάσματος, ενεργού αντιμετώπισης μέσω δραστηριοτήτων, επικέντρωσης στην αντιμετώπιση του προβλήματος, αντιμετώπισης μέσω της αποφυγής και απομάκρυνσης, και αντιμετώπισης μέσω της αναζήτησης κοινωνικής υποστήριξης, και οι οποίες είχαν ικανοποιητική εσωτερική συνοχή. Το φύλο δε φάνηκε να επιδρά σημαντικά στις αναφερόμενες στρατηγικές. Ως προς την ηλικία, οι μικρότεροι μαθητές φάνηκε ότι καταφεύγουν στις στρατηγικές αντιμετώπισης μέσω συναισθηματικού ξεσπάσματος συχνότερα συγκριτικά με τους μεγαλύτερους μαθητές. Τα αποτελέσματα προσφέρουν προκαταρκτικά στοιχεία για τις ψυχομετρικές ιδιότητες του ερωτηματολογίου.Children’s coping strategies have academic, social, and psychological implications. However, there are only a few, lengthy questionnaires available to Greek researchers that examine children’s coping strategies, which makes them impractical for use with younger children. The present study aimed at investigating the factorial structure of the Greek version of the Schoolagers’ Coping Strategies Inventory (Ryan-Wenger, 1990), and possible gender and age effects on children’s coping strategies. Participants were 361 students 8-12 years old. Exploratory and confirmatory factor analysis showed that the Greek version of the questionnaire consists of five subscales that correspond to coping through emotional outburst, active coping through activities, focus on problem solving, avoidance and withdrawal, and seeking social support, all of which had satisfactory internal consistency. Gender did not affect any of the strategies. However, younger students reported more often resorting to emotional outbursts compared to older students. The results offer preliminary evidence for the psychometric properties of the questionnaire.Οι στρατηγικές που αξιοποιούν τα παιδιά σχολικής ηλικίας για την αντιμετώπιση αγχογόνων καταστάσεων έχει σημαντικές ακαδημαϊκές, κοινωνικές, και ψυχολογικές επιπτώσεις. Ωστόσο, τα ερωτηματολόγια που είναι διαθέσιμα στους Έλληνες ερευνητές και εξετάζουν τις στρατηγικές αντιμετώπισης των παιδιών είναι ελάχιστα και μακροσκελή, γεγονός που τα καθιστά δύσχρηστα για τα παιδιά μικρότερης ηλικίας. Η παρούσα έρευνα στόχευε στον έλεγχο της δομής της ελληνικής εκδοχής του Ερωτηματολογίου Στρατηγικών Αντιμετώπισης για Παιδιά Σχολικής Ηλικίας (Ryan-Wenger, 1990), καθώς και στη διερεύνηση της επίδρασης του φύλου και της ηλικίας στις στρατηγικές αντιμετώπισης που επιλέγουν τα παιδιά. Στην παρούσα έρευνα συμμετείχαν 361 μαθητές 8-12 ετών, οι οποίοι συμπλήρωσαν το Ερωτηματολόγιο Στρατηγικών Αντιμετώπισης για Παιδιά Σχολικής Ηλικίας. Η διερευνητική και επιβεβαιωτική παραγοντική ανάλυση έδειξε ότι το ερωτηματολόγιο αποτελείται από πέντε υποκλίμακες, οι οποίες αντιστοιχούν σε στρατηγικές αντιμετώπισης μέσω συναισθηματικού ξεσπάσματος, ενεργού αντιμετώπισης μέσω δραστηριοτήτων, επικέντρωσης στην αντιμετώπιση του προβλήματος, αντιμετώπισης μέσω της αποφυγής και απομάκρυνσης, και αντιμετώπισης μέσω της αναζήτησης κοινωνικής υποστήριξης, και οι οποίες είχαν ικανοποιητική εσωτερική συνοχή. Το φύλο δε φάνηκε να επιδρά σημαντικά στις αναφερόμενες στρατηγικές. Ως προς την ηλικία, οι μικρότεροι μαθητές φάνηκε ότι καταφεύγουν στις στρατηγικές αντιμετώπισης μέσω συναισθηματικού ξεσπάσματος συχνότερα συγκριτικά με τους μεγαλύτερους μαθητές. Τα αποτελέσματα προσφέρουν προκαταρκτικά στοιχεία για τις ψυχομετρικές ιδιότητες του ερωτηματολογίου.Children’s coping strategies have academic, social, and psychological implications. However, there are only a few, lengthy questionnaires available to Greek researchers that examine children’s coping strategies, which makes them impractical for use with younger children. The present study aimed at investigating the factorial structure of the Greek version of the Schoolagers’ Coping Strategies Inventory (Ryan-Wenger, 1990), and possible gender and age effects on children’s coping strategies. Participants were 361 students 8-12 years old. Exploratory and confirmatory factor analysis showed that the Greek version of the questionnaire consists of five subscales that correspond to coping through emotional outburst, active coping through activities, focus on problem solving, avoidance and withdrawal, and seeking social support, all of which had satisfactory internal consistency. Gender did not affect any of the strategies. However, younger students reported more often resorting to emotional outbursts compared to older students. The results offer preliminary evidence for the psychometric properties of the questionnaire
Enhancing EFL learners’ speaking skills through video-based activities on Edmodo
No full textThis paper aims at exploring the impact of integrating video-based activities into English as a foreign language (EFL) instruction on enhancing Greek EFL learners’ speaking skills. The researcher designed video-based lessons for A1-C2 levels and uploaded the material to the educational platform Edmodo in order to further examine to what extent the participating teachers perceive Edmodo as a community of practice that can contribute to their professional development. The instruments used to collect the data were an online questionnaire, unstructured discussions on Edmodo and at the language school (frontistirio), as well as a short interview. 15 colleagues of the researcher participated in the study with the research findings revealing that the majority of them had a positive attitude towards the integration of video-based activities into speaking lessons and the use of Edmodo
L2/L3 acquisition of the English indefinite article
No full textThis study investigated the second/third language (L2/L3) acquisition of the English indefinite article by speakers of Jordanian-Arabic (JA) and Cypriot-Greek (CG). This study contributed to the fields of L2/L3 acquisition of the English indefinite article. Results obtained from a forced-choice elicitation task (FCET) and a questionnaire revealed that the groups’ use of a(n) was due to the structural difficulty between English and CG/JA. It was found that English proficiency was the most influential factor that contributed to the acquisition of a(n). Unlike the L2 CG and L3 groups’ results, the L2 Jordanian group’s results supported the Fluctuation Hypothesis
Cue reliance during the categorization of English vowels by Russian speakers
No full textThe present study aims to investigate the cue reliance of Russian learners of English during the categorization of L2 sounds into their L1 phonological system through an experimental analysis. The findings showed that the participants categorized one or more English vowels into a spectrally close Russian phonological category. Also, most of the L2 vowels that fitted better to Russian phonological categories had closer durations to those Russian categories than other vowels that were bad exemplars. Thus, it is suggested that L2 sound categorization might be a matter of L1-L2 category spectral and temporal matching