المؤلفون: Nikolaos Zarkadis (ORCID 0000-0003-0542-1958), George Papageorgiou (ORCID 0000-0002-3725-4499), Angelos Markos (ORCID 0000-0002-4204-3573)

المصدر: Science Education International. 2024 35(2):109-118.

تمت مراجعته من قبل الزملاء: Y

Page Count: 10

الواصفات: Science Instruction, Teaching Methods, Scientific Concepts, Concept Formation, Grade 12, Secondary School Students, Urban Schools, Science Tests, Pictorial Stimuli, Misconceptions, Foreign Countries, Quantum Mechanics

مصطلحات جغرافية: Greece

مستخلص: The study investigates secondary students' understanding of "orbital" and "electron cloud" concepts in different quantum contexts (for values of the ?principal quantum number n = 1 and n = 2) on the basis of their verbal and pictorial representations, evaluating also their consistency. Participants, which were 192 12th-grade students from six urban secondary schools of Northern Greece, represented these two concepts through two corresponding tasks of a paper-and-pencil assessment tool, each of which comprised two parts for verbal and pictorial representations, respectively. Results provide evidence that although students struggle to express verbally the orbital and electron cloud concepts, their competences in the corresponding pictorial representations are relatively better, exhibiting inconsistencies between verbal and pictorial representations. Inconsistencies also exist between representations of the orbital and electron cloud concepts, since students appear to have verbally a better understanding of the electron cloud than the orbital, whereas the opposite holds true for their pictorial representations. Comparing verbal and pictorial representations, the pictorial ones appear to be more consistent tools, whereas a quantum context defined by n = 2 seems to be more challenging for students compared to that of n = 1. Furthermore, an analysis of student profiles leads to their categorization in four classes, providing additional relevant information. Implications for science education are also discussed.

Abstractor: As Provided

المؤلفون: Gkoros, Dimitrios (ORCID 0000-0001-8476-9287), Papageorgiou, Aikaterini (ORCID 0000-0002-2159-6064)

المصدر: Turkish Online Journal of Distance Education. 2023 24(3):311-329.

تمت مراجعته من قبل الزملاء: Y

Page Count: 19

الواصفات: Preschool Education, Distance Education, Teacher Attitudes, COVID-19, Pandemics, Barriers, Affordances, Preschool Teachers, Technological Literacy, Access to Computers, Parent Participation, Foreign Countries, Familiarity, Teaching Experience

مصطلحات جغرافية: Greece

مستخلص: Coronavirus pandemic has imposed significant innovations in all aspects of our lives which were a respond to precautional measures to avoid COVID-19 spreading throughout the community. In many countries, Greece included, education shifted rapidly to a distanced form affecting this section of our lives as well. The present study attempts to investigate the intergration of distance education in preschool education in the future as well as the factors that promote or inhibit it, by examining the views of kindergarten teachers. By employing quantitative modes of enquiry and specifically a significant number of questionnaires we concluded that teachers argue about the effectiveness of distance learning. Specifically, in order for the educational community to start a meaningful conversation about the integration of distance education in preschool education, issues such as teachers' technological readiness, technological equipment and parental involvement need to be addressed.

Abstractor: As Provided

المؤلفون: Panagiota Papageorgiou

المصدر: International Journal of Education & the Arts. 2023 24(17).

تمت مراجعته من قبل الزملاء: Y

Page Count: 28

الواصفات: Music Education, Multicultural Education, Cultural Awareness, Elementary School Students, Student Attitudes, Global Approach, Sense of Community, Grade 5, Grade 6, Foreign Countries, Diversity, Music, Social Experience, Interpersonal Relationship

مصطلحات جغرافية: Greece, Ghana, Puerto Rico, Bolivia, Africa, Canada, Ireland, Palestine, China, New Zealand

مستخلص: This ethnographic study explores how elementary school children's participation in a culturally diverse music program, which featured their active engagement in group music-making and their acquaintance with the cultural-historical context of the music, affected them on interpersonal, collective, and social levels. The study focuses on the feelings of connectedness that the children experienced with their classmates, with the teacher-researcher, and with the people whose musical cultures they studied. The research involved fifth- and sixth-graders from two Greek elementary schools. The data are derived from participant observation, interviews with the children, and the children's written reflections. The analysis brings to view the many different nuances of the above feelings, the avenues through which they emerged, and the value they had for the children. The study shows that a meaningful engagement with the world's diverse musical cultures has the power to positively transform relationships inside schools and the children's feelings toward the cultural Other.

Abstractor: As Provided

المؤلفون: Zarkadis, Nikolaos (ORCID 0000-0003-0542-1958), Papageorgiou, George (ORCID 0000-0002-3725-4499), Markos, Angelos (ORCID 0000-0002-4204-3573)

المصدر: Science Education International. 2022 33(1):93-101.

تمت مراجعته من قبل الزملاء: Y

Page Count: 9

الواصفات: Quantum Mechanics, Grade 12, Secondary School Students, Nuclear Physics, Foreign Countries, Science Instruction, Illustrations, Concept Formation, Scientific Concepts, Profiles, Teaching Methods, Science Tests, Task Analysis

مصطلحات جغرافية: Greece

مستخلص: The main purpose of this study was to investigate the consistency of pictorial representations of the atomic structure drawn by students on the basis of particular quantum numbers' characteristics. Participants were 192 students of the 12th grade of secondary Greek schools. This study's instrument, a paper-and-pencil assessment tool, included four open-ended tasks. In each one of the four tasks, students were asked to draw representations of the atomic structure under two specific conditions concerning particular quantum numbers' values. Results indicated the existence of a consistency between pictorial representations, providing indications that this kind of representation could be used as a consistent tool in order to study students' understanding of the contribution of quantum number characteristics in the configuration of the atomic structure. Furthermore Latent Class Analysis revealed distinct student profiles indicating how this consistency is distributed across the sample and emerging student classes that have problems in conceptualizing the characteristics of the first and fourth quantum numbers. Implications for science education are discussed.

Abstractor: As Provided

المؤلفون: Zarkadis, Nikolaos (ORCID 0000-0003-0542-1958), Stamovlasis, Dimitrios (ORCID 0000-0003-0808-9065), Papageorgiou, George (ORCID 0000-0002-3725-4499)

المصدر: Science Education International. May 2021 32(2):164-171.

تمت مراجعته من قبل الزملاء: Y

Page Count: 8

الواصفات: Nuclear Physics, Scientific Concepts, Concept Formation, Misconceptions, Schemata (Cognition), Secondary School Students, Adolescents, Student Characteristics, Freehand Drawing, Foreign Countries

مصطلحات جغرافية: Greece

مستخلص: The present study investigated the association of students' fundamental ideas and misconceptions about ontological features of atom identity and behavior with the formation of their portrayed representations of the atomic structure. Participants (n = 421) were secondary education students in the eighth, tenth, and twelfth grades. Students' portrayed representations of the atomic structure were accessed through drawing tasks, while their understanding of the ontological features of atom was measured through a specially designed questionnaire. Latent Class Analysis (LCA), a psychometric method, was applied to the elementary features of the portrayed representations to classify them and test the potential coherence of their representations regarding atomic structure. The LCA revealed three latent classes, which showed a relative coherence in three of the anticipated models, "Particle model," "Nuclear model," and "Bohr's model." Moreover, students' conceptions and misconception about the ontological features of atom were used as covariates in the LCA and their effects on the above-mentioned class-memberships were estimated. Results indicated a significant effect of students' conceptions of the atomic ontological features on their portrayed representations of the atomic structure. Implications for theory and practice are discussed.

Abstractor: As Provided

المؤلفون: Zarkadis, Nikolaos, Stamovlasis, Dimitrios, Papageorgiou, George

المصدر: European Journal of Physics Education. 2021 12(1):1-14.

تمت مراجعته من قبل الزملاء: Y

Page Count: 14

الواصفات: Secondary School Students, Piagetian Theory, Nuclear Physics, Cognitive Style, Logical Thinking, Age Differences, Gender Differences, Grade 8, Grade 10, Grade 12, Foreign Countries, Visual Aids, Models

مصطلحات جغرافية: Greece

مستخلص: The present study investigates the effect of three neo-Piagetian constructs, namely Formal Reasoning (FR), Field Dependence/Independence (FDI) and Divergence (DIV), as well as the effect of age and gender, on students' portrayed representations of the atomic structure, considering their degree of coherence. For this purpose students' representations were examined for their consistency across three task contexts, using Latent Class Analysis (LCA), in order to identify distinct latent classes of participants providing specific consistent representations. Participants (n=421) were students of the grades 8th, 10th and 12th of secondary education. LCA led to three clusters, in each of which, students' responses demonstrated a consistency across tasks, with Bohr's model, Nuclear model and Particle model, respectively. LCA with the covariates provided evidence for the association of the three cluster-memberships with the neo-Piagetian variables and age, while no effect of gender was found. Implications for science education are also discussed.

Abstractor: As Provided

المؤلفون: Papageorgiou, George, Amariotakis, Vasilios, Spiliotopoulou, Vasiliki

المصدر: Science Education International. Sep 2019 30(3):181-193.

تمت مراجعته من قبل الزملاء: Y

Page Count: 13

الواصفات: Foreign Countries, Science Instruction, Chemistry, Textbooks, Secondary School Science, Taxonomy, Scientific Concepts, Illustrations, Visual Aids, Textbook Content

مصطلحات جغرافية: Greece

مستخلص: The illustration characteristics of 221 visual representations (VRs) of submicroscopic particles in nine Greek secondary chemistry school textbooks from the last three decades were analyzed. This analysis was done to develop a taxonomy that could help science teachers and curricula designers evaluate the efficacy of such characteristics on student learning. The sample was quantitatively divided into three distinct time periods and analyzed qualitatively using the phenomenographic method through an inductive approach. The "unit of analysis" was every VR of submicroscopic particles together with its caption. Qualitative analysis revealed characteristics such as the type of VR, the way of expression, the signs used, the dimensions represented, the text included, and the complexity of the VR. Quantitative analysis revealed the effect of time on the characteristics. The taxonomy provides an integrated view of VRs illustration characteristics that could help in realizing the multiple ways in which the meaning of a VR could be interpreted, whereas it can also contribute to future appropriate design and use of such VRs toward a better science curriculum.

Abstractor: As Provided

المؤلفون: Angeloudi, Anastasia, Papageorgiou, George, Markos, Angelos

المصدر: Science Education International. Sep 2018 29(3):127-136.

تمت مراجعته من قبل الزملاء: Y

Page Count: 10

الواصفات: Science Instruction, Persuasive Discourse, Grade 5, Elementary School Students, Scientific Concepts, Elementary School Science, Foreign Countries, Science Experiments

مصطلحات جغرافية: Greece

مستخلص: The study explored the possibilities to improve students' argumentation ability concerning factors that affect dissolving, through the implementation of two versions of a teaching scheme, with and without particle theory. The participants (age range 10-11, n = 27) belonged to two fifth-grade classes of a primary school in Northern Greece. Data were collected through an open-ended written test and a semi-structured interview targeting four of the components of an argument: Claims, data, warrants, and rebuttals, for five factors affecting the dissolving of a solid substance in water: Temperature, stirring, amount of the substance, grain size, and nature of the substance itself. Results showed an improvement concerning the structure of students' arguments, whereas improvements in content quality appeared mainly in some cases where particle theory was implemented. Study limitations and implications for science education are discussed.

Abstractor: As Provided

المؤلفون: Zarkadis, Nikolaos (ORCID 0000-0003-0542-1958), Papageorgiou, George (ORCID 0000-0002-3725-4499), Markos, Angelos (ORCID 0000-0002-4204-3573)

المصدر: International Journal of Science Education. 2021 43(13):2250-2269.

تمت مراجعته من قبل الزملاء: Y

Page Count: 20

الواصفات: Nuclear Physics, Number Concepts, Grade 12, Secondary School Students, Concept Formation, Foreign Countries, Chemistry, Verbal Communication, Visual Aids, Reliability

مصطلحات جغرافية: Greece

مستخلص: The study aims to investigate students' conceptualisation of the quantum numbers concept through their verbal descriptions and pictorial representations of the corresponding atomic structures. The study was conducted with the participation of 192 12th-grade students from six secondary schools in Northern Greece, via a paper-and-pencil test, developed by two of the authors, including four open-ended tasks. Each task comprised of two parts aiming to assess both the verbal description of a quantum number and pictorial representation of the atomic structure, respectively. Student responses in both parts were evaluated according to specific criteria, on the basis of their correctness and completeness, whereas the consistency between verbal and pictorial ways of expression was statistically assessed in terms of the symmetry of the corresponding contingency tables. Results provide evidence that students' relevant conceptual problems concern the first and fourth quantum numbers rather than the second and the third ones. Furthermore, an inconsistency between verbal descriptions and pictorial representations is more present in the cases of the fourth and especially the first quantum number, whereas verbal descriptions of the second and third quantum numbers appear to have a rather consistent distribution across categories of pictorial representations. Implications for science education are also discussed.

Abstractor: As Provided

المؤلفون: Apostolopoulos, Ioannis D., Papathanasiou, Nikolaos D., Apostolopoulos, Dimitris J., Papandrianos, Nikolaos, Papageorgiou, Elpiniki I.

المصدر: Diseases; Jun2024, Vol. 12 Issue 6, p115, 16p

مصطلحات موضوعية: SOLITARY pulmonary nodule, MEDICAL screening, COMPUTED tomography, JUDGMENT (Psychology)

مصطلحات جغرافية: GREECE

مستخلص: The study investigates the efficiency of integrating Machine Learning (ML) in clinical practice for diagnosing solitary pulmonary nodules' (SPN) malignancy. Patient data had been recorded in the Department of Nuclear Medicine, University Hospital of Patras, in Greece. A dataset comprising 456 SPN characteristics extracted from CT scans, the SUVmax score from the PET examination, and the ultimate outcome (benign/malignant), determined by patient follow-up or biopsy, was used to build the ML classifier. Two medical experts provided their malignancy likelihood scores, taking into account the patient's clinical condition and without prior knowledge of the true label of the SPN. Incorporating human assessments into ML model training improved diagnostic efficiency by approximately 3%, highlighting the synergistic role of human judgment alongside ML. Under the latter setup, the ML model had an accuracy score of 95.39% (CI 95%: 95.29–95.49%). While ML exhibited swings in probability scores, human readers excelled in discerning ambiguous cases. ML outperformed the best human reader in challenging instances, particularly in SPNs with ambiguous probability grades, showcasing its utility in diagnostic grey zones. The best human reader reached an accuracy of 80% in the grey zone, whilst ML exhibited 89%. The findings underline the collaborative potential of ML and human expertise in enhancing SPN characterization accuracy and confidence, especially in cases where diagnostic certainty is elusive. This study contributes to understanding how integrating ML and human judgement can optimize SPN diagnostic outcomes, ultimately advancing clinical decision-making in PET/CT screenings. [ABSTRACT FROM AUTHOR]

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