Research output
Publications & Papers
Publications
Total: 108Journal article: 94Conference paper: 6Book chapter: 8
2026
Teachers' Artificial Intelligence Practices, Benefits, and Challenges
Since the emergence of Artificial Intelligence (AI) in aspects of everyday life and its introduction into the educational sector, teachers from primary and secondary education level have been attempting to implement it into their practices, recognizing its benefits while also trying to address the challenges it presents. This systematic literature review followed the PRISMA guidelines with specific inclusion and exclusion criteria, analyzing 49 peer-reviewed empirical articles in English, published online by the end of 2024 from Scopus and Web of Science databases. The main objectives were to identify teachers' practices, the benefits and the challenges, as they were shaped by the integration of AI into their teaching, aiming to gather trends, update knowledge and understand how it can be useful for learning without posing any threat. The results identified key insights in areas such as AI literacy, personalization of learning, assessment and feedback, ethical and responsible use, human-AI collaboration, academic integrity, teachers' attitudes and perceptions, and continuous PD.
Teacher Education Students’ Practices, Benefits, and Challenges in the Use of Generative AI Tools in Higher Education
Despite the growing adoption of generative artificial intelligence (GenAI) tools in higher education, limited research has examined how future educators perceive and use these technologies in their academic practices. This study investigates the practices, perceived benefits, and challenges associated with the use of GenAI tools—such as ChatGPT—among undergraduate students enrolled in programs that confer teaching qualifications. Using a mixed-methods design, data were collected from 314 students from the Early Childhood Education, Philosophy, and Philology departments. The findings indicate that the majority of students use GenAI tools primarily for academic purposes, most commonly for information searching, data analysis, study advice, and exam preparation. Students reported several perceived benefits, including rapid access to information, time efficiency, improved comprehension of complex concepts, enhanced study organization, and support with assignments and research-related tasks such as summarizing or translating academic texts. At the same time, participants expressed notable concerns, particularly regarding over-reliance on AI, reduced personal effort, risks to academic integrity, diminished critical thinking, and weakened research skills. Additional challenges included misinformation, reduced creativity, improper use of AI-generated content, skill underdevelopment, and potential technological dependence. The study concludes that teacher education programs should systematically integrate AI literacy and responsible-use training to prepare future educators to address the pedagogical and ethical implications of GenAI in educational settings.
Artificial Intelligence in K-12 Education: A Systematic Review of Teachers’ Professional Development Needs for AI Integration
Artificial intelligence (AI) is reshaping how learning environments are designed and experienced, offering new possibilities for personalization, creativity, and immersive engagement. This systematic review synthesizes 43 empirical studies (Scopus, Web of Science) to examine the training needs and practices of primary and secondary education teachers for effective AI integration and overall professional development (PD). Following PRISMA guidelines, the review gathers teachers’ needs and practices related to AI integration, identifying key themes including training practices, teachers’ perceptions and attitudes, ongoing PD programs, multi-level support, AI literacy, and ethical and responsible use. The findings show that technical training alone is not sufficient, and that successful integration of AI requires a combination of pedagogical knowledge, positive attitudes, organizational support, and continuous training. Based on empirical data, a four-level, process-oriented PD framework is proposed, which bridges research with educational practice and offers practical guidance for the design of AI training interventions. Limitations and future research are discussed.
Artificial Intelligence in Higher Education: a systematic review across academic disciplines
This systematic review examines how higher education students use artificial intelligence (AI) across academic disciplines, including its benefits and concerns. Following PRISMA guidelines, 100 Scopus-indexed studies were analyzed. Findings show disciplinary differences in AI adoption, with Linguistics and Language-related Studies and Medical and Health Sciences reporting the highest use. Benefits include personalized feedback, increased engagement, self-regulated learning, and improved academic performance. However, concerns such as academic integrity risks, over-reliance on AI, ethical and privacy issues, uneven AI literacy, and limited pedagogical alignment persist. The review highlights the need for coherent frameworks, institutional policies, and discipline-specific AI training in higher education.
2025
Criteria for evaluating digital technology used to support computational thinking via inquiry learning—The case of two educational software applications for mathematics and …
A Sustainable Energy-Efficient IoT Smart Parking Prototype Based on Micro: Bit Microcontroller
Unplugged Activities for Teaching Decision Trees to Secondary Students—A Case Study Analysis Using the SOLO Taxonomy
The integration of Artificial Intelligence (AI) technologies in students’ lives necessitates the systematic incorporation of foundational AI literacy into educational curricula. Students are challenged to develop conceptual understanding of computational frameworks such as Machine Learning (ML) algorithms and Decision Trees (DTs). In this context, unplugged (i.e., computer-free) pedagogical approaches have emerged as complementary to traditional coding-based instruction in AI education. This study examines the pedagogical effectiveness of an instructional intervention employing unplugged activities to facilitate conceptual understanding of DT algorithms among 47 9th-grade students within a Computer Science (CS) curriculum in Greece. The study employed a quasi-experimental design, utilizing the Structure of Observed Learning Outcomes (SOLO) taxonomy as the theoretical framework for assessing cognitive development and conceptual mastery of DT principles. Quantitative analysis of pre- and post-intervention assessments demonstrated statistically significant improvements in student performance across all evaluated SOLO taxonomy levels. The findings provide empirical support for the hypothesis that unplugged pedagogical interventions constitute an effective and efficient approach for introducing AI concepts to secondary education students. Based on these outcomes, the authors recommend the systematic implementation of developmentally appropriate unplugged instructional interventions for DTs and broader AI concepts across all educational levels, to optimize AI literacy acquisition.
Teaching Fractions to Third-Grade Students Using Enriched Books: A Case Study
Teachers’ job satisfaction in multicultural classes: the role of autonomy, teacher-student relationships, and teaching materials
As more immigrant and refugee children enter the Greek school system, elementary school teachers strive to educate them while considering their cultural needs. Such an effort could influence their job satisfaction, tampering with the quality of their teaching. The study aims to determine the level of teachers’ job satisfaction in multicultural classes. To achieve the above aim, a questionnaire was administered to 250 elementary school teachers who teach in multicultural classes in Thessaloniki, Greece. The analysis of the teachers’ responses reveals that they are dissatisfied with the teaching materials available. At the same time, they are moderately satisfied with their relationships with the students and their perceived autonomy. Their demographic characteristics, namely age, gender, experience in years, and education level, do not correlate with their job satisfaction. As Greece is a host country for many culturally diverse students, policymakers are required to improve teachers’ professional satisfaction in these classes.
Real-time Monitoring of IoT-based Educational Aquatic Microecosystem
Ensuring high-quality water is essential not only for human health but also for the survival and welfare of marine organisms. In biomedical research, fish are increasingly utilized due to their significance in understanding biological processes and human diseases. However, the manual upkeep of fish tanks in laboratory settings often leads to errors that can compromise both the health of the fish and the reliability of research results. This paper presents an automated mini aquarium designed to provide an optimal living environment for various fish species without human intervention. The system is designed to be cost-effective, energy-efficient and equipped with self-regulating mechanisms. It uses sensors to monitor critical parameters, including pH, temperature, turbidity, Total Dissolved Solids (TDS), and water levels, ensuring accurate tracking and control of the microecosystem. By incorporating Internet of Things (IoT) technology, the solution enables fully automated operation and remote monitoring, making it an accessible and practical tool for laboratories, researchers and higher education biology departments to study, cultivate and breed specific fish species. This approach reduces the potential for human error and the need for manual maintenance. Progressively, it aims to improve research outcomes and educational processes while ensuring the health, well-being, and longevity of the fish.
Marshmallows, Fun, and Constellations: A Mixed-Methods Evaluation of a STEAM Astronomy Workshop
This study evaluates a STEAM-based astronomy workshop for children, delivered at two science engagement events in Malta: Science in the City 2023 and Unconventional Science Careers Days 2023. The workshop integrated storytelling, mythological narratives, creative making activities, and digital tools within the 5E instructional model and the creative pedagogy CREATIONS, with constellations as the central theme. Using a mixed-methods approach, we collected survey data from 122 participants (aged M=10, SD=2.4) and practitioner observations. Quantitative analysis showed that most children (80.3%) found the workshop easy to understand, though 91.8% reported not learning new content. Despite this, 51.6% expressed strong interest in learning more about astronomy, and 55.7% wanted similar school workshops. Significant differences emerged by setting: open-air festival participants reported higher levels of enjoyment and clarity than classroom-based participants. Qualitative analysis revealed children emphasized astronomy knowledge, enjoyment, and creative processes, often linking learning to personal contexts such as zodiac signs. Practitioner observations highlighted parental involvement as both supportive and potentially intrusive. These findings suggest STEAM workshops emphasising artistic processes, can stimulate curiosity, engagement, and cultural relevance in astronomy education, while underscoring the importance of facilitator training and careful scaffolding to balance creativity with conceptual accuracy. The study contributes to research on non-formal STEAM learning by demonstrating the potential and challenges of integrating arts, storytelling, and science in astronomy education.
KNOWLEDGE OF SCHOOL UNIT EDUCATION EXECUTIVES REGARDING THE FOURTH INDUSTRIAL REVOLUTION
The Fourth Industrial Revolution (4IR) involves the integration of digital technologies, artificial intelligence, robotics, and other advanced systems into all aspects of society, including education. School principals, as key educational leaders, play a vital role in addressing both the challenges and the opportunities that 4IR presents. Their role is dynamic and continuously evolving as technology advances, making it essential for them to stay up to date with educational and technological developments. This study, part of a broader research project, aimed to explore the level of knowledge that educational executives (Principals, Deputy Principals, and Heads) across Greece possess about the 4IR. It sought to answer two main research questions: (a) To what extent do school leaders understand technologies related to the 4IR? (b) Do demographic factors such as gender, additional qualifications, or school level affect this knowledge? The study adopted a quantitative research method, using a structured questionnaire created via Google Forms. The questionnaire was distributed via email to public school directorates, including Kindergartens, Elementary Schools, Junior High Schools, and High Schools across Greece. It consisted of two parts: the first collected demographic information (gender, age, school level, years of service, and role), while the second assessed knowledge of 4IR technologies through thirteen statements rated on a four-point Likert scale (1 = Not at all, 4 = To a very great extent). Data collection took place between October and mid-November 2023, with 886 school leaders ultimately participating. In terms of demographics, 55.5% of respondents were women, 58.7% were aged 51–60, and 65.5% held postgraduate degrees. Participants included 25.1% Heads of Kindergartens, 37.2% Principals/Deputy Principals/Heads of Elementary Schools, and 37.7% Principals of Junior High and High Schools (Lyceums). Regarding 4IR knowledge, participants exhibited limited understan
IoT Devices and Their Impact on Learning: A Systematic Review of Technological and Educational Affordances
A principal factor of the fourth Industrial Revolution is the Internet of Things (IoT), a network of “smart” objects that communicate by exchanging helpful information about themselves and their environment. Our research aims to address the gaps in the existing literature regarding the educational and technological affordances of IoT applications in learning environments in secondary education. Our systematic review using the PRISMA method allowed us to extract 25 empirical studies from the last 10 years. We present the categorization of educational and technological affordances, as well as the devices used in these environments. Moreover, our findings indicate widespread adoption of organized educational activities and design-based learning, often incorporating tangible interfaces, smart objects, and IoT applications, which enhance student engagement and interaction. Additionally, we identify the impact of IoT-based learning on knowledge building, autonomous learning, student attitude, and motivation. The results suggest that the IoT can facilitate personalized and experiential learning, fostering a more immersive and adaptive educational experience. Based on these findings, we discuss key recommendations for educators, policymakers, and researchers, while also addressing this study’s limitations and potential directions for future research.
Humanities and Social Sciences Students’ views on the Use of AI Tools for Academic Purposes: Practices, Benefits, Challenges, and Suggestions
Students' views on AI tools can inform the development of a new policy framework for their use in higher education. In this context, this paper examines the views of higher education students at the University of Patras on the practices, benefits, challenges, and suggestions for these tools in academic contexts. A qualitative approach and semi-structured interviews were used to collect the research data, involving 17 humanities students at the University of Patras. Students seem to use AI tools mainly for writing papers and searching for information. They recognize benefits in terms of enhancing cognitive development, while also expressing concerns that need to be addressed, such as the weakening of academic integrity and the tendency towards plagiarism. At the same time, students suggest the need for institutional support for the proper and responsible use of artificial intelligence tools, through training seminars, integrating rules into the educational process, and cultivating digital literacy to promote conscious, creative, and non-passive usage.
Facilitating Inclusive Practices in Mathematics Education for All Learners
Inclusive education is now a global imperative driven by social and political dynamics. Yet realising this imperative for all students in mathematics education is difficult. The struggle of providing high quality inclusive mathematics education that meets the needs of all learners – including gifted, talented, creative and dissimilar learners – is one element of this challenge. A key component of inclusivity for these learners is the value they place upon their learning. This chapter explores the use of the previously developed What do I Find Important in Mathematics (WIFI) survey instrument to examine the measurement invariance of the instrument across learners in eight Countries/Economies: Ηong Kοng, Greece, Japan, Μacao, China, Μalaysia, Thailand and Turkey. Using a parallel analysis, Confirmatory Factor Analysis (CFA) the good fit of the configural invariance as well as the metric invariance of the six-factor model was confirmed. Four of the factors: achievement, practice, ICT and development, showed satisfactory psychometric properties and the partial scalar invariance model showed a satisfactory fit. One-way ANOVA and pairwise comparisons tests were also conducted, showing that there was a certain degree of heterogeneity on how learners in the eight Countries/Economies view mathematics values. These results provide effective and valid identification of learners’ values about learning mathematics across the eight Countries/Economies and have implications for the teaching of mathematics to provide inclusivity for learners, especially the gifted, talented learners, creative and dissimilar learners.
Design and Deployment of an Educational IoT-Based Micro Ecosystem with micro:bit Integration
With the exponential advancement of technology, the need for education in the fields of science and engineering is more crucial than ever. Students must be introduced to scientific concepts at an earlier age and through more hands-on educational practices, in order to not only build a solid foundation in science and technology but also to develop a genuine passion for turning their ideas into reality. Educational IoT integrated systems offer an innovative methodology that combines fundamental sciences, emerging information and communication technologies, and insights from the study of human behavior. The integration of IoT-based projects into the “digital school” is supported by contemporary learning theories, which assert that knowledge creation becomes more effective when students are actively engaged in constructing products that hold personal meaning. Furthermore, educational IoT integrated systems foster critical thinking, creativity, and resilience by encouraging students to develop their own strategies for addressing challenges under proper guidance. The ultimate objective is to empower students to build functional projects from scratch using smart academic tools that automate the most complex processes, allowing them to first internalize essential concepts with confidence. This paper presents the design and implementation of a simple educational microecosystem, demonstrating how fundamental principles from control systems, the Internet of Things (IoT), and automation can be effectively combined to enhance student learning and engagement.
Criteria for Evaluating Digital Technology Used to Support Computational Thinking via Inquiry Learning—The Case of Two Educational Software Applications for Mathematics and Physics
There is an ongoing need to evaluate whether commonly used educational software effectively supports inquiry-based learning and computational thinking skills development, which are key objectives in secondary STEM curricula. This research establishes criteria for characterising digital technologies, such as modelling and simulation software, virtual laboratories, and microcosms, to ensure their suitability in supporting students’ computational thinking through inquiry-based activities in STEM courses. The main criteria focus on six key areas: (a) production of meaning, (b) support in problem formulation, (c) ability to manage processes easily, (d) support in expressing solutions, (e) support in executing and evaluating solutions, and (f) ability to articulate and reflect on processes and solutions. Using this evaluation framework, two widely used software tools, Tracker 6.1.3 and GeoGebra 5, commonly employed in high school physics and mathematics, were assessed. The trial evaluation results are discussed, with recommendations for improving the software to support these educational objectives.
A Structural Equation Model Investigating the Impact of Tertiary Students’ Attitudes toward Statistics, Perceived Competence at Mathematics and Engagement on Statistics Performance
Research in the field of statistics teaching has gained momentum, with numerous studies reporting that attitudes towards statistics are related to student performance in a statistics course. The aim of this study was to explore the effects of students’ attitudes toward statistics, students’ perceived competence at mathematics, and students’ engagement in the learning process on their overall performance in a tertiary statistics course. The Survey of Attitudes Toward Statistics (SATS-28) was administered to 170 tertiary Early Childhood Education students in a large university in Greece. A Structural Equation Model was generated and a confirmatory factor analysis was performed resulting in a three-component structure being accepted. Path analysis revealed direct links between perceived competence at mathematics and the three attitudes components, as well as a direct effect of perceived competence at mathematics on students’ performance in the statistics course. Engagement in the learning process also had a direct impact on students’ performance.
2024
Statistical methods and techniques in the social sciences using SPSS
Utilizing Physics Teachers’ Epistemological and Pedagogical Conceptions to Develop a Research Instrument for Training Programs
Attitudes and beliefs of Greek preschool teachers on the teaching of Science
What if there is linguistic and cultural diversity in contemporary classrooms? Secondary school teachers’ attitudes, practices, and challenges towards student multilingualism
Despite cultural and linguistic diversity in contemporary societies, research revealed teachers' unpreparedness to welcome diversity in classrooms (e.g. Burner & Carlsen, 2019). Considering the impact of teachers' attitudes on their practices and students' learning (e.g. Fives, & Buehl, 2016), further research on teachers' attitudes to multilingualism and practices is needed, especially in countries where monolingual policies are adopted, such as Greece (Fotiadou et al., 2022; Gkaintartzi et al., 2015). The present study explores 237 Greek secondary education teachers' attitudes, practices and challenges regarding student multilingualism through a questionnaire and explains the relation between practices, attitudes, challenges and teachers' demographic features through a model. Quantitative data analysis shows that, despite teachers' positive attitudes towards multilingualism, they fail to integrate students' funds of knowledge. Simultaneously, their insistence on the official language use as the exclusive language of instruction and their belief that L1 maintenance is a family obligation reflects the impact of monolingualism and misconceptions about multilingualism in formal education. The effect of attitudes, challenges and certain demographic features (e.g. gender, age and training) on teachers' practices is also discussed. Findings imply the need for reconceptualising educational policies and teacher development programmes in the direction of multilingual education to consider all students' needs.
Investigation of Preschoolers’ Mathematical Skills: A Systematic Literature Review
Background/purpose. Awareness of the mathematical skills and knowledge children possess in their early years is widely accepted. This includes various common positive aspects, not only for educators but also for researchers and policymakers. This study presents a systematic review conducted to meticulously identify empirical studies published in the Scopus-Index Journal database about the mathematical skills children aged 3 to 8 years old have mastered. Materials/methods. This review followed the PRISMA guidelines and the research database comprised of Scopus-indexed journals. The technique followed used “keywords” and Boolean operators. The screening processes included reviewing abstracts, scanning complete texts of published articles, and rejecting those not meeting preset inclusion criteria. Moreover, systematic reviews, meta-analyses, and papers not written in English were also excluded. Of the 801 studies initially identified, a total of 15 empirical studies were included in the systematic review. Results. Children master various math skills from a very young age, mainly in “numbers and operations”, but face difficulties in skills related to “algebra” as well as “geometry and measurement”. Additionally, several preschoolers’ characteristics help to explain the acquisition of these skills, with “age” being the primary factor. Researchers use various research instruments and mainly conduct individual semi-structured interviews. Children’s geometry skills and knowledge appear to have been studied to a small extent. The areas of “measurement” and “data analysis and probability” were found to be under active investigation. Conclusion. It is worth noting that not only does a noticeable research gap exist for the math domains of “measurement,” “geometry,” and “data analysis and probability”. Factors that seem to affect young children’s math skills, such as “gender”, “parents’ educational level”, and “attendance to a preparatory preschool” need further investigation. T
Exploring the Role, Implementation, and Educational Implications of AI in Early Childhood Education
Errors and misconceptions of secondary school students in absolute values: a systematic literature review
Educational Approaches with AΙ in Primary School Settings: A Systematic Review of the Literature Available in Scopus
As artificial intelligence (AI) becomes increasingly prevalent, it has become a topic of interest in education. The use of AI in education poses complex issues, not only in terms of its impact on teaching and learning outcomes but also in terms of the ethical considerations regarding personal data and the individual needs of each student. Our study systematically analyzed empirical research on the use of AI in primary education, specifically for children aged 4–12 years old. We reviewed 35 articles indexed in SCOPUS, filtered them according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, analyzed them, and categorized the findings. The research focused on the studies’ objectives, learning content, learning outcomes, learning activities, and the pedagogy of activities or the AI tools. Our categorization resulted in three main categories of research objectives regarding the creation, implementation, and evaluation of AI tools and five categories for learning content: AI and ML (machine learning) concepts in STEM and STEAM, language learning, mathematics, arts, and various other subjects. The learning activities were split into four categories: apply, engage, interact, use; project-based learning with multiple activities; experience and practice; and students as tutors. The learning outcomes were split into three levels: cognitive, affective, and psychomotor. The pedagogy of AI tools falls into four categories: constructivism, experiential learning, AI-assisted learning, and project-based learning. The implications for teacher professional development are discussed.
Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes
Recent research emphasizes the importance of Artificial Intelligence applications as supporting tools for students in higher education. Simultaneously, an intensive exchange of views has started in the public debate in the international educational community. However, for a more proper use of these applications, it is necessary to investigate the factors that explain their intention and actual use in the future. With the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, this work analyses the factors influencing students’ use and intention to use Artificial Intelligence technology. For this purpose, a sample of 197 Greek students at the School of Humanities and Social Sciences from the University of Patras participated in a survey. The findings highlight that expected performance, habit, and enjoyment of these Artificial Intelligence applications are key determinants influencing teachers’ intentions to use them. Moreover, behavioural intention, habit, and facilitating conditions explain the usage of these Artificial Intelligence applications. This study did not reveal any moderating effects. The limitations, practical implications, and proposed directions for future research based on these results are discussed.
Criteria for Evaluating Digital Technology Used to Support Computational Thinking via Inquiry Learning—the Case of Two Educational Software for Mathematics and Physics
There is an ongoing need to evaluate whether commonly used educational software effectively supports inquiry-based learning and computational thinking skills development, which are key objectives in secondary STEM curricula. This research establishes criteria for characterising digital technologies, such as modelling and simulation software, virtual laboratories, and microcosms, to ensure their suitability in supporting students' computational thinking through inquiry-based activities in STEM courses. The main criteria focus on six key areas: (a) production of meaning, (b) support in problem formulation, (c) ability to manage processes easily, (d) support in expressing solutions, (e) support in executing and evaluating solutions, and (f) ability to articulate and reflect on processes and solutions. Using this evaluation framework, two widely used software tools, Tracker and GeoGebra, commonly employed in high school physics and mathematics, were assessed. The trial evaluation results are discussed, with recommendations for improving the software to support these educational objectives.
2023
Teachers' intention to use personal learning environments in education: An application of UTAUT2
Teaching intervention for the teaching of fractions using a digital game environment for 3rd grade students
Preservice teachers’ attitudes towards teaching History
Facilitating Inclusive Practices in Mathematics Education for All Learners The Cross-Country Invariance Properties of a Survey Instrument Designed to Measure Students’ Valuing …
Using Personal Learning Environments before, during and after the Pandemic: The Case of “e-Me”
The rapid developments in early 2020 with the emergence of COVID-19 have led humanity into unexpected situations with significant implications at all levels. In trying to cope with the urgent need for distance education, the Greek educational community has incorporated various platforms and digital tools previously unknown to most teachers and students. This study uses a mixed research method to capture (a) the frequency of use of a Personal Learning Environment called ‘e-me’ by the teachers before, during, and after the quarantine, and (b) the reasons why some teachers did not use this environment during these three periods. A total of 902 Greek teachers from primary and secondary education participated in this research. The results showed an almost universal non-use of ‘e-me’ before the pandemic and universal usage during the pandemic. Moreover, about 40% of these teachers used this personal learning environment after the pandemic. The main reason for not using this learning environment in the three periods is teachers’ familiarity with the interface of another platform. Implications for educational policy and teacher development programs are discussed.
The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom
The association of Artificial Intelligence (AI) and education has attracted researchers’ attention, as it is very beneficial for learners affecting the whole teaching procedure. ChatGPT, an AI language model developed by OpenAI and based on the Generative Pre-trained Transformers (GPT)-3.5 architecture, though newly introduced in November 2022, became very popular even within the first two months. Researchers have already explored and acknowledged the affordances of ChatGPT for language learning and teaching. In this context, the study aimed to examine the effectiveness of ChatGPT as a feedback tool on foreign language writing, especially for socially vulnerable populations, such as refugees/migrants, who face extra language difficulties. The study was conducted in a Junior High School (Gymnasium) classroom in an urban city in south Greece, which consisted of 8 students with a migrant/refugee background aged 15 years old who were attending German as a foreign language learning. The focus of the study was to analyze how the use of ChatGPT could improve foreign language writing in terms of vocabulary and grammar. After the students' first writing attempt, we asked ChatGPT to enhance the vocabulary and grammar of the texts. In contrast, the students received an improved version in terms of language and grammar, and then, they were asked to produce another writing piece of work on a similar topic to their first attempt. The study results indicated an increase in the total number of words, the unique words and the average word number per sentence in the improved version of their work. Overall, the study results were promising, indicating that ChatGPT could act as a language learning tool and support the teaching procedure, especially for students with a refugee/migrant background. However, further research is needed to investigate its use and effectiveness in diverse contexts.
The Construction of Precursor Models in the Thinking of Young Children: The Case of Expansion and Contraction of Metals
The aim of the current study is to examine how preschool children overcome their difficulties regarding thermal expansion and contraction and construct in their minds a precursor model; that is, an entity compatible with school knowledge. Having investigated these difficulties through a pretest, a teaching intervention was implemented based on both the telling of a fairy tale and the carrying out of experimental activities. Finally, the changes in children’s thinking were studied with a posttest. The study involved 36 children aged 4–6 years who voluntarily participated in individual semistructured interviews conducted by three researchers in a special kindergarten setting. The results of the study revealed statistically significant progress in children’s responses between pre- and posttests. Furthermore, the finding of almost 1/3 of children’s responses being compatible with school knowledge indicates that (a) it is possible for children of that age to construct a precursor model for thermal expansion and contraction and (b) the combination of storytelling along with experimental activities is probably an appropriate teaching strategy.
Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics
Only a limited number of research has examined preservice preschool teachers’ attitudes toward and beliefs about teaching mathematics, likely because there are no instruments aimed at preschool settings that have appropriately established psychometric properties. In the current study, we addressed this deficit and aimed to adapt the Preschool Teacher Attitudes and Beliefs toward Science (P-TABS) instrument in a sample of 164 Greek preservice preschool teachers and test its validity and reliability. Using a version of the P-TABS that had been adapted to mathematics, we investigated participants’ beliefs about and attitudes toward teaching mathematics and the impact of their previous experiences with mathematics, as well as their math anxiety, on their beliefs about and attitudes toward mathematics teaching. The results showed that this adapted version of the P-TABS was valid and reliable, and therefore it can be useful in the assessment of preservice preschool teachers’ beliefs about and attitudes toward teaching mathematics. The results also showed that teachers’ math anxiety and their previous experience with mathematics explained their beliefs about and attitudes toward teaching mathematics. This suggests that introducing courses on mathematics into teacher education programs could have a positive effect on preservice teachers’ beliefs about teaching mathematics.
Predicting the Behavioral Intention of Greek University Faculty Members to Use Moodle
An emerging area of research is the study of factors that influence the use of e-learning systems in higher education. Previous studies have mainly focused on the factors that influence the adoption of learning management systems (LMS) from the student’s point of view, and rarely from the point of view of the university lecturers. Moodle is an open-source LMS that has been used increasingly by the higher education community worldwide in the past few years. The purpose of this study is to investigate the factors that explain the acceptance of Moodle by academic personnel (faculty members) in the Greek higher education system. The convenience sample consists of 85 lecturers from different universities in Greece. All of them reported having used Moodle. Using the technology acceptance model, the correlations between the six latent variables (perceived ease of use, perceived usefulness, behavioral intention to use, perceived self-efficacy, subjective norms, and technology complexity) were examined. Five of the eight hypotheses were supported by variance base structural equation modelling. The total explained variance of the faculty members’ behavioral intention to use Moodle was estimated to be 68.3%. Perceived usefulness and perceived ease of use had a high overall effect. Subjective norms, self-efficacy, and technological complexity influenced the teachers’ intentions to adopt Moodle. This study recommends training as well as technical support for academic personnel. In addition, stakeholders should address these factors to increase usability, awareness of new opportunities for the educational community, accessibility, and the general dissemination of the benefits of learning management systems in education.
Misconceptions about Numbers and Operations–A Case Study of Preschoolers
Background/purpose -Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers' previous knowledge and misconceptions about mathematics, no corresponding research has been found in Greece. This study aims to investigate preschoolers' misconceptions about numbers and operations and to reveal differences between preschoolers aged 4-5 and 5-6 years old. Materials/methods -Data were collected through semi-structured interviews and analyzed according to content analysis methodology.
Leveraging Cognitive and Social Engagement in Blended Learning Through an AI-Augmented Pedagogical Framework
How Does Students’ Knowledge About Information-Seeking Improve Their Behavior in Solving Information Problems?
Background/purpose – This study investigates how the teaching intervention and familiarity with the search topic enhance Greek students’ behavior while solving information problems. Materials/methods – Seven university students solved three information problems on the same search topic during an academic semester. Between the first and second information problems, a didactic intervention was implemented aimed at familiarizing the participant undergraduates with the information problem-solving process based on the Big 6 model of Eisenberg & Berkowitz (1990) and the use of essential online search tools. Qualitative data were collected via observation and the think-aloud protocol. Results – The findings indicated that following the didactic intervention and familiarity with the search topic, the participants were able to realize a greater variety of actions in order to locate the required information. Conclusion – The study’s findings deepen the comprehension of how students’ information behaviors evolve, and indicate suitable interventions that could help to support students in performing more effective Internet searches.
Digital Games as Learning Tools: Mapping the Perspectives and Experience of Student Teachers in Greek Universities
Developing a research instrument to record pre-school teachers’ beliefs about teaching practices in natural sciences
In the last 30 years, 4 distinct theoretical approaches have been described for early childhood science education. The approaches are, empiricist, Piagetian, socio-cognitive and socio-cultural. Drawing on the differences among these approaches regarding the theoretical framework adopted in teaching, the role that is assigned to the teacher during the activity and the actions that are expected from the children, we aimed to serve 2 purposes with this research. Firstly, to elicit the in-service pre-school teachers’ beliefs about teaching practices for natural sciences and to record the approaches that these beliefs match. To fulfil this purpose, a new instrument was developed. Secondly, to examine the instrument’s validity and reliability. The participants in the study were 94 pre-school teachers who served in public schools in 2 prefectures in Greece. Research findings suggest that pre-school teachers tend to state that they mainly adopt practices that fit the empiricist approach while practices that fit the socio-cognitive approach are not used so often. Finally, they seem to rarely follow practices that fit the socio-cultural and Piagetian approaches.
Correlation between High School Students’ Computational Thinking and Their Performance in STEM and Language Courses
According to numerous researchers, a clear and direct correlation exists between Computational Thinking (CT) and courses falling under the purview of Science, Technology, Engineering, and Mathematics (STEM), thereby advocating for the integration of CT into the curricula of STEM courses. Nonetheless, it is noteworthy that only a few studies have scrutinized this correlation in-depth. Most such studies connect the correlation tacitly and predominantly concentrate on the empirical assessment of CT within the curriculum of one STEM discipline. This research seeks to evaluate the Computational Thinking abilities of 80 high school students in Greece and discern the extent of correlation with their academic performance in STEM and Greek language courses. A longitudinal survey was executed to accomplish this objective, commencing with administering a test designed to gauge the fundamental components of Computational Thinking. It is worth noting that this test draws its inspiration from internationally recognized computer competitions and serves as a credible assessment tool. Subsequently, an assessment was carried out to ascertain the degree of correlation between students’ Computational Thinking aptitude and their written performance in the subjects encompassed by the STEM category and the Greek language courses. The outcomes of this investigation revealed the presence of a statistically significant correlation between students’ Computational Thinking proficiency and their performance in these academic subjects, further extending to the academic direction of study chosen by the students. Based on the findings of this research, implications and pedagogical recommendations are delineated while concurrently acknowledging the limitations encountered during this study.
An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties
2022
PHYSICS TEACHERS’TRAINING WEBINARS FOR TEACHING AND LEARNING INTRODUCTORY THERMODYNAMICS IN UPPER SECONDARY SCHOOL
Les représentations des enseignants du cycle maternel relatives aux leurs pratiques empiristes lors des activités en sciences
Determinants of Greek students’ intention to use Facebook for academic purposes
Content and technological knowledge of computer science teachers in a French-speaking environment= Connaissances du contenu et connaissances technologiques des enseignants en …
Connaissances du contenu et connaissances technologiques des enseignants en Informatique en milieu francophone
Why Answer this Question? Experts’ Behaviors on Educational Community Question-Answering Platforms
This study explores the factors that influence experts’ regular contribution to educational community question-answering (CQA) platforms. Providing answers is essential for sharing knowledge on CQA platforms, but it also affects learners’ progressive inquiry. Therefore, the purpose of this study is to develop and test a theoretical model that aims to explain which factors influence whether experts answer questions on educational CQA platforms and how these factors correlate with each other to form a “map” of experts’ respective behavior. We examined experts’ perceptions of three dimensions: the CQA platform’s usability, the quality of questions asked, and the added value of answering these questions. We examined the factors involved in these dimensions from the perspective of the Theory of Planned Behavior to connect them with the experts’ perceptions, intentions, and actions on a CQA platform. As our case study, we took the 100mentors web and mobile app, a small-scale platform that addresses learning communities around the world, and we conducted a survey for their registered experts (N=126). The factorial structure indicated that experts first perceived the question quality mostly based on its relevance to their expertise or experience (question quality); secondly, that their intention to answer was mainly set by their motives to make a difference for the learner and partially by the user-friendliness of the platform (added value of answering and CQA platform’s usability); and finally, that their actions were connected to the regular use of the platform for answer-sharing (CQA platform’s usability). A future research challenge is to test the factorial structure in large-scale educational CQA platforms. The further confirmation of the expert behavior pattern can have a practical implication for the platforms to guide their expert community more efficiently and for the learners to pursue their learning through progressive inquiry.
Treatment of a chronic esophageal perforation after vertebral surgery with external vacuum therapy - a case report.
Esophageal perforations of any cause may escape early diagnosis and progress to lethal mediastinitis despite aggressive management. The treatment and outcome depends on the extent and chronicity of the injury. A CASE REPORT: We present a case of a late-diagnosed cervical esophageal rupture treated successfully with external vacuum therapy. A blunt trauma patient with cervical vertebral column fractures underwent fixation with a titanium bracket. A procedure-related esophageal perforation created an open fistulous communication to the skin. This was diagnosed with one month's delay. In diagnostic endoscopy the prosthesis was visible through a large esophageal defect. Evidence of mediastinitis was absent. The external wound was explored and a standard vacuum device was inserted. Nine weeks of continuous vacuum therapy achieved complete fistula closure and prevented infection. Mediastinitis was avoided and complete oral feeding was resumed. CONCLUSIONS: Different clinical presentations indicate surgical, endoscopic or conservative treatment. In this report, we provide the ground for discussion for the alternative application of the vacuum technology in a case where otherwise surgery would be the definite treatment.
The Effects of Social Desirability on Students’ Self-Reports in Two Social Contexts: Lectures vs. Lectures and Lab Classes
Attempts to detect socially desirable responding bias have mainly focused on studies that explore sensitive topics. However, researchers concur that the sensitive character of the survey could be affected by the social context within which the research is conducted. Little research has been reported worldwide investigating the potential effects of social desirability on students’ self-reports, considering the social context within which the survey is conducted. In this paper, we investigate the potential effects of social desirability on students’ self-reports in two social contexts within which the survey was conducted. More specifically, with a sample of 111 Greek students, we explored the effects of social desirability on students’ attitudes towards statistics in two cases: when the questionnaire was administered to participating students after attending (a) lectures and (b) both lectures and laboratory classes. Only in the second case were the items’ attitudes toward statistics associated with a score of socially desirable responding; moreover, social desirability accounted for the relationship between attitudes toward statistics and perceived competence in mathematics. Implications and limitations are also discussed.
Mobile learning-technology barriers in school education: teachers’ views
Despite the significant growth and capabilities of mobile technologies, there is limited empirical evidence on teachers’ perceived mobile technology-learning barriers. This study investigated Greek teachers’ perceptions of barriers to using mobile technology in school classrooms. A 28-item questionnaire was administered to 557 teachers and six barrier-factors were extracted: ‘lack of resources’, ‘lack of support’, ‘lack of time’, ‘lack of teacher confidence’, ‘class conditions’ and ‘concerns about students’. The questionnaire was a valid and reliable tool for the investigation of various dimensions of teachers’ perceived barriers. Gender, school level, age and ICT training had significant but small effects on specific barrier-factors. The order of importance of barrier-factors was similar for users and non-users (‘lack of resources’, ‘support’ and ‘class conditions’) independently of the type of mobile device used in class. ‘Concerns about students’ was identified as a major barrier only by non-users. Implications for educational policy and professional training are discussed.
INVESTIGATION OF IN-SERVICE ELEMENTARY SCHOOL TEACHERS’ SELF-EFFICACY IN TEACHING BIOLOGICAL CONCEPTS
Interviewing preschool children in Greece about their usage of mobile devices at home
The time children spend with mobile devices has increased in recent years. Preschoolers' home usage of mobile devices has mainly been investigated through parents' perceptions. Listening to the children's voices can help us understand this matter more directly. Therefore, in this study, a convergent mixed methods approach was employed to help us investigate the home usage of mobile devices by young children, focusing on children's comments. The participants were 55 Greek children aged 4-6, attending two public kindergartens in Patras. Children described in detail their activities on mobile devices, through semi-structured interviews. The results indicated that the most popular activity for the children was playing digital games. The children were able to demonstrate and describe activities for educational purposes (letters, numbers, digital puzzles, documentaries, etc.) during the home usage of mobile devices. The circumstances in which they are allowed to use their mobile devices is when their parents want to keep them calm during quiet hours or in public places. Implications for introducing mobile learning activities in Greek education are discussed. Supplementary Information: The online version contains supplementary material available at 10.1007/s43545-022-00522-5.
Greek preschool teacher’s views about language activities in early childhood education during Covid‑19. A chance for change?
The aim of this research is to investigate the views of preschool teachers about their "readiness" for e-learning, the barriers they had faced while using it in early childhood education, the teaching practices during distance learning of language, and the transformations that had to be done in these, their effectiveness, and finally the utilization of the digital tools in the teaching of language after their return to the real classes. Views from ten Greek preschool teachers were collected with semi-structured interviews and analyzed using thematic content analysis. The results showed that teachers had no "readiness" for distance education and some students have fewer opportunities than others to learn and conquer some skills at home during distance learning. Furthermore, during distance learning the oral language was cultivated naturally and effortlessly, while the cultivation of the written language encountered significant difficulties due to the mediation of the digital tools, according to teachers. But as they seem to acknowledge the power of digital tools, they overcome their initial embarrassment and set aside the difficulties they encountered. Indeed, teachers seem to acknowledge this e-learning teaching experience supplied them with technological skills that could be utilized in similar situations. However, they highlight the need for training in distance learning and mainly how they could effectively integrate the technology in class./ Keywords: teaching of language, preschool education, teachers’ opinions, pandemic, distance learning, online learning
Factors Affecting Response Rates of the Web Survey with Teachers
Although web survey has been a popular method of data collection in the academic community, it presents meagre response rates, which primarily affect the validity of the results as well as the reliability of the outcomes. Surveys worldwide that study the response rate only of teachers have not been found in the relevant literature. In this survey, with a sample of 263 Greek teachers, we investigate possible factors that explain teachers’ intention to participate in web surveys that are conducted by online questionnaires indicating, therefore, the factors that probably influence the response rate of web surveys. Our findings support those factors such as (a) authority, (b) incentives, (c) survey structure/form, (d) ethical issues, (e) reminders and pre-notifications, and (f) survey time received, which seem to explain the teachers’ intention to participate in web surveys with questionnaires. Based on the findings, methodology implications and limitations for researchers are discussed.
Explaining faculty members’ behavioral intention to use learning management systems
Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views
The COVID-19 pandemic has caused an unprecedented crisis. Worldwide, preschool teachers were invited to develop the students’ learning experience in a new digital environment for mathematics. This research investigates preschool teachers’ mathematics practices during remote teaching and the use of digital tools in teaching mathematics after their return to actual classes. Views from sixteen Greek preschool teachers were collected with semi-structured interviews and analyzed using thematic analysis. The results showed that mathematical activities such as Numbers and Operations, Geometry, and Measurement occurred during distance learning in digital preschool classrooms. They made little reference to activities related to Algebra, while they did not refer to Data Analysis and Probability. They also seemed to prefer mathematical activities based on Connections and Representation processes in their digital classrooms. Preschool teachers reported that parents supported this process by their presence, and digital learning communities supported learning activities by providing guidelines and innovative approaches to them in digital times. However, after returning to face-to-face schooling, preschool teachers seemed to use digital tools to a lesser degree. They also mention that in face-to-face schooling, they prefer to utilize the authentic communication frameworks emphasizing problem-solving activities to enhance all mathematical processes. Implications for preschool teacher professional development are discussed.
2021
Teacher stress and skills in managing the educational crisis due to the COVID-19 pandemic
The psychological impact of the COVID-19 pandemic on Greek teachers and the emerging challenges for their professional development
The present study focuses on the psychological consequences of the pandemic on Greek teachers on anxiety, post-traumatic stress and personal skills. The research was conducted by a Greek university, a few months after the beginning of lockdown and changing the teaching process to distance education. An electronic questionnaire was used as a research tool, which was completed by 213 primary and secondary school teachers in Western Greece. The questionnaire included demographics as well as questions from three questionnaires: State Trait Anxiety Inventory, revised Impact of Event Scale, as well as selected questions from the Personal Skills Inventory. The elaboration of the findings revealed the existence of medium anxiety and low self-esteem for the teachers, as well as an estimation of the factors that increase them. Nevertheless, a discussion on the opportunities emerged for the teachers’ development and the contribution of Adult Education to this direction is ready to start.
Teaching Mathematics in Early Childhood Education with ICT: The Views of Two Contrasting Teachers’ Groups
The aim of this study is to compare the views of preschool teachers using ICT to those who do not, on the basis of the benefits and the barriers that ICT bring in teaching and learning mathematics. Twenty preschool teachers took part in this study: nine who do not use ICT and eleven, who do use them for teaching mathematics. Data were collected with semi-structured interviews and analyzed using the thematic content analysis method. Results indicate that preschool teachers, who use ICT in teaching mathematics, teach mathematical concepts such as spatio-temporal, orientation, classification, matching, serializations, quantities, mathematical operations, patterns, comparisons, volume, shapes, and size. Moreover, despite the benefits of ICT observed by teachers of both groups, but mainly from the one using ICT, the overall use of ICT in the teaching of mathematics is obsoleted. The main barriers of ICT integration, according to preschool teachers are the lack of training on its integration and the preschool teachers’ role during the teaching of mathematics. Implications for in-service teacher training and educational policy are discussed.
STUDENT FACEBOOK GROUP AS A DISCUSSION PLATFORM FOR ACADEMIC PURPOSES
Social networks are utilized more and more in our daily lives. Facebook is one of the most popular Social Networks mainly among young people. Many studies have investigated the use of Facebook groups (FG) for academic purposes. More of them have investigated the FG as a learning support and material repository platform, and less as a discussion platform. In this research, we investigated the potential use of university students' FG as a discussion platform. In this way, we explored the students’ posts on the FG of the Department of Educational Science and Early Childhood Education at the University of Patras. Specifically, we recorded the 1547 students' posts (activity) for a whole academic year and analyzed them using the thematic content analysis method. For each post, we recorded the number of characters, the words, the date, the “likes” and the number of students who responded. Moreover, we categorized the posts that employed the students in five issues: “Teaching courses” (22%), “Exams” (29%), “Course context” (29%), “Academic staff” (8%), “Faculty practical Issues in terms of studies” (12%). In parallel, we mainly observed that the posts’ categories have similar distribution across the various periods except for the posts’ category about “exams”. Students during the examination periods presented more posts than other periods. Implications for using e-learning systems and educational policy are discussed.
Results and prospects from the utilization of Educational Robotics in Greek Schools
Preschool teachers’ perceptions about TPACK in Greek educational context
Kindergarten teachers' representations for their socio-cognitive practices during the Natural Sciences activities
Abstract: The aim of the current paper is to investigate the traces of socio-cognitive influences in kindergarten teachers’ representations about the practices they tend to follow when they develop Natural Sciences activities in kindergarten. A quantitative approach was used, with the research tool being an electronic questionnaire that was completed online by 94 kindergarten teachers served in public Kindergartens. The questionnaire was firstly used in a pilot survey where receiving feedback it was further developed for the main research. Research analysis showed that kindergarten teachers’ representations concerning their teaching choices and actions of their students are characterized by practices that are influenced by the socio-cognitive teaching strategy. These practices are followed from both teachers and their students from moderate to large extent.
Investigation of the Statistical Anxiety Rating Scale Psychometric Properties with a Sample of Greek Students
The purpose of this study was to adapt the Statistics Anxiety Rating Scale (STARS) for a Greek student population. The STARS was administered to 890 Tertiary Education students in two Greek universities. It was performed a cross-validation study to examine the factorial structure and the psychometric properties with a series of confirmatory factor analyses. Results revealed a correlated six first-order factor model which provided the best fit to the data compared to a six-factor model with one superordinate factor. All six factors of the Greek version of the STARS presented convergent and discriminant validity and were internally consistent. Implications and limitations are discussed.
Habit, hedonic motivation, performance expectancy and technological pedagogical knowledge affect teachers’ intention to use mobile internet
Utilizing mobile internet via mobile phones and tablets in school education is an emerging area of research, and different factors may affect this usage. Although the application of the Unified Theory of Acceptance and the Use of Technology (UTAUT model) is credible in the mobile learning field, it is still scarce when studying mobile technology-internet acceptance by primary or secondary school teachers. Therefore, in this study the UTAUT2 model was employed and extended to include the Technological Pedagogical Knowledge (perceived self-efficacy) factor, in order to investigate the constructs-factors that influence teachers’ intention of mobile internet use in the educational process. Two hundred and sixty-two primary and secondary school teachers across Greece completed an online questionnaire. It was found that Habit, Hedonic Motivation, Performance Expectancy, and Technological Pedagogic Knowledge significantly predict teachers’ intention to use mobile internet, while Behavioral Intention, Technological Pedagogical Knowledge, and Habit affect actual use. No moderating effect was shown. The findings of this study contribute to the research applying the UTAUT2 approach with the Technological Pedagogical Knowledge construct, for the exploration of teachers’ behavioral intention to utilize mobile internet in their teaching. The identification of specific constructs that predict teachers’ intentions and use of mobile internet, may have implications for teacher training, educational policy, as well as the design and/or use of educational computer systems.
Effectiveness of In-Service Elementary School Teacher Professional Development MOOC: An Experimental Research
Teachers’ Professional Development Massive Open Online Courses (TPD-MOOCs) are a new form of MOOCs and have influenced an intense research interest. This study reports on the design and implementation of a TPD-MOOC which utilizes digital educational content and Open Educational Recourses (OER) and supports in-service elementary school teachers to enhance their self-efficacy beliefs. In the design framework we take into consideration the findings of previous research and the educational needs of the participants. We conducted an experimental design research and compared the teachers’ self-efficacy beliefs before and after their participation in a TPD-MOOC. A total of 251 teachers enrolled in this course and 142 of them completed it. We used quantitative data to measure the enhancement of teachers’ self-efficacy beliefs and the effectiveness of the course. The results provide evidence that our TPD-MOOC improved in service elementary school teachers’ self-efficacy beliefs in teaching biological concepts. Recommendations are made for future research.
Digital games in early childhood education: greek preschool teachers’ views
Research examining preschool teachers' views on the use of digital games in teaching and learning is quite limited. This study aims to investigate preschool teachers’ views about the integration of digital games in the classroom. Views from ten Greek preschool teachers were collected with semi-structured interviews and analyzed using thematic content analysis. Teachers mention that use various digital environment such as "KidMedia", "RamKid", "Kidepedia", "TuxPaint" as digital games and use them mainly for students’ assessment or just for relaxation, while fewer choose to teach through digital games. Teachers observe that children are more focused and are more productive without complaining and getting bored easily. Finally, participants report as barriers mainly the lack of equipment. Implications for in-service teacher training and educational policy are discussed.
CULTURAL GOODS AND EDUCATIONAL EXPECTATIONS OF DAY HIGH SCHOOL STUDENTS / BIENES CULTURALES Y EXPECTATIVAS EDUCATIVAS DE LOS ESTUDIANTES DE ESCUELA SECUNDARIA DIURNA
<p>The aim of the present work is to investigate the relationship between family "objectified" cultural capital and the educational expectations of Day General and Vocational High School students, using the concept of “cultural capital” from Pierre Bourdieu’s theory. The research was conducted in the school year 2017-2018 using a questionnaire with 1430 General and Vocational High School students, as well as a semi-structured interview with 20 General and Vocational High School students (10 General High School students and 10 Vocational High School students) who were studying in the 2nd grade of Day General and Vocational High Schools in the Educational Region of Western Greece. The results of the study showed that the students in the sample tend to accumulate, in their system of predispositions, some types of "indicators" or all types of "objectified" cultural capital, which is a function of the range of cultural goods that exist in their homes. Furthermore, the types of "objectified" cultural capital indicators that exist in the family homes of the students in the sample tend to "organize" the system of their educational expectations and contribute to the "orchestration" of their different educational choices.</p><p> </p><p>El objetivo del presente trabajo es investigar la relación entre el capital cultural familiar "objetivado" y las expectativas educativas de los estudiantes de secundaria general y vocacional, utilizando el concepto de "capital cultural" de la teoría de Pierre Bourdieu. La investigación se realizó en el curso 2017-2018 utilizando un cuestionario con 1430 alumnos de Bachillerato General y Vocacional, así como una entrevista semiestructurada con 20 alumnos de Bachillerato General y Vocacional (10 alumnos de Bachillerato General y 10 de Bachillerato Vocacional estudiantes) que estaban estudiando en el segundo grado de las escuelas secundarias generales y vocacionales diurnas en la región educativa de Grecia occidental.
Beliefs of parents of preschool children about literacy: facilitative and conventional approaches
In the present study, we investigated the grouping of Greek parents of preschool children according to their beliefs about literacy by using a mixed-method approach. The sample included 147 parents of preschool children attending the 13 public kindergartens in the town of Pyrgos, in Greece. The participants completed a paper survey and 20 of them participated in semi-structured interviews, as well. The results revealed that parents could be categorized into two groups according to their beliefs about literacy: Facilitative and Conventional. Facilitative parents have a more holistic orientation, concerning literacy acquisition, while Conventional parents have a more skills-based orientation. The findings give an insight into parents’ beliefs about literacy and emphasize the importance of the congruence between home and school literacy. Implications and limitations are discussed.
A Model-Based Constructivist Approach for Bridging Qualitative and Quantitative Aspects in Teaching and Learning the First Law of Thermodynamics
2020
Dietary behaviour of first-year students of an education department in Greece.
A Structural Equation Model Investigating the Impact of Tertiary Students’ Attitudes Toward Statistics, Perceived Competence at Mathematics, and Engagement on Statistics …
TO ANSWER, OR NOT TO ANSWER, THAT IS THE QUESTION: EXPERTS’ CONTRIBUTION TO QUESTION-ANSWERING PLATFORMS
H. Stokhof1, K. Meli2, K. Lavidas2 1Han University of Applied Sciences (NETHERLANDS) 2University of Patras (GREECE)
Teachers’ readiness to adopt mobile learning in classrooms: A study in Greece
Study Engagement in University Students: a Confirmatory Factor Analysis of the Utrecht Work Engagement Scale with Greek Students
Student teachers' game preferences, game habits, and attitudes towards games as learning tools
Investigation of perceptions and practices of kindergarten and first grade primary school teachers concerning their cooperation for the enhancement of literacy
The present work concerns the investigation of the perceptions of kindergarten and first grade primary school teachers of their cooperation in terms of enhancing the literacy of their students. The data were collected by administering an electronic questionnaire and semi-structured interviews to teachers of Greek public schools in the prefectures of Achaia and Ilia. The main findings of this study indicate that in contrast to the existing reality, first grade primary school teachers as well as kindergarten teachers recognize the need to develop cooperation between them, recognizing that this will contribute to the smoother transition of students from kindergarten to primary school. They also seemed to want to create a balanced language curriculum that would ensure continuity in implemented teaching literacy practices between the two specific types of schools. Furthermore, the first grade primary school teachers and kindergarten teachers who participated in the research want to implement a common training framework on issues of modern teaching in order to facilitate the cooperation between them, which according to the teachers is hindered by the factors of co-location of school units and lack of time due to pressure experienced by teachers to cover the "course material" according to the modern curriculum of the language course.
Family cultural activities and educational expectations of Day High School students
This paper, which uses the concepts of ‘cultural capital’ and ‘practice’ from Pierre Bourdieu’s theory, presents the family cultural activities that Day High School students in Greece adopt in their everyday life and which contribute to shaping their cultural capital. Moreover, an attempt is also made to investigate the role played by the family cultural activities that students adopt, in shaping their expectations concerning their educational future. The research sample consists of 1430 2nd grade Day High School students, who attended High School during the school year 2017-2018, and the research data were collected using a questionnaire. The research results showed that the students in the sample tend to accumulate and integrate into the system of their predispositions a smaller or larger volume of cultural capital, which is a function of the range of family cultural activities they adopt in their everyday lives. In addition, the students’ everyday family cultural activities tend to ‘organize’ the system of their expectations, defining their future educational careers, and orienting them to different educational outlets
Examining Student Teachers’ Perceptions and Attitudes towards Game Based Learning
Although the appropriate design of the game is crucial for the attainment of learning objectives in game based learning, in formal education settings the role of the educators is critical. The experience and the competences of the educators are important for the success of the game based educational intervention. Our study is situated in this context, examining the perceptions, experience, and intentions to use digital games of student teachers. Our goal is to identify and propose areas where student teachers may be supported during their studies so that they are better prepared to implement games in primary and secondary education. The sample of this study was 125 university students who may potentially become primary and secondary education teachers. Data were collected through an online survey in Universities in Greece and analysed statistically. The results indicate that game experience and perceived usefulness of the games as learning tools are the strongest predictors for the intention to use digital games in the classroom.
Acceptance of mobile phone by university students for their studies: an investigation applying UTAUT2 model
2019
Programming Routes with Ozobot bit in preschool education
Parent Reading Belief Inventory: adaption and psychometric properties with a sample of Greek parents
Interventions portant sur la résolution de problèmes en contexte de recherche d'information: quels impacts sur les perceptions d'auto-efficacité d'étudiants universitaires?
University students’ intention to use search engines for research purposes: A structural equation modeling approach
Parent Reading Belief Inventory: adaptation and psychometric properties with a sample of Greek parents
In recent years, the importance of parents' beliefs in their children’s literacy has increasingly been recognized. The main purpose of this article is to investigate: a) the internal consistency of the 7 subscales of the PRBI, b) the factor structure and c) the concurrent validity in a sample of Greek parents. In this survey 168 parents of preschool children attending the 13 public kindergartens in the city of Pyrgos, during the school year 2017-2018 participated. Six of the seven subscales of PRBI demonstrated adequate internal consistency. Principal component and parallel analyses revealed a four-factor structure and preliminary evidence of concurrent validity was also revealed. On the basis of the results, PRBI is considered an appropriate tool for investigating the beliefs of parents in Greece as well. The evidence shows the continuation of the research to a wider sample for the definition of the factor structure tool on Greek specimen. / Keywords: parents’ beliefs, home literacy practices, PRBI, psychometric properties
Investigating practices and perceptions of higher education students concerning the utilization of mobile devices in their studies
Four Job Satisfaction's dimensions of secondary education teachers: An Exploratory Factor Analysis based on a Greek sample
Adaption and psychometric properties of the short forms Marlowe-Crowne social desirability scale with a sample of Greek university students
A sociological approach to the school career of Day High School students in Greece
The purpose of this paper is to investigate and highlight the factors that contribute to the formation of the school career of Day High School students in Greece. Moreover, the outline of the school career of students according to the type of High School (General/Vocational) they attend is attempted. The research sample consists of 1430 Day High School students, who attended the 2nd grade of High School during the school year 2017-2018, and the research data were collected with the use of the questionnaire. The results of this study showed that the school career of the students attending the two types of High School (General/Vocational) tends to be influenced by the particular social characteristics that make up their family profile and which are determined by their class habitus. The national origin of the students’ families and the differentiated educational level of their parents tend to contribute significantly to shaping their school career.
A pre-post study to assess the impact of an information-problem solving intervention on university students’ perceptions and self-efficacy towards search engines
2018
The views of current and future post-graduate teachers in education on WeB 2.0 tools.
Preschool children's perceptions of the SCRATCH JUNIOR programming environment user interface
Factors that Influence Students in Choosing Physics Programmes at University Level: the Case of Greece
An Analysis of School Mathematics Textbooks in Terms of Their Pedagogical Orientation
The importance of school mathematics textbooks in teaching School textbooks are fundamental in the shaping of the pedagogical framework of the teachers and the pupils (Lebrun et al., 2002). In their content, the recontextualization of the scientific knowledge of Mathematics takes place and this is adapted to the goals and pursuits of the official curriculum for pupils at particular educational levels and in particular school years, and is transformed into knowledge of the school science of Mathematics Hence, school textbooks appear as "tools" for the pedagogical guidance of the teachers, for the shaping of their teaching and the promotion of the "teaching-learning" process in such a way as to be adapted to the age-related capabilities of the pupils in the particular grades they are designed for. Basil Bernstein's contribution to the theory for the analysis of the way in which the content of school textbooks is shaped, is significant, and our study makes especial use of the
2017
Preparing pre-school teachers for teaching probability
Detecting errors during the construction of mathematical formulas in a spreadsheet environment: An empirical study involving novice users
Assessment of gross and fine motor skills in preschool children using the Peabody Developmental Motor Scales Instrument.
2016
Upper secondary school students’ understanding of adiabatic compression
Using the Teaching Perspectives Inventory (TPI) to examine the relationship between teaching perspectives and disciplines in higher education
This study examined the relationship between different views of teaching and dimensions that differentiate academic disciplines. A total of 114 academics within Greece and 127 academics from similar disciplines but other countries were compared using the Teaching Perspectives Inventory (TPI). Distinctions among disciplines for both groups were based on Biglan’s 3-dimensional classification (Pure/Applied; Hard/Soft; Life/non-Life). The objective of this study was to examine to what extent the teaching perspectives of the academics differ from one classification category to another. Greek academics represented participants in 15 departments across 9 universities throughout Greece, while the international sample was drawn from the TPI database. Statistical analysis indicated better differentiation of Biglan’s classification for its Life/non-Life dimension than for Pure/Applied or Hard/Soft between the combined samples for four Teaching Perspectives: Transmission, Developmental, Nurturing and Social Reform. No perspectives differences existed for Biglan’s Hard/Soft categorisation, although Greek professors were significantly higher in Soft rather than Hard disciplines in the Developmental, Nurturing and Social Reform perspectives compared to their global counterparts. They also demonstrated overall higher ‘Transmission’ scores. The authors conclude that disciplinary differences are real, but that they are small compared to the interpersonal ones or even to the international ones. The relationships between the teaching perspectives and Biglan’s classifications are further discussed.
Parental requests for evaluation and authorities’ responses: issues of accord
The present study investigated the reasons of parents request for the initial evaluation to determine their children’s special educational needs (SEN) and the state authorities’ response in the Greek educational system. For the needs of the present study, 250 case files were randomly selected from a state Centre for Differential Diagnosis and Support, which is responsible for the identification, evaluation and intervention for students with SEN. Various data were recorded, such as parental reason for requesting the evaluation, the official designation for each case, whether the parent accepted the evaluation results and whether any individualised intervention plan or other recommendations were specified. The analysis suggested that most cases involved students with learning disabilities, although a certain degree of disagreement in the classification of students was observed. For the majority of cases, parents accepted the official diagnosis; however, the state centre did not offer an intervention plan to benefit the students in the majority of the cases. Implications based on the present study findings are considered.
2014
Studying Preschool and Elementary School Children's Representations of Direction and Orientation Using the Bee-Bot Programmable Game
2013
Spreadsheets as cognitive tools: A study of the impact of spreadsheets on problem solving of math story problems
2007
Etude de la contribution des tableurs dans le processus de résolution des problèmes en mathématiques
2005