The Experts below are selected from a list of 309 Experts worldwide ranked by ideXlab platform

Lisa Hoops - One of the best experts on this subject based on the ideXlab platform.

Heleni Stavridou - One of the best experts on this subject based on the ideXlab platform.

  • Research Report
    International Journal of Science Education, 2004
    Co-Authors: Vassiliki Pilatou, Heleni Stavridou
    Abstract:

    The aim of this study was to detect primary students' conceptions about the origin and conveyance of electric current and about the connection of household electric appliances. In total, 383 students (aged 11?12) from the town of Volos, Greece, participated; 213 of them drawn from experimental classes and 170 from control groups. The results Reported are derived from the analysis of answers to four questions included in a written questionnaire (pre?test and post?test). Before teaching, children tended to suggest that three appliances can work together at the same time because the electric current is powerful and exists everywhere. They drew one cable for the electricity's transmission from its origin to ?our house? and they represented each electrical device working independently with its own wire connected to a wall?socket. After a 9?hour constructivist teaching intervention, many of the students in the experimental classes accepted that we can bring three electric devices into operation at the same time, and they understand that they can be connected in parallel each one having its own circuit. Also, a lot of children drew two cables (i.e. a circuit) from the electricity company up to ?our house? and represented the parallel connection of three electrical appliances. The answers/drawings of the traditional classes had not developed after teaching.

  • How Primary School Students Understand Mains Electricity and Its Distribution. Research Report
    International Journal of Science Education, 2004
    Co-Authors: Vassiliki Pilatou, Heleni Stavridou
    Abstract:

    The aim of this study was to detect primary students' conceptions about the origin and conveyance of electric current and about the connection of household electric appliances. In total, 383 students (aged 11-12) from the town of Volos, Greece, participated; 213 of them drawn from experimental classes and 170 from control groups. The results Reported are derived from the analysis of answers to four questions included in a written questionnaire (pre-test and post-test). Before teaching, children tended to suggest that three appliances can work together at the same time because the electric current is powerful and exists everywhere. They drew one cable for the electricity's transmission from its origin to 'our house' and they represented each electrical device working independently with its own wire connected to a wall-socket. After a 9-hour constructivist teaching intervention, many of the students in the experimental classes accepted that we can bring three electric devices into operation at the same time, and they understand that they can be connected in parallel each one having its own circuit. Also, a lot of children drew two cables (i.e. a circuit) from the electricity company up to 'our house' and represented the parallel connection of three electrical appliances. The answers/drawings of the traditional classes had not developed after teaching.

Vassiliki Pilatou - One of the best experts on this subject based on the ideXlab platform.

  • Research Report
    International Journal of Science Education, 2004
    Co-Authors: Vassiliki Pilatou, Heleni Stavridou
    Abstract:

    The aim of this study was to detect primary students' conceptions about the origin and conveyance of electric current and about the connection of household electric appliances. In total, 383 students (aged 11?12) from the town of Volos, Greece, participated; 213 of them drawn from experimental classes and 170 from control groups. The results Reported are derived from the analysis of answers to four questions included in a written questionnaire (pre?test and post?test). Before teaching, children tended to suggest that three appliances can work together at the same time because the electric current is powerful and exists everywhere. They drew one cable for the electricity's transmission from its origin to ?our house? and they represented each electrical device working independently with its own wire connected to a wall?socket. After a 9?hour constructivist teaching intervention, many of the students in the experimental classes accepted that we can bring three electric devices into operation at the same time, and they understand that they can be connected in parallel each one having its own circuit. Also, a lot of children drew two cables (i.e. a circuit) from the electricity company up to ?our house? and represented the parallel connection of three electrical appliances. The answers/drawings of the traditional classes had not developed after teaching.

  • How Primary School Students Understand Mains Electricity and Its Distribution. Research Report
    International Journal of Science Education, 2004
    Co-Authors: Vassiliki Pilatou, Heleni Stavridou
    Abstract:

    The aim of this study was to detect primary students' conceptions about the origin and conveyance of electric current and about the connection of household electric appliances. In total, 383 students (aged 11-12) from the town of Volos, Greece, participated; 213 of them drawn from experimental classes and 170 from control groups. The results Reported are derived from the analysis of answers to four questions included in a written questionnaire (pre-test and post-test). Before teaching, children tended to suggest that three appliances can work together at the same time because the electric current is powerful and exists everywhere. They drew one cable for the electricity's transmission from its origin to 'our house' and they represented each electrical device working independently with its own wire connected to a wall-socket. After a 9-hour constructivist teaching intervention, many of the students in the experimental classes accepted that we can bring three electric devices into operation at the same time, and they understand that they can be connected in parallel each one having its own circuit. Also, a lot of children drew two cables (i.e. a circuit) from the electricity company up to 'our house' and represented the parallel connection of three electrical appliances. The answers/drawings of the traditional classes had not developed after teaching.

National Centre For Vocational Education Research - One of the best experts on this subject based on the ideXlab platform.

  • Entry to Vocations: The Efficacy of VET in Schools. Research Report
    National Centre for Vocational Education Research (NCVER), 2012
    Co-Authors: Kira Clarke, National Centre For Vocational Education Research
    Abstract:

    Recent policy changes have facilitated an expanded role for VET in Schools in supporting school completion, with vocational education and training (VET) in schools qualifications and subjects receiving increasing recognition in senior secondary certificates. Despite increased attainment of VET qualifications amongst 15 to 19-year-olds (Australian Curriculum, Reporting and Assessment Authority 2011), the outcomes of vocational learning within Australian senior secondary certificates are still problematic. At regional and school levels, VET in Schools is weakened by a lack of trust and investment from employers and industry, misconceptions about the validity and rigour of schools' vocational programs and a lack of capacity in schools to provide the necessary career advice to support effective vocational choices. With increasing numbers of senior secondary students engaging in VET in Schools and expecting to benefit from the attainment of qualifications, it is of great concern that existing systems fail to provide a coherent and effective pathway to sustainable occupational careers. This Report has been prepared as part of the consortium Research program, "Vocations: the link between post-compulsory education and the labour market." This Report focuses on entry to vocations and how to improve occupational and further study outcomes from entry-level vocational education and training. The key Research question being addressed is: What are the main variables shaping the relationship between VET, employment and occupations at the entry-level? (Contains 2 figures, 2 tables, and 3 footnotes.)

Tangerine Almeida - One of the best experts on this subject based on the ideXlab platform.

  • Developing, Enhancing, and Sustaining Tribal Transit Services: Final Research Report - Developing, Enhancing, and Sustaining Tribal Transit Services: Final Research Report
    2012
    Co-Authors: Albert T Stoddard, David Sampson, Jill Cahoon, Ronald Hall, Peter Schauer, Valerie J. Southern, Tangerine Almeida
    Abstract:

    The objectives of this project were to develop: an information package that describes and illustrates the variety of tribal transit practices in the United States; a Guidebook that provides practical materials and clear processes for tribes to develop plans for and access funds for tribal transit; and a Research Report with strategies and materials for leveraging resources through alternative organizational models and alternative funding mechanisms in order to create and sustain effective mobility for the people. This Web document is the Research Report and has the following chapters: (1) Literature Review; (2) Findings; (3) Funding Tribal Transit Programs; (4) Mastering the Art of Transit; (5) Policy Issues; and (6) Research Needs.