Σκοπός της παρούσας διατριβής είναι η μελέτη της επίδρασης των εφαρμοζόμενων διδακτικών στρατηγικών για την διδασκαλία της Χρηματοοικονομικής στη διαμόρφωση των μαθησιακών στρατηγικών των φοιτητών και στην ανάπτυξη των δεξιοτήτων κριτικής σκέψης, με την χρησιμοποίηση της οικονομετρικής τεχνικής της quantile regression (QR). Η επισκόπηση της διεθνούς βιβλιογραφίας καθώς και η έρευνα για την παρούσα διατριβή δείχνουν, αφενός ότι στους συγγενείς επιστημονικούς χώρους της Οικονομικής, της Χρηματοοικονομικής και της Λογιστικής εφαρμόζονται διδακτικές στρατηγικές που βασίζονται στη μέθοδο των διαλέξεων και φαίνεται να επηρεάζουν την διαμόρφωση των μαθησιακών στρατηγικών και αφετέρου ότι η χρησιμοποίηση διδακτικών στρατηγικών ενεργού εμπλοκής των φοιτητών στην μάθηση μπορεί πράγματι να επηρεάζει τη διαμόρφωση των μαθησιακών στρατηγικών και να συμβάλλει στην ανάπτυξη δεξιοτήτων κριτικής σκέψης. Από την ως άνω επισκόπηση έχει καταφανεί ότι η στατιστική ανάλυση των ως άνω επιδράσεων στηρίζεται, κατά το πλείστον, σε υπολογισμό συντελεστών συσχέτισης, σε ανάλυση της διακύμανσης καθώς και στην χρησιμοποίηση της κλασικής παλινδρόμησης. Η διαμόρφωση των μαθησιακών στρατηγικών εκτιμάται μέσα από την διαμόρφωση των τρόπων και τύπων μάθησης των φοιτητών, με τη χρησιμοποίηση του Learning Style Inventory (LSI) του Kolb και του Learning Styles Questionnaire (LSQ) των Honey και Mumford. Με το LSI (που χρησιμοποιήθηκε και στις δυο φάσεις της έρευνας) εκτιμάται η προτίμηση προς τέσσερεις τρόπους μάθησης (Απτή Εμπειρία, Στοχαστική Παρατήρηση, Αφηρημένη Αντίληψη Εννοιών και Ενεργός Πειραματισμός), με βάση τους οποίους προκύπτουν τέσσερεις τύποι μάθησης (Αποκλίνων, Αφομοιωτικός, Συγκλίνων και Διευκολύνων). Για την εκτίμηση του επιπέδου ανάπτυξης των δεξιοτήτων κριτικής σκέψης των φοιτητών, χρησιμοποιείται το California Critical Thinking Skills Test (CCTST), δημιουργημένο από τον Peter Facione με βάση τα συμπεράσματα της Delphi Report (American Philosophical Association). Το CCTST εκτιμά πέντε επιμέρους δεξιότητες κριτικής σκέψης (Ανάλυση, Αξιολόγηση, Συμπερασμός, Επαγωγικός και Απαγωγικός Συλλογισμός) καθώς και την συνολική ικανότητα στις δεξιότητες κριτικής σκέψης. Η έρευνα δια την συγκέντρωση παρατηρήσεων διενεργήθηκε σε δυο φάσεις: στην πρώτη εκτιμήθηκαν μόνο οι τρόποι και τύποι μάθησης με τη χρήση των LSQ και LSI και στην δεύτερη εκτιμήθηκαν οι τρόποι και τύποι μάθησης με τη χρήση μόνο του LSI καθώς και οι δεξιότητες κριτικής σκέψης με τη χρήση του CCTST. Η στατιστική ανάλυση των δεδομένων της έρευνας στηρίζεται στη χρησιμοποίηση του οικονομετρικού μοντέλου της quantile regression (QR), με το οποίο μπορούν να υπολογιστούν συντελεστές ακόμη και για τα 99 εκατοστημόρια της κατανομής της εξαρτημένης μεταβλητής, αυξάνοντας θεαματικά την αντλούμενη πληροφόρηση, έναντι της κλασικής παλινδρόμησης. Προκύπτει έτσι ένα σημαντικό ερμηνευτικό πλεονέκτημα, το οποίο φωτίζει την επίδραση που ασκείται σε όλο το εύρος της κατανομής και συμβάλλει στην εκτενέστερη και βαθύτερη κατανόηση των ασκούμενων επιδράσεων. Αυτή η δυνατότητα έχει κατ’ εξοχήν σημασία στην ερμηνεία της αλλαγής της προτίμησης από τον έναν τρόπο μάθησης στον διαμετρικά αντίθετό του και την ενδιάμεση κατάσταση της ισορροπημένης μάθησης, για κάθε μια από τις δυο διαστάσεις μάθησης του μοντέλου Εμπειρικής Μάθησης του Kolb. Η QR χρησιμοποιείται επίσης για την έρευνα της επίδρασης των διαμορφωμένων τρόπων και τύπων μάθησης στην ανάπτυξη των δεξιοτήτων κριτικής σκέψης. Θεωρητικά υποστηρίζεται ότι ο Συγκλίνων μαθήτυπος του μοντέλου του Kolb υπερτερεί στην επίδοση στις δεξιότητες κριτικής σκέψης, υπόθεση που δεν τεκμηριώνεται στην περίπτωση που αναπτύσσεται ισορροπημένη προτίμηση προς τους τέσσερεις τρόπους μάθησης. Οι εν λόγω επιδράσεις τεκμηριώνονται με την ανάλυση των δεδομένων από την πειραματική εφαρμογή διδακτικού μοντέλου ενεργού εμπλοκής των φοιτητών στην διαδικασία διδασκαλίας-μάθησης της Χρηματοοικονομικής με τη χρήση της QR. Τα βασικά συμπεράσματα της παρούσας διατριβής είναι τα εξής: α) Το μαθησιακό περιβάλλον που διαμορφώνεται από την εκάστοτε εφαρμοζόμενη διδακτική στρατηγική επιδρά διαφορετικά σε κάθε τμήμα της κατανομής της εξαρτημένης μεταβλητής. β) Η ανάπτυξη ισορροπημένης προτίμησης προς τους τρόπους μάθησης είναι επωφελέστερη, έναντι της επιλεκτικής προτίμησης, για την ανάπτυξη δεξιοτήτων κριτικής σκέψης. γ) Η διάδραση που αναπτύσσεται μεταξύ των φοιτητών σε ομάδες που απαρτίζονται από διαφορετικούς τύπους μάθησης ασκεί σημαντική επίδραση στην ανάπτυξη ισορροπημένης μάθησης και στη βελτίωση του επιπέδου των δεξιοτήτων κριτικής σκέψης. δ) Η εκτίμηση πολλών συντελεστών παλινδρόμησης με την χρήση της QR διευρύνει σημαντικά την ερμηνεία των επιδράσεων των ανεξάρτητων στις εξαρτημένες μεταβλητές, έναντι άλλων απλών στατιστικών μέτρων καθώς και της κλασικής παλινδρόμησης. ε) Στον τομέα της διδασκαλίας στον επιστημονικό χώρο της Χρηματοοικονομικής στην Ελλάδα, η παρούσα εργασία είναι μοναδική και πρωτότυπη και η συμβολή της είναι καθολική, αναδεικνύοντας ταυτόχρονα ένα οικονομετρικό μοντέλο – την QR – σε ερμηνευτικό εργαλείο των σχέσεων που αναπτύσσονται στην διδακτική πράξη. / The aim of this dissertation is the study of the effect of the implemented teaching strategies in Finance teaching on the formation of students’ learning strategies and development of critical thinking skills, by using the econometric model of quantile regression (QR). The review of the relevant literature, as well as the research for this dissertation show that on the one hand the implemented teaching strategies in the related disciplines of Economics, Finance and Accounting are mainly based on the use of the lecture method and seem to affect the formation of students’ learning strategies and on the other hand the use of teaching strategies that involve students in the teaching-learning process may affect the formation of students’ learning strategies and contribute to the development of critical thinking skills as well. The literature review also shows that statistical analysis of effects is mostly based on correlation coefficients and analysis of variance, as well as the use of traditional regression. The formation of students’ learning strategies is estimated through student learning styles and types, by the use of Kolb’s Learning Style Inventory (LSI) and Honey & Mumford’s Learning Styles Questionnaire (LSQ). By the use of the LSI (which has been used in both phases of the relative research), student preferences towards four learning styles (Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation) are estimated. Based on the relevant preference for two consecutive learning styles, in the order depicted above, four learning types may occur: Divergers, Assimilators, Convergers, and Accommodators. The California Critical Thinking Skills Test (CCTST) is used for estimating the level of development of students’ critical thinking skills. This instrument has been developed by Peter Facione and is based on the results and recommendations of the Delphi Report of the American Philosophical Association. The CCTST estimates five discrete critical thinking skills, namely Analysis, Evaluation, Inference, Induction and Deduction and the overall critical thinking skills ability as well. The research for the collection of data has been carried out in two phases. In the first phase the LSQ and LSI instruments have been used for the estimation of students’ learning styles and types and in the second phase the LSI has been used for the estimation of students’ learning styles and types and the CCTST for the estimation of students’ critical thinking skills. The statistical analysis of the research data is based on the use of the econometric model of the quantile regression (QR), by which coefficients for as many as 99 percentiles of the dependent variable can be computed. In this way derived information is extremely richer than that derived by using traditional regression. This renders a significant explanatory advantage, which sheds light of the impact on the whole distribution of the dependent variable and thus it contributes to the more comprehensive and deeper understanding of the caused effect. This capability is especially important for explaining the change in the preference from one learning style to its diametrically opposite one and the interim situation of balanced learning, for each of the two dimensions of learning of Kolb’s Experiential Learning Model. QR is also used for the exploration of the impact of the formed learning styles and types on the development of critical thinking skills. Theory suggests that the Converging learning type of Kolb’s model beats the other three in critical thinking skills performance, but this suggestion is not corroborated in the case that a balanced preference towards all four learning styles is developed. The aforementioned impact is documented by the analysis of data rendered by the experimental implementation of a teaching strategy of active engagement of students in the teaching-learning process in Finance teaching, by using the QR. Basic results of this dissertation are as follows: a) The learning environment develop by the implemented teaching strategy has a different impact on each segment of the distribution of the dependent variable. b) The development of balanced preference towards the learning styles is more beneficial for critical thinking skills development than selective preference. c) The developed interactivity between students in groups made up by different learning types has a significant effect on developing balanced learning and on the improvement of the level of critical thinking skills development. d) The use of the Quantile Regression and the computation of many regression coefficients expands significantly the explanatoty potential about the impact of the independent variables on the dependent ones, against other simple statistical metres as well as traditional regression. e) Regarding the teaching endeavors of instructors in the area of Finance in Greece, this dissertation is unique and original and contributes in a total sense, while it simultaneously highlights the advantages of an econometric model – the QR – as an hermeneutic instrument for the relationships development in the teaching process.

Syftet med avhandlingen är att beskriva, analysera och förstå matematikundervisning på lågstadiet. Mer precist är syftet att undersöka vad denna undervisning ger elever i några klassrum möjlighet att lära då undervisningsinnehållet är skriftliga räknemetoder för addition och  ubtraktion. Centrala frågor är vad lärare och elever gör i matematikklassrummet och vad eleverna, som en följd av undervisningen har möjlighet att lära. En fältstudie har genomförts i fem klasser med början på våren i år 2 och fortsättning under hösten i år 3. Sammanlagt 24 lektioner har videofilmats. Materialet har analyserats i två etapper, med början i en empiri nära, tematisk analys. Verksamhetsteorin är teoretisk utgångspunkt och analysverktyget som inspirerats av Engeströms modell för verksamhetssystem har varit vägledande i den andra etappen av analysen. Resultatet visar fyra typer av undervisningsverksamheter i matematik, vilka resulterar i möjligt lärande som varierar i förhållande till de förmågemål som anges i Lgr11. Det framgår också att de utmärkande metoder som lärare och elever använder kan ordnas i fem grupper, i huvudsak beroende på vilka kunskapsaspekter metoderna riktas mot. Det gäller metoder där procedurer, begrepp och samband, matematisk kommunikation och resonemang samt intresse och tilltro är i centrum, tillsammans med metoder som bidrar till stötestenar, vilka innebär utmaningar för både lärare och elever. Resultatet diskuteras mot bakgrund av forskning om undervisning och lärande i matematik med inriktning mot språklig kommunikation, användning av laborativt material, klassrumskultur och klassrumsorganisation. / The aim of this study is to describe, analyse and understand teaching of mathematics in lower primary school. More precisely, the aim is to investigate what this teaching offers pupils in some classrooms in terms of learning, when the content of teaching is written calculation methods for addition and subtraction. Teachers’ and pupils’ activities are in focus, as well as what it is possible for the pupils to learn as a consequence of these activities. Collection of data has been carried out in five classes, starting in spring when the pupils were in second grade and finished by the end of the autumn, when the pupils were in third grade. The video-recorded material comprises a total of 24 lessons. The collected research material has been analysed in two steps, where the first step can be described as empirically oriented and thematical. The theoretical perspective is Activity theory (CHAT) and an analysing tool, inspired by Engeström’s model has guided the second step of the analysis. The result demonstrates four types of teaching activities in mathematics, which leads to possible learning that varies in relation to the educational goals set in the curriculum (Lgr11). It is also shown that teachers and pupils make use of a variety of characteristic methods, which can be sorted into five groups, primarily based on ability aspects that are actualised by different methods. These are methods, where (1) procedures, (2) concepts and connections, (3) mathematical communication and reasoning, and (4) interest and confidence are in focus. There is also a fifth group, but it deviates from the others, as it consists of methods that contribute to (5) stumbling blocks, which in turn means that they become challenges for teachers as well as pupils. The results are discussed in relation to other research about teaching and learning mathematics.

The dissertation focuses on the possibilities of drama in English language teaching in the second stage of basic education. The objective was to contribute to the development of ELT methodology in the Czech environment and to try to critically define the possibilities of drama education as an approach to instruction in this field. The starting points of this dissertation are based on social constructivism, accent the principle of holistic learning, and stem from the demands for changes in education in connection with the curricular reform of the education system that is currently underway. Apart from a terminological analysis, the theoretical part of the dissertation also contains a detailed introduction to the teaching strategies of drama education and their application in English language teaching. The goal of the empirical part was to find the beliefs of a cohort of teachers from primary schools and of English Studies students at the Faculty of Education regarding the possibility of using drama in English language teaching. The research design was mixed and the research investigation was conducted at two levels, through a questionnaire-based survey and through experimental instruction. The methods of data collection and analysis included a questionnaire-based survey, a pre-test and a post-test,...

The purpose of this study was to describe the perceptions/views of student nurses, nurse educators and unit supervisors on accompaniment of student nurses in clinical settings of the Northern Province of the RSA A quantitative descriptive cross-sectional survey was used in this study to describe the perceptions/views of student nurses, nurse educators and unit supervisors on apcompaniment of student nurses in clinical settings. Data was collected during February and March 200 I when student nurses, nurse educators and unit supervisors in the Northern Province completed questionnaires. The study revealed positive and negative perceptions regarding accompaniment of student nurses in clinical settings, including that: • accompaniment in the clinical settings enhanced student nurses' clinical learning experiences • the presence of nurse educators in the clinical settings improved student nurses' accompaniment • facilitators played an important role in the accompaniment of student nurses • accompaniment enhances correlation of theory and practice / Health Studies / MA (Advanced Nursing Sciences)

A non-experimental, explorative, descriptive, quantitative study was undertaken. The purpose was to explore and describe the views of preceptors and preceptees regarding the fulfillment of the role of the preceptor in selected clinical nursing practice settings in the Botswana context. The study included 72 preceptors and 200 nursing students/preceptees who voluntarily agreed to participate in the study. A questionnaire was used to collect data. Data was analysed by using descriptive and inferential statistics. The findings of this study indicated that there were numerous constraints that interfered with the preceptor role in accompaniment of the preceptee. These constraints included the lack of desirable characteristics and time to plan learning opportunities, inadequate use of teaching strategies and inadequate knowledge on preceptee evaluation. Recommendations were stated for improvements in the future role of the preceptor in clinical practice settings Limitations of this study were also highlighted. / Health Studies / M.A.(Health studies)

Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool teachers support their learners with autism so that they can be included within the adjoining inclusive environment. The research was conducted through participant observation and supporting interviews over a period of six months. All observations were recorded through field notes and reflections. The research produced a number of key findings. The shared physical environment enabled teachers and learners from both preschool settings to work together on a daily basis. This had a positive effect upon peer acceptance, staff and learner relationships and opportunities for staff to communicate and work collaboratively on a daily basis. The specialised preschool teachers provided learning support through the adaptation of learning environment, curriculum, multi sensory learning and language and communicative means. The main conclusions drawn from this research were the importance of a close working relationship between staff members and learners from both settings; the importance of adapting communication, environment and learning expectations; and lastly, the importance of focusing upon each individual when providing inclusive opportunities. The research recommends having a specialist setting physically close to an inclusive environment as this enables learners with high needs such as autism to build up the skills needed to benefit from being included. In addition, the research recommends staff in mainstream and specialist settings to have regular opportunity to work together collaboratively when developing learning strategies. Finally, the research recommends the publication of a guideline, outlining the nature of autism and recommended strategies to use within the classroom, which would serve as a flexible document for teachers to adapt to support their individual learners. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of this research was to investigate the role that science education can play both in facilitating and in enhancing the delivery of environmental education at South African schools. The theoretical links between science education and environmental education were examined. This was followed by a practical investigation which involves the researcher conducting interviews with educators of natural science in order to determine their perspectives on the relationship between science education and environmental education. The results of the research indicate that science education has tremendous potential for incorporating and enhancing the delivery of environmental education. However, this potential is not being fuIly realised due to a number of limiting factors. It is, therefore, imperative that the education authorities take immediate action to rectify this situation so that the synergy between science education and environmental education comes to fruition. / Science and Technology Education / M. Ed. (Natural Science Education)

Text in Afrikaans / An increase in information accompanied by scientific and technological development necessitates the re-evaluation of the present Biology Curriculum, as the curriculum does not meet the demands of the community. An analysis of the above-mentioned problem reveals the structure and principles of Biology as a subject and the bio-ethic factors which to a larger extend influence man's values as technology and information change. By means of a literature study and personal interviews the development and design of a lifescience curriculum for Biology is formulated. Within this, several aspects concerning the teaching of a lifescience Biology Curriculum will be discussed. Important methods and strategies required for the successful teaching of Biology include a process approach, a constructivism approach, demonstration, discovery, reflective and metalearning, practical work, discussions and co-operative learning methods. The successful teaching of Biology, however, goes hand in hand with effective preservice and inservice training of Biology teachers. / lnformasievermeerdering gepaardgaande met wetenskaplike en tegnologiese ontwikkeling noodsaak 'n herevaluering van die huidige Biologiekurrikulum aangesien die kurrikulum nie voldoen aan die eise en behoeftes van die gemeenskap nie. Ter ontleding van bogenoemde probleem, word die struktuur en grondslae van Biologie as vak en die bio-etiese faktore wat toenemend die mens se waardedimensie beinvloed, namate die tegnologie en inligting verander, bespreek. Deur middel van 'n literatuurstudie en persoonlike onderhoude word die ontwikkeling en ontwerp van 'n Lewenskunde Biologiekurrikulum uiteengesit. Hieruit sal verskeie aspekte rakende die onderrig van 'n Lewenskunde Biologiekurrikulum bespreek word. Belangrike metodes en strategiee wat vir suksesvolle Biologie-onderrig benodig word, sluit die prosesbenadering, 'n konstruktivistiese benadering, demonstrasie-, ontdekkende -, reflektiewe - en metaleer, praktiese werk, besprekings- en kooperatiewe leermetodes in. Die sukses van Biologie-onderrig gaan egter hand-aan-hand met effektiewe voordiens- en indiensopleiding van Biologie-onderwysers. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)

This study focused on teaching strategies preferred and used by grade 8 mathematics teachers, what they thought was most effective for learning mathematics as well as students’ perspectives of their mathematics classroom. The aims of this study were to investigate the teaching strategies used in the South Korean mathematical classroom and to find out how they attain a high performance in mathematics, in comparison with other countries. The target population was chosen from within the Chungcheongbuk Province and ten schools were selected for the study. In order to determine what teaching strategies are used in the South Korean mathematics classroom, a case study using both quantitative and qualitative research methods was adopted. Data collection methods included questionnaires for the students while interviews were conducted with the teachers. The questionnaire contained fifty closed-ended questions divided into different sections to obtain data on teaching strategies used, on preferred learning styles from the students and on how they felt about mathematics and the mathematical classroom. The interview consisted of ten open-ended questions to get feedback from the mathematics teachers on what teaching strategies they used in the classroom and on what they thought were the best strategies with regard to teaching grade 8 mathematics. From the ten sampled schools there were two hundred and two students who participated in this research, and six teachers were interviewed. The results of the study showed that in the South Korean mathematics classroom a combination of direct instruction, practice and teacher guidance helps the students to learn problem-solving skills and to master mathematics. The students indicated that the teachers mostly used chalkboard instruction and that they practiced solving problems using worksheets, past exam paper questions and through homework or private study. The average student studied mathematics for about six hours a week and most attended afterschool academies for further studying mathematics. Although the South Korean students attained a high performance in mathematics it was evident that they indicated a low interest in the subject. The teachers stated in the interviews that they thought the students needed to see examples on the chalkboard, and then the students need to practice with guidance from the teacher. It was evident that the students focus a lot on guided practice, since they study for about six hours a week. The teachers also felt that the curriculum is overloaded and that there was a gap between the better and the poorer level of students in the mathematics classroom, this gap grew bigger as students lost motivation. The responses to the questionnaire showed that 65% of the students were not interested in mathematics; in spite of this South Korea is placed among the best performing countries in the world. The teachers also indicated that mathematics was very highly valued in South Korea and that parents and universities put a lot of pressure on students to perform well in this subject. This study provides better insight into what is happening in the South Korean mathematics classroom, what methods are used and how the students felt about the mathematics classroom and the strategies that are used. Apart from commenting on teaching strategies, there was also an indication of what teaching style the students preferred. The information in this research study can provide answers to questions regarding South Korean mathematics instructional practices and will be useful for future comparative studies regarding the teaching of mathematics in other countries. / Mathematics Education / M. Ed. (Mathematics Education)

This dissertation of limited scope, part of a Course-work Master’s in Ancient Languages and Cultures, consists of five chapters which deal with issues relating to the perception and literary treatment of non-human animals in African and Classical traditional stories involving animal characters. The focus of the research was placed upon arguing that: human characteristics were attributed to animal creatures in the myths/traditional stories from both cultures; both cultures made attempts to explain how certain animals became domesticated and how others remained wild; mythical thinking is not a preserve of one culture, it is rather part of human nature; mythical monsters are present in both cultures and that they have always to be destroyed by man, though not easily; myths served several functions for both cultures, ranging from educational entertainment to socializing purposes, to making attempts to explain ancient man’s environment and its happenings. The study was undertaken in the hope of enabling certain recommendations to be formulated, on the basis of the findings, to effect a better and more informed strategy for teaching Classical Mythology and Classics, in general, in the Mawian/African context. / Classics and World Languages / M. A. (Specialisation in Ancient languages and culture)