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ISSN 1108-4510

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2006

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2006

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Systmes dInformation Gographique et Recherche Educative:Le dveloppement du Systme dInformation Gographiqueconcernant la cartographie de la frquentation scolairePremire Partie

Rsum

Cette tude concerne le dveloppement dun systme informatique qui tente de combiner les Technologies d Information et de Communication et les Systmes d Information Gographique. A cette tude on prsente en bref les principes de base dlaboration et de dveloppement du Systme dInformation Gographique et la mise en place des donnes ducatives de la rgion d Epire. Le dveloppement du systme sintgre un plus large projet de reprsentation carto-graphique des donnes ducatives et sa mise en valeur tant pour les besoins de la recherche duca-tive que ceux de la politique ducative applique.

Mots-cls: recherche ducative, systmes dinformation gographique, systme dinformation rfrence spatiale, administration lectronique.

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2. () . : (location) - () . (place) (location) . - (site) , , ( ) - (location), , - ( 1990: 14).

3. Louis-Alexandre Berthier Yorktown (1780-1783), Atlas to Accompany the Second report of the Irish Railway Commissioners 1850. - John Snow (1854) ( - 1:2000). Snow (), - . Snow (medical cartography). . Cliff, A. & Haggett, P. (1988). Atlas of Disease Distributions. Oxford: Blackwell.

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4. - Roger Tomlinson (1964). , (Canada Geographic Information System). - G.I.S. . http://fermat.nap.edu/books/0309057353/html/55.html (10.01.2006) http://www.casa.ucl.ac.uk/gistimeline/ (11.01.2006).

5. G.I.S. 90. . Harris, T., & Weiner, D. (1996). GIS and Society: The Social Implications of How People, Space, and Environment are represented in GIS. Santa Barbara, California: NCGIA Technical Report 96-7.

19

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16. , - () (. 7), (. 1566/85, 201/98), , - .

27

Kidner, D. B., Higgs, G., & White, S. (2003). Socio-economic applications of geographic information science. London, New York: Taylor & Francis.

Liebman, M. (1996). Social Mapping: The Art of Representing Intellectual Perception. R. Paulston (Ed.), Social cartography: mapping ways of seeing social and educational change (pp. 327-347). New York: Garland Pub.

Okabe, A. (2005). GIS-based studies in the humanities and social sciences. London: Taylor & Francis.

Paulston, R. (2000). A Spatial Turn in Comparative Education? Constructing a Social Cartography of Difference. J. Schriewer (Ed.), Discourse formation in comparative education (pp. 297-354). New York: P. Lang.

Paulston, R. G. (1996). Social cartography: mapping ways of seeing social and educational change. New York: Garland Pub.

Ramakrishnan, R., & Gehrke, J. (2000). Database management systems (2nd ed.) Boston: McGraw-Hill.

Schriewer, J. (2000). Discourse formation in comparative education. New York: P. Lang.

Seppi, J. (1996). Spatial Analysis in Social Cartography: Metaphors for Process and Form in Comparative Educational Studies. R. Paulston (Ed.), Social cartography: mapping ways of seeing social and educational change (pp. 121-141). New York: Garland Pub.

Silberschatz, A., Korth, H. F., & Sudarshan, S. (2002). Database system concepts (4th ed.). Boston: McGraw-Hill.

Wiegand, P. (2003). Educational Cartography. International Research in Geogra-phical and Environmental Education, 12(4), 344-353.

Wiegand, P. (2004). Using GIS to promote public participation in conservation area appraisal. W. Kent, & Powell, A. (Ed.), Geography and Citizen-ship Education: Research Perspectives. London: Institute of Education.

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28

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2006

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Family in Greek Proverbs

Abstract

In this study we are dealing with the position of the family in the Greek proverb. Our study was based on a corpus of proverbs, exceeding 6000 in number, found in various collections of proverbs. We selected specific members of the family environment, such as the brother, the sister, the man, the woman, the mother, the parent, the son, the daughter, the girl, the child and the mother-in-law, in order to identify their function in the proverbial word. It was evident that these members exhibit a strong presence and reflect the social reality.

Key words: Proverb, brother, sister, man, woman, mother, son, daughter, girl, child, mother in law

.., 19 (2006), 29-46

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32 .

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3. . M, B, H H I, 185-236, I 1991, 197,54. . M, (A) , , , I 1973, 47,54 & 308,55. . , , (E. . . ), H X 18 (1974) 1-168, 1313. . . , T , A. I . B. --, I 1988, . 175-187, 182.

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44 .

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2006

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The need of the research on the alternative ideas of students in concepts of natural sciences

Abstract

In this paper, is studied the diachronic need of scientific research on the alternative ideas and the perceptions of students in concepts of natural sciences. Also are pointed out the sectors in which the today research in this field, offers useful results on the teaching and the learning of concepts of natural sciences.

Key words: Natural sciences, Alternative ideas

*

.., 19 (2006), 47-59

50 .

, - - . 1967 , (Burge 1967). (Driver and Easley 1978) - , - .

(-, ), , -. , . - , . , - - , (preconceptions). , , , - (misconceptions) (alternative ideas) (conceptions) . - , (schema), Piaget, (frame), .

- , , , -. , . . , . ,

.

51

-, . - , . , -, . , - . , (-- 2000), - .

- , , , -. -, , . . , , , , . .

- . , , , ( 2002), , . , , .

, . , - ( 1989), . , . , - . , -, .

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, - ( 1993) - (Boyes et all 1999) - . (Leighton & Bisanz 2003) (Marinopoulos & Stavridou 2002) ( & 2000). ( & 2002) - .

. - (Bauer and Toth 1982) .

.

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The importance of teaching the science process skills

Abstract

In this study is pointed out the importance of teaching the students of Primary School on the science process and how they can develop the skills for this process. They are reported what are the skills of the science process and are given examples for how the students can learn from them.

Key words: Teaching of natural sciences, skills of scientific process

.., 19 (2006), 61-72

*

64 .

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, , , . - , , , , . . , . - , .

: , , , , , , , .

La communication interculturelle dans la classe scolaire

Rsum

La demande accrue de main-doeuvre, combine au vieillissement de notre continent, forme dj des socits plus complexes et pluralistes, dautant plus quest attendu une augmentation du nombre des immigrs qui vivront lintrieur des celles-ci. Aux futures socits europennes devrait, plutt, prdominer une citoyennet de la rsidence, qui serait fonde sur le droit du territoire, en dpit dune citoyennet de lorigine qui est fonde sur le droit du sang. Ces nouvelles conditions ne devraient pas perturber la cohsion sociale et la solidarit entre les citoyens. un monde qui devient de plus en plus complexe et dans lequel il faut que nous apprenions vivre avec autres, lacquisition des aptitudes interculturelles est par excellence demande. Entre ces aptitudes, la place de la communication interculturelle est fondamentale et elle acquiert, davantage, une importance particulire dans lcole et dans les classes scolaires.

Mots - cls: Multiculturalisme, assimilation, relativisme culturel, ducation interculturelle, communication interculturelle, jus sanguinis, jus solis, classe scolaire.

*

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Gewalt und Schule

Prvention und Massnahmen in USA und EU

Zusammenfassung

Das seit den 90er Jahren verstrkt in den Mittelpunkt der pdagogischen und soziologischen Diskussion gerckte Thema Gewalt in der Schule wird in dieser Arbeit im Hinblick auf die Prvention in der Schule untersucht. Gewalt in der Schule ist so alt, wie diese selbst. Es gibt nicht nur eine Ursache, sondern viele Faktoren verursachen bestimmte Bedingungen fr die Erscheinung des Phnomens. Sowohl fr die U.S.A. als auch fr die Europische Union gilt es dringend notwendig Manahmen zur Prvention von Machtmibrauch durch die Einbeziehung von kommunalen Behrden, Lehrern, Schlern, Eltern zu entwickeln.

Schlsselwrter: Gewalt in der Schule, Ursachen, Manahmen zur Prvention, U.S.A., E.U.

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Sherman, W. et. al., (Ed.) (2002), Evidence based crime prevention, Routledge Student searches and the law, (1995), Malibu, CA: Pepperdine University,

National School Safety CenterTattum, D., (1993), Understanding and Managing Bullying, TrenthamTillmann, K. J., (1997), Gewalt an Schulen: ffentliche Diskussion und erziehungs

wissenschaftliche Forschung, : H.G. Holtappels & W. Heitmeyer & W. Meltzer & K.J. Tillmann (Hrsg.), Forschung ber Gewalt an Schulen, Erscheinungsformen, Ursachen und Prvention, Mnchen; Juventa, . 11-27.

U.S. Department of Education. National Center for Education Statistics (1998). Violence and Discipline Problems in U.S. Public Schools:1996-1997 Office of Educational Research and Improvement NCES 98 030 March

Verbrechensverhtung in den Stdten. Eine Richtlinie fr kommunale Behrden, Kongress der Gemeinden und Regionen Europas, Europarat, 2003Waller, I. & Sansfacon, D., (2000), Investing wisely in crime prevention:

International experience, : http://www.crime-prevention-intl.org/Telechargement/

106

USbjainvstcrimprev182412.pdfWelsh, B.C. et. al. (Eds) (2001), Costs and benefits of preventing crime, Osford:

Westview Press

:http://www.coe.int/t/e/Integrated_Projects/violence/06_Our_publications/

(27.02.2006) : Urban crime prevention a guide for local authorities; The prevention of violence in sport; Facets of intercultu- rality in education; Intercultural Dialogue and Conflict Prevention; Security and democracy under pressure from violence; Preventing violence against women: a European perspective; Violence, con- flict and intercultural dialogue; Violence in schools a challenge for the local community; Learning from violence The youth dimension; Learning from Violence Symposium Report ( )

http://www.coe.int Council of Europe

:SN 5094/96EDUC:

19.12.1996

97C 303/02: 97/C 303/04: . : -

2006

.., 19 (2006), 107-116

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Some problematic consequences of classical empiricism

Abstract:

Much in contemporary debate about epistemology and associated pursuits owes itself to the British empiricists work. Characterized generally, empiricism is the view that the source and test of contigent knowledge is experience, i.e. sensory perception, but also including introspective awareness of the contents and operations of the experiencers own mind. Here, it is analysed some of the problematic consequences of the empiricist commitment to the principle that concepts have content only when experience confers it upon them.

Key words: Classical empiricism, Locke, Berkeley, Hume.

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110

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1. . J. Locke, (1770), An Essay Concerning Humam Understanding, P.H. Nidditch (ed.) (1975), Oxford: Clarendon Press, B. I, . 1.

2. . V. Chappell, Lockes theory of ideas, V. Chappel, (ed.) (1994), The Cambridge Companion to Locke, . 26-55. . , . (2004), , . 337-50, .. , (2002), , , . 225-36.

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Berkeley, Hume, . 68-70. B. . Ayers, M. (1991), Epistemology and Ontology, .

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5. G. Berkeley, Philosophical Works, M.R. Ayers (ed.) (1975), London: Everymans Library. , G. Berkeley (1710), (), - .. , : G. Berkeley (1713), (1993), . , : -.

6. . . , . (1988), Berkeley, . 81-120 C.D. Martin and D.M. Armstrong (ed.), Locke and Berkeley, A Collection of Critical Essays, . 255-408.

114

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8. Hume, D. (1739-40), A Treatise of Human Nature: Being an Attempt to introduce the experimental Method of Reasoning into Moral Subjects, L. A. Selby-Bigge P. H. Nidditch (1958), Oxford: Oxford Clarendon Press. . , . , , (2005), - . -, : , . 13-66 512-16.

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116

, . (2004), , .Ayers, M. (1991), Epistemology and Ontology, London: Routledge.Bennett, J., (1971), Locke, Berkeley, Hume, Central Themes, Oxford: Oxford Clarendon Press.Berkeley, G., Philosophical Works, M.R. Ayers (ed.) (1975), London: Everymans Library.Berkeley, G. (1710), () - .. , : .Berkeley, G. (1713), (1993), . , : .Berkeley, G. (1709), (2004), - . , : .Chappel, V. (ed.) (1994), The Cambridge Companion to Locke, Cambridge: Cambridge University Press., .. (2002), , , : ., . (1988), Berkeley, , .Hume, D. (1739-40), A Treatise of Human Nature: Being an Attempt to introduce the experimental Method of Reasoning into Moral Subjects, L. A. Selby- Bigge P. H. Nidditch (1958), Oxford: Oxford Clarendon Press. , , (2005), - . , : .Hume D. (1748, 1751), Enquires Concerning Human Understanding and Concerning the Principles of Morals, L. A. Selby-Bigge P. H. Nidditch (eds.) (1975), Oxford: Oxford Univercity Press., . (1995), , : .Locke, J. (1770), An Essay Concerning Humam Understanding, P.H. Nidditch (ed.) (1975), Oxford: Clarendon Press.Martin, C.B. and D.M. Armstrong (ed.), Locke and Berkeley, A Collection of Critical Essays, London: Macmillan., . (1994), David Hume: H K - , , .Woolhouse, R.S. (1988), The Empiricists, Oxford: Oxford University Press. - (2003), , : , - . , . , : .

2006

.., 19 (2006), 117-132

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Ethnographic methods in special education

Abstract

This article emphasizes the relevance of the analysis of single cases when developing theories in remedial education. Ethnography of education, as practiced in the USA, disposes of a sufficient variety of methodological tools and field results to encourage the less developed discourse in qualitative methods in remedial education. The method of ethnographic field research, together with the style of analysis and representation of grounded theory, combines the research and the development of theories in special education and helps to overcome the known weaknesses of the ethnographic method.

Key words: Ethnographic methods, grounded theory, special education

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120

, . - - (Biewer 2000, 424).

-, - . , - , , - . , , . - , - . , Aveyron, Jean Itard, 205 , - , - (Malson, Itard & Mannoni 1972). , Charles Bettelheim (1983) , - , .

, , , , , , - . , - . - . , Ertle Mckel (1981) Faelle und Unfaelle in der Erziehung 31 - .

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121

. , , . Frieberthuser (1997, 510) - . , - . . , , - .

1. , - , . , - ( Heinze 1992, Mayring 1993, Denzin, Lincoln 1994, Lamnek 1995, Flick .. 1995, Frieberthuser, Prengel 1997), (. Mayring 1995), - ( Strauss, Corbin 1996, Le Compte .. 1993). - : (. Lamnek 1995), - , (. Denzin, Lincoln 1994). - . , , - , (LeCompte .. 1993) .

, Kathleen Wilcox (1982, 457) -

122

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O Bronislaw Malinowski (Trobriand) , 1922, (Malinowski 1979, 1986). -. Ruth Benedict, Margaret Mead Edward-Evans Pritchard. -, , - . , Malinowski - . Malinowski , - . , Margaret Mead Gregory Bateson (Wolff 1995) - . - . - .

, . Clifford Geertz (1995) - . , , , -, - --

123

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. , - . , Malinowski Mead, . - , , . Silberman (1982) Margaret Mead -. , Bronislaw Malinowski , 1914-1918, , 1967 (Malinowski 1986). - Malinowski - . , , , - . Geertz (1993, 85), , Malinowski , , . -, , .

1986 Writing Culture (Clifford, Marcus 1986). , - Berg Fuchs, 1993, , - (Berg, Fuchs 1995). -. , 20 , - . , : , -

124

(Kohl 1993, 124). - : .

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Schweizer (1993, 84) Rabinow (1995, 162) - . - . (grounded theory) Anselm Strauss. , - . - grounded theory - : bereichsbezogene Theorie ( ) gegenstandsbezogene Theorie ( ), gegenstandsverankerte Theorie ( ) (Glaser, Strauss 1979, Strauss, Corbin 1996). -, 1960, - . , - - Strauss (1994) Strauss, Corbin (1996)- - , . , - , .

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125

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126

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Hildenbrand Anselm Strauss Grundlagen qualitativer Sozialforschung -, : ) - , ) , ) ) (1994, 11). - - . , , - .

Strauss Corbin (1994, 274) - Geertz (1995). -, - . Terhart , , - (1979, 296).

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Berg, E.; Fuchs, M.(Hrsg.): Kultur, soziale Praxis, Text. Die Krise der ethnographischen Reprsentation. Frankfurt/M. 21995.Bettelheim, B.: Die Geburt des Selbst. The empty Fortress. Erfolgreiche Therapie autistischer Kinder. Frankfurt/M. 1983.Biewer, G.: Das Verhltnis von Kultur und Behinderung aus ethnologischer und heilpdagogischer Sicht. In: Die neue Sonderschule 45 (2000) 421-428.Biewer, G.: Vom Integrationsmodell fr Behinderte zur Schule fr alle Kinder. Neuwied, Kriftel, Berlin 2001.Clifford, J.; Marcus, G.E. (Eds.): Writing Culture. The Poetics and Politics of Ethnography, Berkeley 1986.Denzin, N.K.; Lincoln, Y.S. (Eds.): Handbook of Qualitative Research. Thousand Oaks, London, New Delhi 1994.Eberwein, H. (Hrsg.): Fremdverstehen sozialer Randgruppen. Berlin 1987.Ertle, C.; Mckel, A. (Hrsg.): Flle und Unflle der Erziehung. Stuttgart 1981.Flick, U.; Kardoff, E.; Keupp, H.; Rosenstiel, L.; Wolff S. (Hrsg.): Handbuch Qualitative Sozialforschung. Mnchen 21995.Friebertshuser, B.: Feldforschung und teilnehmende Beobachtung. In: Friebertshuser, B.; Prengel, A.: Handbuch Qualitative Forschungsmethoden in der Erziehungswissenschaft. Weinheim, Mnchen 1997, 503-534.Friebertshuser, B.; Prengel, A.: Handbuch Qualitative Forschungsmethoden in der Erziehungswissenschaft. Weinheim, Mnchen 1997.Geertz, C.: Dichte Beschreibung. Beitrge zum Verstehen kultureller Systeme. Frankfurt 41995.Geertz, C.: Die knstlichen Wilden. Der Anthropologe als Schriftsteller. Frankfurt 1993.Glaser, B.G.; Strauss, A.L.: Die Entdeckung gegenstandsbezogener Theorie. In: Hopf, C.; Weingarten, E. (Hrsg.): Qualitative Sozialforschung. Stuttgart 1979, 91-111.Heinze, T.: Qualitative Sozialforschung. Erfahrungen, Probleme und Perspektiven. Opladen 21992.Kohl, K.- H.: Ethnologie-die Wissenschaft vom kulturell Fremden. Eine Einfhrung. Mnchen 1993.Lamnek, S.: Qualitative Sozialforschung. Band 1 u.2. Weinheim 31995.LeCompte, Margareth D.; Millroy, W.; Preissle, Judith (Eds.): The Handbook of Qualitative Research in Education. New York 1993.Malinowski, B.: Argonauten des westlichen Pazifik. Frankfurt/M. 1979.Malinowski, B.: Ein Tagebuch im strikten Sinn des Wortes. Frankfurt/M. 1986.

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Malson, L.; Itard , J.; Mannoni, O.: Die wilden Kinder. Frankfurt/M. 1972.Mayring, P.: Einfhrung in die quantative Sozialforschung. Eine Anlernung zu quantativem Denken. Weinheim 21993.Mayring, P.: Qualitative Inhaltsanalyse. Grundfragen und Techniken. Weinheim 5 1995.Rabinow, P.: Reprsentationen sind soziale Tatsachen. Moderne und Postmoderne in der Anthropologie. In: Berg, E.; Fuchs, M.(Hrsg.):Kultur, soziale Praxis, Text. Die Krise der ethnographischen Reprsentation. Frankfurt/M.2 1995, 158-199.Silberman, G.: Doing the Ethnography of Schooling. Educational Anthropology in Action. New York 1982.Schweizer, T.: Perspektiven der analytischen Ethnologie. In: Schweizer, T.; Schweizer, M.; Kokot, W. (Hrsg.): Handbuch der Ethnologie. Berlin 1993, 79-113.Stellrecht, Ir.: Interpretative Ethnologie: Eine Orientierung. In: Schweizer, T.; Schweizer, M.; Kokot, W. (Hrsg.): Handbuch der Ethnologie. Berlin 1993, 29-78.Strauss, A.: Grundlagen qualitativer Sozialforschung. Mnchen 1994.Strauss, A.; Corbin, J.: Grounded Theory Methodology. An Overview. In: Denzin, N.K.; Lincoln, Y. S. (Eds.): Handbook of Qualitative Research. Thousands Oaks, London, New Delhi 1994, 273-285.Strauss, A.; Corbin, J.: Grounded Theory: Grundlagen Qualitativer Sozialforschung. Weinheim 1996.Terhart, E.: Ethnographische Schulforschung in den USA. Ein Literaturbericht. In: Zeitschrift fr Pdagogik 25 (1979)291-306.Wilcox, K.: Ethnography as a Methodology and Ist Application to the Study of Schooling: A Review. In: Spindler, G. (Hrsg.) Doing the Ethnograpy of Schooling. Educational Anthropology in Action. New York u.a. (Holt, Rinehart and Winston) 1982.Wolff, S.; Gregory Bateson & Margaret Mead: Balinese Character (1942) Qualitative Forschung als disziplinierte Subjektivitt. In: Flick u.a.: Handbuch Qualitative Sozialforschung. Mnchen 21995, 135-141.

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136 .

Pupils Perceived Feedback from School and Family:

Differences in Relation to certain Socio-demographic Characteristics

Summary:

The main interest of this research is focused on the relation of perceived feedback from significant others (educators, schoolmates and parents) with certain socio-demographic characteristics, such as gender, school grade, population of school region, professional-academic ambitions, number of siblings and family social profile (fathers occupation and parents educational background). The key aim of this research comprises of the localization and evaluation of possible effects of these characteristics on (pupils perception of) significant others feedback. These effects often determine decisively the formation of childrens self-evaluation processes, self-image formation, decision making process and their actions, pre-determining, partly, the development of their whole personality.

Approximately 2450 pupils from Elementary and Secondary schools of Epirus-Hellas, aged 11-14 years, were asked to fill in a questionnaire consisting of 36 items (12 items repeated for parents, educators and schoolmates), describing the attitude that, according to their opinion, their significant others demonstrate towards them on many circumstances. The findings of this research can be very useful to school-experts as well as to parents and relatives in supporting and enhancing pupils on attitude and personality matters. They can be acquainted with all these inner relations and thus can be enabled to intervene effectively, responding to pupils individual needs and differences.

Key words: perceived feedback, gender, school grade, professional-academic ambitions, population of school region, number of siblings, family social profile (fathers occupation, parents educational background), personality.

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