Questionnaire
guidelines
Dear partners,
The attached
questionnaire has been edited in accordance with the aims and objectives of the
programme “Let’s Have A Culture Break in Europe”
as they are outlined in our application form.
The main
objective of this questionnaire is to detect the pre-existing pupils’ perceptions
on which the new knowledge and experiences that the programme will provide are
going to be constructed. In parallel, through this detection, the
acknowledgement of any pupils’ biases and prejudices in relation to the
civilizations involved is aimed.
Two more
questionnaires will follow; one as mid-term and the other as final assessment. After reporting the initial pupils’ views, the
next questionnaires aim to investigate how and to what extent the activities of
the programme influence students’ ideas and expand their knowledge. In this
context, conclusions will be drawn regarding alterations in pupils’ perceptions
of other civilizations.
The
questionnaire is divided into 3 sections. The first involves general
information in relation to pupils’ age, gender and country of origin. In the
second section (part 1), there are questions concerning pupils’ general knowledge
about European Union and Comenius programmes (questions 1, 2). In the same
section, questions 3 and 4 intend to examine pupils’ knowledge about the
civilizations and cultures of the countries which participate in the programme.
In the last section (part 2), a human figure outline is presented. Teachers will ask pupils to draw a
representative person (regardless of gender) from the country mentioned at the
top of the page. Pupils can use their pre-existing knowledge, ideas, perception
or even their imagination to complete the human figure. Apart from the basic
human features (face, mouth etc.), students will be motivated to draw external
characteristics such as dressing code, way of living, profession etc. and
internal characteristics in terms of what kind of person is presented in each
drawing (gestures will come in useful for this depiction, for instance,
smiling/angry face, aggressive way of looking/calm and happy way of looking
etc.). They can also add objects, bubbles with phrases, explanations and
whatever each pupil thinks useful to make his/her view of representative person
clear. They may colour their drawings. At the bottom of the page, there are
some lines where students should write/describe how they draw their person,
where they were based on and which are the sources of their knowledge about the
particular country. Each student should work independently and teachers should
adjust the number of their students to the number of drawing figures. For
example, if 25 Italian students participate in the programme, their teacher
should divide the number of the students with the number of the countries
(25:5=5). So, teacher should collect 5 human figure drawings from Germany, 5
from Turkey, 5 from Greece, 5 from Poland, 5 from Romania. If division is
incomplete, teacher will try to have as far as possible an equal number of
figures for all countries. Students should not draw a person from their own
country.
Students will
fill in the questionnaire and next, the teachers who participate in the programme
will collect and analyze their questionnaires. If teachers feel that the
questionnaire should be translated in their mother tongue, they are free to do
so. The presentation of the
questionnaire outcomes will take place in time we will agree in our first
meeting in Poland. In our second meeting
in Romania, each teachers group could possibly present the findings of their
questionnaires. In this way, pupils’ views would be clarified and attributed in
aggregate since each teacher knows better the particularities of each country,
school and his/her students. We suggest that teacher should emphasize that
there are not right or wrong answers and pupils should be careful and honest
whilst completing their questionnaire.
We suggest
that the questionnaire should be filled in before any activity of the
programme takes place since its aim is to investigate pre-existing pupils’
ideas.
We are at
your disposal for further inquires.
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