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"To blog-άκι μας"

Σάββατο 9 Αυγούστου 2014

Comenius programme -Questionnaire guidelines - September 2012

Questionnaire guidelines
Dear partners,
The attached questionnaire has been edited in accordance with the aims and objectives of the programme “Lets 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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