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COURSE OUTLINE
- GENERAL
| SCHOOL | SCHOOL OF EDUCATION | ||||
| DEPARTMENT | DEPARTMENT OF PRIMARY EDUCATION | ||||
| LEVEL OF STUDIES | 6 | ||||
| COURSE CODE | SEMESTER | 3rd | |||
| COURSE TITLE | SCIENCE EDUCATION | ||||
| TEACHINGACTIVITIES If theECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedto the wholecourse, thenplease indicate the teaching hours per week and the corresponding ECTS Credits. |
TEACHINGHOURSPERWEEK | ECTSCREDITS | |||
| 3 | 5 | ||||
| Please, addlinesifnecessary.Teaching methods and organization of the course are described in section 4. | |||||
| COURSETYPE
Background, GeneralKnowledge, Scientific Area, Skill Development |
SCIENTIFIC AREA | ||||
| PREREQUISITES:
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NO | ||||
| TEACHING & EXAMINATION LANGUAGE: | GREEK | ||||
| COURSE OFFERED TO ERASMUSSTUDENTS: | NO | ||||
| COURSEURL: | https://eclass.duth.gr/courses/ALEX03189 | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse. | |
| The main purpose of the course is the understanding of the basic concepts concerning Science Education and the development of a scientific mentality, through which the future teacher will be able to appropriately use teaching tools and teaching strategies, which have been developed within this scientific field, in order to be effective in the classroom.
By the end of the course, students would be able to: • plan and organize teaching/learning procedures concerning science lessons in Primary Education, articulating the main objectives and the expected learning outcomes, and taking into account students’ ideas concerning the most common science topics (MA7 ). • develop a scientific mentality, which could help them to plan and carry out effective methods for teaching science, as well as, to promote critical and creative thinking and inquiry learning (MA6). • use properly the main teaching tools, models and strategies of science education in order to transform scientific knowledge into school knowledge, while promoting self-active and collaborative learning (MA4, MA6). • understand the complexity of their mission as science educators and to realize the possibilities of their role as teachers in Primary Education (MA1).
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| General Skills | |
| Name the desirable general skills upon successful completion of the module | |
| Search, analysis and synthesis of data and information,
ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas |
Project design and management
Equity and Inclusion Respect for the natural environment Sustainability Demonstration of social, professional and moral responsibility and sensitivity to gender issues Critical thinking Promoting free, creative and inductive reasoning |
| Search, analysis and synthesis of data and information,
ICT Use Teamwork Project design and management Critical thinking Promoting free, creative and inductive reasoning
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- COURSE CONTENT
| The course includes five main sections through which, the development of the most important topics concerning science education are attempted. First, the “scientific method” and the main procedures that it includes are developed. In a second section, an attempt is made to establish a theoretical background on the “learning theories” that have been adopted by this scientific field in the recent years. The third section focuses on “students’ ideas” about the most common science concepts, phenomena and situations, while the fourth section deals with the “teaching tools” that a teacher can use when teaching science topics. Finally, in the fifth section, the “teaching models” that have been followed in recent years in science education, are developed and can be used in the classrooms during the teaching of the relevant topics. The content of the course is developed during 13 weeks as follows:
LESSON 1: Introduction to science education LESSON 2: The scientific method I. LESSON 3: The scientific method II LESSON 4: The scientific method III LESSON 5: Learning theories in science education I. LESSON 6: Learning theories in science education II LESSON 7: The socio-cultural approach in science education LESSON 8: Students’ ideas about concepts of sciences LESSON 9: Teaching tools in science education I. LESSON 10: Teaching tools in science education II LESSON 11: Teaching models I – The discovery and inquiry models LESSON 12: Teaching models II – The constructivistic model LESSON 13: Presentations of teaching processes |
- LEARNING & TEACHING METHODS – EVALUATION
| TEACHINGMETHOD Face to face, Distance learning, etc. |
Face to face, with the implementation of activities, experiments, etc. | ||||||||||||||||||
| USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY (ICT) Use of ICT in Teaching, in Laboratory Education, in Communication with students |
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| TEACHING ORGANIZATION
The ways and methods of teaching are described in detail. Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.
The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards. |
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| Student Evaluation
Description of the evaluation process
Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others
Please indicate all relevant information about the course assessment and how students are informed |
Language: Greek
I. Written final exam (70%) Includes: – Development, Multiple Choice, Matching, or True / False Questions – Management of applications related to daily situations or situations that appear in primary school books – Evaluation of particular data, drawing conclusions with justification
II. Work Preparation (30%) Includes: Designing of a teaching process, supporting its effectiveness and justifying the strategies and tools used
Evaluation criteria: • Correctness and completeness of the answers. • Clarity and consistency of argumentations, interpretations and justifications. · Accuracy and completeness in data management.
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- SUGGESTED BIBLIOGRAPHY
| Suggested textbooks
• Halkia, K. (2011) Teaching sciences, Patakis Publications, Athens • Ravanis, K. (2003) Introduction to Science Education, New Technologies Publications, Athens.
Additional suggested bibliography • Koliopoulos, D. (2004). Science Education Issues. Border, Athena. • Koulaidis, V. (1994) Representations of the natural world, Gutenberg, Athens. • Driver, R., Squires, A., Rushworth, P. and Wood-Robinson, V. (1998) Building the concepts of Science Education, (Edited by Kokkotas, P.) Typothito, Athens.
Related Scientific Journals • International Journal of Science Education • International Journal of Science and Mathematics Education • International Journal of Environmental and Science Education • Journal of Research in Science Teaching • Journal of Science Teacher Education • Science Education • Research in Science Education • Journal of Science Education and Technology • Research in Science and Technological Education |
ANNEX OF THE COURSE OUTLINE
Alternative ways of examining a course in emergency situations
| Teacher (full name): | George Papageorgiou |
| Contact details: | gpapageo@eled.duth.gr |
| Supervisors: (1) | No |
| Evaluation methods: (2) | written examination with distance learning methods |
| Implementation Instructions: (3) | Students should be connected to the e-class platform using their personal university username and password and answer to a number of open-ended questions. The answering of the questions prerequisites critical thinking and comprehensive of basic science education knowledge.
The duration of the examination is 20-30 min depending on the exact number of questions. |
- Please write YES or NO
- Notedowntheevaluationmethodsusedbytheteacher, e.g.
- written assignmentor/andexercises
- writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
- In the Implementation Instructions section, the teacher notes down clear instructions to the students:
- a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
- b) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the gradingsystem, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensuredand any other necessary information.
- c) incaseofwritten examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.
There should be anattached list with the Student Registration Numbersonly of students eligible to participate in the examination.
