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COURSE OUTLINE
- GENERAL
| SCHOOL | School of Education | ||||
| DEPARTMENT | Department of Primary Level Education | ||||
| LEVEL OF STUDIES | Level 6 | ||||
| COURSE CODE | 6Ε36 | SEMESTER | 6th | ||
| COURSE TITLE | Inquiry-based learning environments in Physics | ||||
| 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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1Y6 Concepts of Physics in Education | ||||
| TEACHING & EXAMINATION LANGUAGE: | Greek | ||||
| COURSE OFFERED TO ERASMUSSTUDENTS: | No | ||||
| COURSE URL: | https://eclass.duth.gr/courses/429367/ | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse. | |
| The main goal of the course is to familiarize students with the range of inquiry-based learning environments in Physics, which ranges from structured and guided to completely open, both inside and outside school (formal and non-formal education). Research and inquiry practices are considered an important element of Teacher Content Pedagogical Knowledge. In this sense, it is important for tomorrow’s teacher, in addition to positive views and attitudes towards inquiry practices, to be able to integrate such practices into his or her personal daily teaching practices.
Upon completion of the course students should: • be able to plan teaching in the spectrum of inquiry (structured, guided, open inquiry), inside and outside school, • select and / or create teaching materials (experimental activities, worksheets, materials and / or conceptual models, 3D objects, digital media, simulations, etc.) appropriate for the respective inquiry-based learning environments, • be able to present orally and in writing the findings of contemporary research found in the literature on inquiry-based learning environments. |
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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 Adaptation to new situations Project design and management Critical thinking Promoting free, creative and inductive reasoning |
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- COURSE CONTENT
| The course includes six thematic units, through which the development of the most important aspects of inquiry-based learning in Physics is attempted. More specifically, in the introductory thematic unit, the spectrum of inquiry is developed as a didactic and learning method (structured, guided, open) and the similarities and differences of the individual cases are discussed. The second section deals with the emphasis of the curricula, internationally, on non-formal education, especially in Science and Technology Centers, while the third thematic unit deals with the similarities and differences in the teaching of Physics, Technology and Engineering. The fourth thematic unit highlights the role of models and modeling, while the fifth thematic unit highlights the importance of the Control of Variables Strategy in the teaching and learning of Physics. Finally, the sixth thematic unit focuses on the emphasis of the curricula on scientific literacy and on the skill of reading and writing scientific texts while at the same time a study of modern research results in the Teaching of Physics. |
- LEARNING & TEACHING METHODS – EVALUATION
| TEACHINGMETHOD Face to face, Distance learning, etc. |
Face to face, laboratory work | ||||||||||||||||||
| USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY (ICT) Use of ICT in Teaching, in Laboratory Education, in Communication with students |
Use of ICT in Teaching, in Laboratory Education, in Communication with students | ||||||||||||||||||
| 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 |
Formative evaluation
Language: Greek
Students’ assessment: Practical work during the semester: 66% Final task assignment and oral exams: 34%
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- SUGGESTED BIBLIOGRAPHY
| Suggested bibliography:
• Koumaras, P. (2017). Teaching Physics Tomorrow. Athens: GUTENBERG Publications. • Kariotoglou, P. (2006). Pedagogical Knowledge of Science Content. Tsachouridis Publications, Thessaloniki
Additional suggested bibliography • Koliopoulos, D. (2004). Topics in Science Teaching. Border, Athena. • Chalkia, K. (2011) Teaching natural sciences, Patakis Publications, 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
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ANNEX OF THE COURSE OUTLINE
Alternative ways of examining a course in emergency situations
| Teacher (full name): | Anastasios Zoupidis |
| Contact details: | azoupidis@eled.duth.gr |
| Supervisors: | No |
| Evaluation methods: | Oral examination with distance learning methods |
| Implementation Instructions: | The examination in the course will take place in groups of 3-4 people on the day of the examination of the course according to the examination program.
The examination will be performed through MS TEAMS. The link will be sent to students via eclass exclusively to the institutional accounts of those who have registered for the course and have learned the terms of distance education. Students will have to log in to the examination room through their institutional account, otherwise they will not be able to participate. They will also take part in the examination with a camera which they will have open during the examination. Before the start of the exam, students will show their identity to the camera, so that they can be identified. Each student should answer 4 questions. Each of the questions is scored with 2.5. |
