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COURSE OUTLINE
- GENERAL
| SCHOOL | School of Education | ||||
| DEPARTMENT | Department of Primary Level Education | ||||
| LEVEL OF STUDIES | Level 6 | ||||
| COURSE CODE | 6E12 | SEMESTER | 4th | ||
| COURSE TITLE | Teaching Physics through experiments | ||||
| 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 | ||||
| COURSE URL: | https://eclass.duth.gr/courses/429366/ | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse. | |
| The course material aims to understanding the purpose of the experiment in teaching through the steps of its execution, the appropriate experimental devices and the most frequent use / involvement of everyday materials in the context of exploring / applying, understanding and teaching the basic concepts and principles of Physics and therefore the bridging of theory with the laboratory / experiment.
Upon completion of the course students should be able: • To appropriately utilize concepts and principles of the science of Physics for the understanding of natural phenomena during experimental teaching in Primary Education (MA3) • To be able to plan, organize and evaluate the experimental teaching that includes conducting didactic experiments on Physics of Primary Education, formulating the objectives and the expected learning outcomes, utilizing the way in which students recognize the relevant Physics topics through everyday situations and phenomena (MA7). • To be able at school level to plan and carry out appropriate experimental teaching of Physics topics through appropriate activities / experiments and use of everyday materials, promoting critical and creative thinking, as well as exploratory or self-active or collaborative learning (MA6). • To be able to properly use the appropriate didactic experiments on Physics in the context of effective experimental teaching models and strategies, so that they can transform scientific knowledge into school, while promoting exploratory, self-active and collaborative learning through the experiment (MA4, MA6). • To be able to connect the knowledge of the science of Physics with situations and phenomena of everyday life through the essential role of the experiment in teaching and learning, recognizing the importance of all the above in the role of future teachers of 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
Autonomous work Teamwork Project design and management Critical thinking Promoting free, creative, and inductive reasoning |
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- COURSE CONTENT
| The course consists of the theoretical and the experimental / laboratory part. The theoretical part provides the necessary theoretical background on the structure of the experiment and the relevant theory of experiments on topics of Engineering, Heat, Electricity, Magnetism and Optics in the context of Primary Education. In the Laboratory / Experimental Part, students are given the opportunity through autonomous or collaborative group learning to conduct and conceptually describe laboratory exercises / experiments, to draw relevant conclusions based on the results – explanation of a phenomenon and verification based on their principles / exercise / experiment and be able to plan the teaching of each experiment by applying a series of steps. |
- 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% |
- SUGGESTED BIBLIOGRAPHY
| Suggested bibliography
• Unesco (2003), TREASURE OF EXPERIMENTS, THEORY AND PRACTICE, MARIA PARIKOU & CO LTD Publications •Arnaoutakis I., Karanikas G., Karapanagiotis VA (2005), Physics Experiments, GRIGORI CHRISTINA & SIA Publications
Additional suggested bibliography • McDermott C.L., Shaffer S.P. (2001), Introductory Physics Courses, (translated by P. Michas) Typothito Publications, Athens. • Unesco (2003), TREASURE OF EXPERIMENTS, THEORY AND PRACTICE, MARIA PARIKOU & CO LTD Publications
Related Scientific Journals · American Journal of Physics · European Journal of Physics · The Physics Teacher · Physics Education · Review of educational research · Ιnternational Journal of Science Education · Journal of Research in Science Teaching · Research in Science Education · Research in Science & Technological Education · Science & Education · Science Education · Science Education International
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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. |
