Background, General Knowledge, Scientific Area, Skill Development

(with foreign bibliography and written assignments in English)

–          have acquired an initial understanding of the field of linguistics,

–          be able to recognize the basic characteristics of human language,

–          have become familiar with key terms used in the analysis of the different levels of language,

–          be acquainted with theoretical issues related to linguistic variation and language change.

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

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

Independent work

Exercise of critical and self-critical thinking

Promotion of free, creative, and inductive thinking

Linguistic competence, linguistic performance

Levels of linguistic analysis

Phonetics

Phonology

Morphology

Lexicology

Branches of Linguistics: Theoretical, Applied, Historical

Synchronic and diachronic approaches. Language change

Linguistic variation I: spoken and written language

Linguistic variation II: Dialects, sociolects, registers

Linguistic myths

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & 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.

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 

Written assignment (Analysis of a specialized topic): 10%

Final written examination (short-answer questions): 90%

Γούτσος, Δ. 2012. Γλώσσα, κείμενο, ποικιλία, σύστημα. Αθήνα. Κριτική.

Fromkin, V. Rodman, R. & N. Hyams. 2008. Εισαγωγή στη μελέτη της γλώσσας. Αθήνα. Πατάκης.

Καμπάκη-Βουγιουκλή, Π. 2008. Εισαγωγικά μαθήματα γλωσσολογίας κατά παράδοση, Ξάνθη. Σπανίδης.

Lyons, J. 2002. Εισαγωγή στη Θεωρητική Γλωσσολογία. Αθήνα, Μεταίχμιο.

Παυλίδου, Θ. 1997. Επίπεδα Γλωσσικής Ανάλυσης, Θεσσαλονίκη. Παρατηρητής.

Φιλιππάκη-Warburton, Ει. 1992. Εισαγωγή στη Θεωρητική Γλωσσολογία. Αθήνα. Νεφέλη.

Background, GeneralKnowledge, Scientific Area, Skill Development

Upon completion of the course students should be able:

• To have the appropriate background of basic concepts and principles of the science of Physics for the understanding of natural phenomena in the context of Primary Education and the possibility of developing scientific literacy (MA11).

• To appropriately utilize concepts and principles of the science of Physics for the understanding of natural phenomena in the context of Primary Education (MA3).

• To understand and interpret natural phenomena based on the curriculum and the relevant educational material and activities in Primary education at both macroscopic and microscopic level with the possibility of developing didactic transformations (MA4).

• To recognize situations and phenomena and the possibility of using appropriate tools and methods to solve physics problems based on the curriculum and the relevant educational material and activities in Primary education to promote critical thinking and creative thinking (MA6).

• To be able to connect the knowledge of the science of Physics with situations and phenomena of everyday life, recognizing the importance of all the above for the recognition of the essential role of future teachers of Primary Education (MA1).

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

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

Adaptation to new situations

Autonomous work

Respect for the natural environment

Critical thinking

Promoting free, creative and inductive reasoning

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.

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 or Concluding evaluation

Language: Greek

Mid-term examination (20%)

Includes: Both short-answer and developmental questions on key concepts involved in understanding natural phenomena

Written final exam (80%)

Includes:

– Development, Short Answer, Multiple Choice, Matching, or True / False Questions

– Management of applications related to daily situations or situations that appear in primary school books

– Solving relevant exercises / problems

– Benchmarking data and drawing conclusions with justification

Evaluation criteria:

• Correctness and completeness of the answers.

• Clarity and consistency in argumentation, interpretation and justification.

• Accuracy and completeness in data management.

·         Hewitt G. P.(2015), ConceptualPhusics, University of Crete Editions

·         Holton Gerald, Brush G. Stephen (2018), Introduction to Concepts and Theories in Physical Science, (in Greek ed. Skordoulis C.), GUTENBERG Publications, Athens.

Additional suggested bibliography

• Arons A. (1992), Guide to teaching Physics, (translated by A. Valadakis) Trochalia Publications, Athens.

• Jearl Walker (2001), The Festival of Physics (2nd edition), Katoptro Publications

• Knight R. (2006), Five Easy Lessons-Strategies for Successful Teaching of Physics, Diavlos Publications, Athens

• Arnaoutakis I., Karanikas G., Karapanagiotis VA (2005), Physics Experiments, GRIGORI CHRISTINA & SIA Publications

• Koumaras P. (2015), Paths of thought in the world of Physics, GUTENBERG Publications, Athens

• Koumaras P. (2011), Guide to Experimental Teaching of Physics, Christodoulidis Publications, Thessaloniki

• Chalkia K. (2016). Teaching Natural Sciences, Patakis Publications, Athens

• Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1998). Building the Science Concepts – A Global Summary of Students’ Ideas. Athens: Typothito – Dardanos.

• Michael Allen (2019). Misunderstandings in the Natural Sciences in Primary Education, GUTENBERG Publications, Athens

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

The course examination will be performed through MS TEAMS and eclass. The link will be sent to students via eclass exclusively to the institutional accounts of those who have registered for the course and have been informed the terms of distance education.

Students will have to log in to the examination room using 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 examination, students will show their identity to the camera, so that they can be identified.

The course is evaluated with a maximum grade of TEN (10).

The TWO (2) points are claimed during the 1st and 2nd intermediate examination, during the semester through closed-ended questions in eclass.

The remaining EIGHT (8) points are claimed during the final distance written exam through closed-ended questions and text development in eclass, on the day of the course examination according to the semester examinations program.

Background, GeneralKnowledge, Scientific Area, Skill Development

• know terms, phenomena, people, and landmarks that concern the Science of Pedagogy – MA1, MA3, MA14.

• describe and identify the subject of the Science of Pedagogy in general and its main sub-disciplines – MA1, MA3, MA5.

• distinguish the research methods and techniques used in the Science of Pedagogy – MA13.

• describe the necessity of education in humans from a philosophical, anthropological, cultural, biological, learning-social-theoretical, historical and pedagogical point of view – MA3, MA10, MA11.

• be able to draw conclusions about the work and role of a teacher today – MA1, MA2, MA3.• compare the modern (professional) teacher with the educational-ministrant of the past – MA1, MA2, MA3.

• make basic evaluative judgments about the dimensions of their future profession, as well as about the development of the Science of Pedagogy in our country and internationally – MA1, MA2, MA3.

• identify epistemological issues and problems that arise from the study of the relevant pedagogical literature – MA3, MA11.

• basically compose the scientific foundation of the Science of Pedagogy – MA1, MA2.

·  organize and reorganize the way they study, as learning has been de-schooled with admission to the university – MA14.

• become familiar with the use of ICT (acquisition of skills in the appropriate use of methods, tools and techniques) during the presentation of group assignments and collaborative work but also during teaching with discussion, dialogue, questions, and answers (Socratic method) etc. – MA9, MA11.

·       discover ways to meet their fellow students and gain experience in expressing a reasoned opinion, in exchanging views, and in respecting the point of view of their fellow students – MA6, MA12, MA14, MA15.

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

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

• Distinction and development of terminology used in the Science of Pedagogy Science and / or Education Sciences

• Understanding and weighting of factors and parameters of the educational practice and the educational reality in general

• Recognition of characteristics of the professional teacher

• Teamwork and collaboration

The main topics that will be analyzed are the following:

– delimitation of the field of knowledge

– basic terminology and basic concepts of the Science of Pedagogy

– historical development of the Science of Pedagogy

– issue of the autonomy of the Science of Pedagogy

– scientific branches of the Science of Pedagogy

– research methods of the Science of Pedagogy

– basic milestones in the school’s evolution

– basic functions of the school

– the necessity of education in humans

– the effect of heredity and the environment on human education and development

– the today teacher’s work and role

– learning and mental development on the part of the student

– basic knowledge of scientific technical writing (types of scientific work, specifications and how to apply them for the writing of a valid scientific work, etc.)

-In teaching

-In the presentations of students’ assignments

-In communication with students

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.

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 

a.       Final written exam (70%)

Including:

–       Assignments of problem-solving or/and

–       Questions (short answer or not)  of essay development, open-ended questions or/and

–       Objective tests (e.g., multiple-choice questions)

b.        Planning and presentation of individual or group work assignment/s (30%)

Assessment criteria:

–   Degree of knowledge of basic terms and concepts

–   Clarity and coherence in the argumentation with adequate documentation of the positions supported

–   Diligence in the search and use of bibliography

–    Diligence and vividness in the final presentation of the assignment

–   Degree of following the standards of the scientific technical writing

Adequate bibliographical documentation

Chatzidimou, D. (2020). Eisagogi stin Paidagogiki: Symvoli sti diachysi tis paidagogikis skepsis [Introduction to pedagogy: Contribution to the diffusion of pedagogical thought]. Thessaloniki: Afoi Kyriakidi Ekdoseis A.E.

Chatzidimou, D. (2012). Paidagogiki kai ekpaidefsi: Anazitiseis, theseis kai protaseis [Pedagogy and education: Search, opinions, and suggestions]. Thessaloniki: Afoi Kyriakidi Ekdoseis A.E.

E-book

Cajkler, W., & Wood, Ph. (2019). Lesson study in initial teacher education. HEAL-Link Emerald e-book series. Lesson Study in Initial Teacher Education: Principles and Practices | Emerald Insight

Additional suggested bibliography

A.    For Pedagogy in general

Elzer, I. M. (1980). Eisagogi stin paidagogiki [Introduction to pedagogy] (met. D. Chatzidimou). Athina.

Elzer, I. M. (1984). O anthropos kai i morfosi tou [Man and his education] (met. D. Chatzidimou). Thessaloniki.

Exarchopoulos, N. (1950). Eisagogi eis tin paidagogikin: tomoi 2 [Introduction to pedagogy, vol. 2]. Athina: Dimitrakos.

Komenios, I. A. (1912). Megali didaktiki [Magna Didaktika] (met. D. ioannidis). Athina:Typografeion M.   Mantzevelaki.

Kant, I. (2004). Peri paidagogikis [About pedagogy]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi (Prolegomena-metafrasi-simeioseis P. Sidera-Lytra).

Chatzidimou, D. (Epim.). (2001). Paidagogiki kai ekpaidefsi: Timitikos tomos gia ta 65chrona tou Kathigiti Panagioti D. Xochelli [Pedagogy and education: Honorary volume for the 65 years of the Professor Panagioti D. Xochelli]. Thessaloniki: Kyriakidis.

Chatzidimou, D. (2003). Skepseis kai protaseis gia tin anavathmisi tis ekpaidefsis [Thoughts and proposals for the education upgrade]. Thessaloniki: Kyriakidis.

Chatzidimou, D., Taratori, E., Kougiourouki, M., & Stravakou, P. (Epim.). (2004). Elliniki paidagogiki kai ekpaideftiki erevna [Greek pedagogy and educational research]:Praktika tou 4ou Panelliniou Synedriou tis Paidagogikis Etaireias Ellados.Alexandroupoli, 28/30 Maiou 2004. Thessaloniki: Kyriakidis.

B. For the scientific technical writing

Eco, U. (1994). Pos ginetai mia epistimoniki ergasia [How a scientific paper is made] (met. Mariana Kondyli). Athina: Nisos.

Parsons, C. J. (1973). Theses and project work:A guide to research and writing. London: Allen and Juwju.

Taratori-Tsalkatidou, E., Tsalkatidis, T., & Tsalkatidou, M. (2007). Epistimoniki technografia [Scientific technical writing]. Athina: Atrapos.

Related scientific journals (Greek and foreign)

·       Agogi

•     Anoichto Scholeio

•     Antitetradia tis Ekpaidefsis

•     To Vima ton Koinonikon Epistimon

•     Diavazo

•     Ta Ekpaideftika

•     Ekpaideftiki Koinotita

•     Epitheorisi Ekpaideftikon Thematon

•     Epitheorisi Koinonikon Erevnon

•     Epistimes tis Agogis (proin Scholeio kai Zoi)

•     Epistimoniko Vima tou Daskalou

•     Efarmosmeni Paidagogiki

•     Themata Eidikis Agogis

•     Themata Paideias

•     Kinitro

•     I leschi ton Ekpaideftikon

•     Logos kai Praxi

•     Makednon

•     Mentoras

•     Nea Paideia

•     Neoelliniki Paideia

•     Paidagogiki Epitheorisi

•     Paidi kai Efivos

•     Sygchroni Ekpaidefsi

•     Sygchroni vivliothiki

•     Sygchrona Themata

•     To Scholeio kai to Spiti

•     Filologos

•     Chronika

•     Journal of Pedagogy

•     Pedagogy-Theory and Praxis

•     American Journal on Pedagogy and Education

•     British Journal of Educational Technology

•              Pedagogy, culture and society

The examination will be performed through MS TEAMS. The link will be sent to students via e-class 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 switched-on during the examination. Before the beginning 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. Students’ overall grade in the course results from the aggregation of the oral examination (70%) and the execution (writing and presentation) of written assignments (optional) as scheduled at the beginning of the semester (30%).