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1 GENERAL
| SCHOOL | SCHOOL OF EDUCATION | |||||
| DEPARTMENT | DEPARTMENT OF PRIMARY EDUCATION | |||||
| LEVEL OF STUDIES | ISCED level 6 – Bachelor’s or equivalent level | |||||
| COURSE CODE | 7 Υ 2 | SEMESTER | 2nd | |||
| COURSE TITLE | HISTORY OF MODERN GREEK EDUCATION | |||||
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TEACHING ACTIVITIES IftheECTSCreditsaredistributedindistinctpartsofthecoursee.g.lectures,labs etc.IftheECTSCreditsareawardedtothewholecourse,thenpleaseindicatethe teaching hours per week and the corresponding ECTSCredits. |
TEACHING HOURSPER WEEK |
ECTS CREDITS |
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| 3 | 5.0 | |||||
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COURSETYPE Background, General Knowledge, Scientific Area, Skill Development |
Scientific Area |
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| PREREQUISITES | NO | |||||
| TEACHING & EXAMINATION LANGUAGE: | Greek | |||||
| COURSE OFFERED TO ERASMUS STUDENTS: | ||||||
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COURSE URL: |
https://eclass.duth.gr/courses/EDU111/ | |||||
- LEARNING OUTCOMES
| Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course |
| The main objective of this course is: The aim of the course is to explore the most important issues in the history of modern Greek education so that students can connectin depth the entire evolution of educational problemsthat have arisen in Greece and interpret the contemporary educational reality.
Upon completion of the course, students should be able to: · know the issues that concerned modern Greek education · know the “disputes” that arose in education · know the most important pedagogical views that dominated · interpret educational events as future educators · transfer pedagogical data from previous years to modern reality
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| Autonomous work Teamwork
Promoting free, creative and inductive reasoning |
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
2 COURSECONTENT
| The course thoroughly studies the state of education during the years of Turkish rule, the first attempts of I. Kapodistrias and the Bavariansto systematize an education system, the educational reforms (from 1895 to 1998),the pedagogical trends and teaching methods that dominated the Greek school, theGreek language question, the Curricula, teacher training, progressive initiatives of Greek educators, etc. |
- LEARNING & TEACHING METHODS -EVALUATION
| TEACHING METHOD
Face to face, Distance learning, etc. |
Face to face | |||
| USEOFINFORMATION&COMMUNICATIONSTECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students |
Use of ICT in Teaching
Use of ICT in Laboratory Education Use of ICT 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, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study/creation, project, creation, project. Etc. |
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| Activity | Workload/semester | |||
| Lectures | 65 | |||
| Bibliographic research & analysis |
10 |
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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 |
Student evaluation languages
Greek |
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| 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 |
Method (Formative or Concluding)
Summative
Student evaluation methods |
Percent |
| Please indicate all relevant information about the course assessment and how students are informed | Written Exam (essay development questions)
Evaluation criteria: Clarity and coherence in argumentation, substantial use of modern scientific data for substantiation of supported views, originality and ingenuity in choosing reading perspectives, synthetic and analytical approach to the issues under discussion, exercise of criticism of the positions adopted.
Mid-term exam(Multiple Choice Test) |
80
20 |
- SuggestedBibliography
Ι. In Greek
- Καραφύλλης Α., (2023), Εκπαιδευτικές Μεταρρυθμίσεις στο ελληνικό κράτος, εκδ. Τζιόλα, Θεσσαλονίκη. [Book title in English: Educational Reforms in the Greek state]
- Καραφύλλης Α. (2009), Ο θεσμός του επιθεωρητή πρωτοβάθμιας εκπαίδευσης και η αξιολόγηση των εκπαιδευτικών, εκδ. Κριτική, Αθήνα.[Book title in English: The institution of the primary education Inspector and teachers’ evaluation]
Related Journals
- Θέματα ιστορία της εκπαίδευσης [Journal name in English: History of Education Issues]
- ΠαιδαγωγικόςΛόγος[Journal name in English: Pedagogical Discourse]
- Αντιτετράδιατηςεκπαίδευσης[Journal name in English: “Counter” notebooks of education]
- Τα εκπαιδευτικά [Journal name in English: Educational]
- History of Education
Grammatical Description of Modern Greek
Grammatical Description of Modern Greek
Angeliki Efthymiou, Professor
COURSE OUTLINE
- GENERAL
| SCHOOL | School of Education | ||||
| DEPARTMENT | Department of Primary Education | ||||
| LEVEL OF STUDIES | Level 6 | ||||
| COURSE CODE | 2 Y9 | SEMESTER | 2nd (Spring) | ||
| COURSE TITLE | Grammatical Description of Modern Greek | ||||
| TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits. |
TEACHING HOURS PER WEEK | ECTS CREDITS | |||
| 3 | 6 | ||||
| Please, add lines if necessary. Teaching methods and organization of the course are described in section 4. | |||||
| COURSE TYPE
Background, General Knowledge, Scientific Area, Skill Development |
Background | ||||
| PREREQUISITES:
|
None | ||||
| TEACHING & EXAMINATION LANGUAGE: | Greek | ||||
| COURSE OFFERED TO ERASMUS STUDENTS: | Yes
(with foreign bibliography and written assignments in English) |
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| COURSE URL: | https://eclass.duth.gr/courses/ALEX03208/ | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course. | |
|
|
| 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, including the use of necessary technologies
Independent work Exercise of critical and self-critical thinking Promotion of free, creative, and inductive thinking
|
|
- COURSE CONTENT
| – Approaches to Grammar: “Descriptive” – “Prescriptive”
– Reference grammars and school grammars of Greek – Verbal system – Nominal system – Derivation and Composition – Significance and use of terminology in describing grammatical structure – Terminology issues arising from the traditional description of grammatical categories – Theoretical approaches to grammatical categories – Linguistic phenomena in school grammars – Linguistic phenomena in contemporary descriptive grammars – Analysis of linguistic data based on linguistic theory |
- LEARNING & TEACHING METHODS – EVALUATION
| TEACHING METHOD Face to face, Distance learning, etc. |
Face-to-face instruction
|
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| USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT) Use of ICT in Teaching, in Laboratory Education, in Communication with students |
use of ICT for teaching and communication | ||||||||||||||||||
| TEACHING ORGANIZATION
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. |
|
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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 |
Written assignment (Analysis of a specialized topic): 10% Final written examination (short-answer questions): 90%
|
- SUGGESTED BIBLIOGRAPHY
| Μαρίκα Λεκάκου & Νίνα Τοπιντζή (επιμ). 2022. Εισαγωγή στη Γλωσσολογία: Θεμελιώδεις έννοιες και βασικοί κλάδοι με έμφαση στην ελληνική γλώσσα. Αθήνα: Gutenberg.
Γούτσος, Δ. 2012. Γλώσσα, κείμενο, ποικιλία, σύστημα. Αθήνα. Κριτική. Holton, D., Ρ. Mackridge &Ει. Φιλιππάκη-Warburtοn. 1999. Γραμματική της Ελληνικής Γλώσσας (μτφρ. Β. Σπυρόπουλος). Αθήνα: Πατάκης. Holton, D., Ρ. Mackridge& Ει. Φιλιππάκη-Warburtοn. 2005. Βασική Γραμματική της Σύγχρονης Ελληνικής Γλώσσας (μτφρ. Μ. Γεωργιαφέντης). Αθήνα: Πατάκης. Mackridge, P. 1990. Η Νεοελληνική γλώσσα (μτφρ. Κ. Πετρόπουλος). Αθήνα: Πατάκης Mirambel, A. 1988 Η νέα ελληνική γλώσσα: περιγραφή και ανάλυση. (μτφρ. Σταμ. Κ. Καρατζά). Θεσσαλονίκη: Ινστιτούτο Νεοελληνικών Σπουδών. Μπαμπινιώτης, Γ. 2017. Σύγχρονη σχολική γραμματική. Αθήνα: Κέντρο Λεξικολογίας. Τριανταφυλλίδης, Μ. 1988. Νεοελληνική γραμματική (ανατύπωση). Θεσσαλονίκη: Ινστιτούτο Νεοελληνικών Σπουδών. |
Chemistry Consepts in Education
COURSE OUTLINE
- GENERAL
| SCHOOL | SCHOOL OF EDUCATION | ||||
| DEPARTMENT | DEPARTMENT OF PRIMARY EDUCATION | ||||
| LEVEL OF STUDIES | 6 | ||||
| COURSE CODE | SEMESTER | 2ND | |||
| COURSE TITLE | CHEMISTRY CONCEPTS IN 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 |
BACKGROUND | ||||
| PREREQUISITES:
|
NO | ||||
| TEACHING & EXAMINATION LANGUAGE: | GREEK | ||||
| COURSE OFFERED TO ERASMUSSTUDENTS: | NO | ||||
| COURSEURL: | https://eclass.duth.gr/courses/ALEX03302 | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse. | |
| The main objective of the course is the development of basic chemistry knowledge relevant to primary education curriculum, in order to achieve a chemical literacy, a development of critical thinking, as well as an understanding and interpretation of basic phenomena related to everyday life in a way that the student could be later able to transform this knowledge into school scientific knowledge.
By the end of the course, students would be able to: • Know the basic concepts of Chemistry that are related to both, everyday life and the corresponding topics taught in Primary Education, to a certain extent, allowing them to develop a chemical literacy (MA11). • Recognize situations and phenomena that are usually presented in familiar everyday situations, as well as to understand their relationship (which happens in the empirical world – macrocosm) with the situations and processes that occur in the microcosm, so that, criticism and creative thinking are promoted (MA6). • Understand the process of approaching and interpreting both physical and chemical phenomena that usually concern everyday life and Primary Education curriculum, working at both macroscopic and microscopic level, in a way that allows students to develop didactic transformations (MA4) . • Understand the importance of the above for a better and more complete view of our world and their importance for the students’ role as future teachers of Primary Education (MA1).
|
|
| 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 |
| Adaptation to new situations
Autonomous work Respect for the natural environment Critical thinking Promoting free, creative and inductive reasoning
|
|
- COURSE CONTENT
| The course deals with Chemistry issues related to the respective units of the curriculum for the primary school, as it is designed in the general context of the natural sciences. Basic concepts are analyzed, such as: matter, material, object, substance, element and compound. Also, the construction of matter is studied, starting from the simplest structural units (such as that of the atom) and ending with more complex ones. The rationale that it develops, is applied to the study and interpretation of various physical and chemical phenomena that usually concern primary school curriculum. The content of the course is developed during 13 weeks as follows:
LESSON 1: Chemical literacy LESSON 2: Basic concepts in Chemistry I. LESSON 3: Basic concepts in Chemistry II LESSON 4: The structural characteristics of matter LESSON 5: A classification of chemical elements LESSON 6: The concept of the chemical bond LESSON 7: Chemical bonds and intermolecular forces LESSON 8: Physical phenomena I. LESSON 9: Physical phenomena II LESSON 10: Chemical phenomena LESSON 11: An important substance LESSON 12: Aqueous solutions LESSON 13: Solutions of acids, bases and salts
|
- 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 |
|
||||||||||||||||||
| 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. |
|
||||||||||||||||||
| 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
Mid-term examination (20%) Includes: Questions for developing basic concepts that are prerequisites for the understanding of physical and chemical phenomena
Written final exam (80%) Includes: – Development, Multiple Choice, Matching, or True / False Questions – Management of applications related to daily situations or situations that appear in primary school textbooks – Evaluation of particular data, drawing conclusions with justification
Evaluation criteria: • Correctness and completeness of the answers. • Clarity and consistency of argumentations, interpretations and justifications. · Accuracy and completeness in data management.
|
- SUGGESTED BIBLIOGRAPHY
| Suggested textbooks
• Papageorgiou G. (2009). Chemistry for primary school teachers. Ziti Publications, Thessaloniki. • Akrivos, P. (2012) Elements of teaching Chemistry. Ziti Publications, Thessaloniki.
Additional suggested bibliography • Tsipis, K. (1996) Chemistry – Atoms and molecules, Ziti Publications, Thessaloniki. • Tsipis, K. (1997) Chemistry – States of Matter, Ziti Publications, Thessaloniki. • Chang, R. (2010). Chemistry (10th ed., Spanish). New York: McGraw-Hill. • Kotz, J. C., Treichel, P. M., & Townsend, J. (2011). Chemistry and chemical reactivity (7th ed.). Belmont, CA: Brooks / Cole. • Moore, J.W., Stanitski, C.L., Wood, J.L., Kotz, J.C. and Joesten, M.D. (1998) The Chemical World. Concepts and Applications, 2nd Ed., Saunders College Publishing. U.S.A.
Related Scientific Journals • Journal of Chemical Education • 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 • Education in Chemistry • Chemistry Education Research and Practice • 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): | 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 chemistry 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.
