Background, GeneralKnowledge, Scientific Area, Skill Development

Skill Development

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 thinking

Teamwork

ICT Use,Adaptation to new situations

Critical thinking

Office productivity tools: Word, Presentation of WPS

·         Data management tools: Excel or WPS Sheets

·         Internet services: Search engines, browsers, blogs, forums, social network

·         Introduction to computers: Learn how to operate a computer: log on, navigate the desktop, open/close software, save/find files and folders, and use various tools and shortcuts.

·         Introduction to computer applications for use “at work and at home”. Office (Word, Excel, Access, PowerPoint), including the Windows operating system, plus open source software, social networking and Web2.0 productivity tools for collaborative teamwork.

·         Introduction to digital literacy: Introduction to the basics of computer and digital literacy. Includes the use of features of the university’s electronic systems (E-CLASS, webmail, Eudoxus, academicid, Universis ) for effective communication and class participation; managing, storing, retrieving and sharing files in various digital formats; and basic word processing on a PC  or MAC.

·         Internet communications: Introduction to Internet communications: How and when to use them (safely), including: the World Wide Web, search engines, email, email, chat, chats, blogs, social networking tools, Web2.0, instant messaging/texting, etc.

·         Word: Designed for all computer users, this course covers the basics of Word. Topics include page numbers, headings/footnotes, sections, styles, templates, outlines, graphics, Internet documents for Internet/intranet, columns, tables. Assignments include reports, resumes, forms, letters, mailing labels, newsletters, web pages.

·         Excel: introduction to spreadsheets using Excel. Includes designing and creating workbooks/worksheets, formatting, graphing, decision making, lists, managing and sharing data.

·         PowerPoint: Design, create, modify and deliver effective presentations on screen, in person and remotely on the Web using basic and advanced PowerPoint features. Enhance presentations with graphics, drawing templates, color schemes, animations, diagrams, organizational charts, speaker notes and other useful subjects.

Support of the whole process, by the asynchronous educational platform e-class

The way 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 student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the 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, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

2) Final laboratory exercise and written examination including questions (multiple choice and required short answers ). (60%)

·         7 σε 1 –Windows 10-Office 16 Βήμα προς βήμα, Γκλαβά Μαίρη, 2018, Αθήνα, Εκδόσεις Δίσιγμα

·         Microsoft Windows και Office – Χρήση και Εργαστηριακές Ασκήσεις για Κοινωνικούς και Πολιτικούς Επιστήμονες, Αθανάσιος Κ. Τσαδήρας,Μάρκου και ΣΙΑ ΕΕ.

2. Aditional bibliography

Alan Evans, Kendall Martin, Mary Anne Poatsy (2018).  Εισαγωγή στην Πληροφορική :Θεωρία και Πράξη, Αθήνα, Εκδόσεις ΚΡΙΤΙΚΗ

Background, GeneralKnowledge, Scientific Area, Skill Development

Upon completion of the course, students should be able:

• To use appropriately concepts and principles of the science of Physics for the understanding of natural phenomena during the execution of experimental procedures in the context of Primary Education (MA3).

• To be able to plan, conduct and evaluate the experimental process / laboratory exercise of subjects of Primary Education Physics, formulating the objectives, the expected learning outcomes, exploring / discovering and verifying the relevant natural phenomena utilizing the way in which they approach the students (MA7).

• To be able at school level to carry out appropriate experiments with the use of materials of everyday subjects of Physics, promoting critical and creative thinking, as well as inquiry or self-active or collaborative learning (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).

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

Autonomous work

Teamwork

Project design and management

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 

Language: Greek

Students’ assessment:

Practical work during the semester: 66%

Final task assignment and oral exams: 34%

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

• Unesco (2003), TREASURE OF EXPERIMENTS, THEORY AND PRACTICE, MARIA PARIKOU & CO LTD Publications

Additional suggested bibliography

• McDermott C.L., Shaffer S.P. (2001), Introductory Physics Courses, (translated by P. Michas) Typothito Publications, Athens.

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

Related Scientific Journals

·         InternationalJournalofScienceEducation

·         InternationalJournalofScience and Mathematics Education

·         InternationalJournalof Environmental and ScienceEducation

·         JournalofResearchinScienceTeaching

·         Journal of Science Teacher Education

·         Science Education

·         Research in Science Education

·         Journal of Science Education and Technology

·         Research in Science and Technological Education

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.

TEACHING ACTIVITIES

IftheECTSCreditsaredistributedindistinctpartsofthecoursee.g.lectures,labs etc.IftheECTSCreditsareawardedtothewholecourse,thenpleaseindicatethe teaching hours per week and the corresponding ECTSCredits.

TEACHING HOURSPER WEEK

ECTS CREDITS

COURSETYPE

Background, General Knowledge, Scientific Area, Skill Development

Skill Development

COURSE URL:

Face to face, Distance learning, etc.

Use of ICT in Teaching, in Laboratory Education, in Communication with students

Use of ICT in Laboratory Education

Use of ICT in Communication with students

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

Greek

Method (Formative or Concluding)

Summative

Student evaluation methods

Percent

Presentation in audience

40

20

10

Arends, R. I. (1994). Learning to teach (3rd ed.) New York: Mac Graw Hill.

Car, D. (1998). The art of asking questions in the teaching of science, School. Science Review, 79, 47- 50.

Cochran- Smith, M. (2004). Ask a Different Question, Get a Different Answer- The research base for the teacher education. Journal of Teacher Education, 55, (2), 111-115.

Smaldino, Sh. E., Russel, J.D., Heinich, R., & Molenda, M. (2004). Instructional Technology and Media for Learning. Upper Saddle River, New Jersey, Columbus Ohio: Pearson Merrill Prentice Hall.

Kyriacou, Chr. (2001). Essential Teaching Skills. (2nd) Cheltenham: Nelson Thornes.

Mayer, R.E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and instruction, 3, 125-139.

Moreno, R., Meyer, R.E.(2002). Learning science in virtual reality multimedia environments: Role of methods and media. JournalofEducationalPsychology, 94(3), 598-610.

Eudoxus

Κανάκης, Ι. (1999). Διδασκαλία και μάθηση με σύγχρονα μέσα επικοινωνίας. Αθήνα: Εκδόσεις Γρηγόρη Ο.Ε. Kron, Fr. & Σοφός, Α. (2007). Διδακτική των μέσων. Αθήνα: Γ. Δαρδανός – Κ. Δαρδανός Ο.Ε.

The oral exam will take place in groups of 5 students and will begin according the order of the Student ID Number at the attached list (examination program).

The exam will be conducted 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 taken note of the distance learning terms.

Students must login to the exam room through their institutional account; otherwise, they will not be able to participate. They will also participate in the exam with a camera, which they will have turned on during the exam, and a microphone.

At the beginning of the exam, students will show their ID via their camera, so that they can be identified. Each student will have to answer 3 questions of the same grade value, which will be submitted orally by the teacher.

IftheECTSCreditsaredistributedindistinctpartsofthecoursee.g.lectures,labs etc.IftheECTSCreditsareawardedtothewholecourse,thenpleaseindicatethe teaching hours per week and the corresponding ECTSCredits.

TEACHING HOURSPER WEEK

ECTS CREDITS

COURSETYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area

Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course

·         The biographies of the most important educators of modern Greek educational history. Specifically, there are references to the representatives of pedagogical and didactic movements, such as the method of Mutual Instruction (1818-1880) and I. Kokkonis, the Co-teaching or Herbartian method (from 1880) and P. Economou, Ch. Papamarkou and S. Moraitis, and the main representatives of the New School or Work School such as:A. Delmouzos, D. Glinos, M. Triantafyllidis, Th. Kastanos, M. Papamavrou, M. Kountouras, E. Papanoutsos, the ideological opponents and regents of education N. Exarchopoulos, S. Kalliafas.

·         The ideological pedagogical movements that dominated their views

·         The teaching methods they promoted and applied in schools

·         The innovations they applied in schools

·         The impact of the application of their ideas in the Greek school

·         Their important pedagogical views

·         Their most important documents in books, articles, magazines

·         The application of their ideas in modern educational reality.

Promoting, creative and inductive reasoning

·         The biographies of the most important educators of modern Greek educational history. Specifically, there are references to the representatives of pedagogical and didactic movements, such as the method of Mutual Instruction (1818-1880) and I. Kokkonis, the Co-teaching or Herbartian method (from 1880) and P. Economou, Ch. Papamarkou and S. Moraitis, and the main representatives of the New School or Work School such as:A. Delmouzos, D. Glinos, M. Triantafyllidis, Th. Kastanos, M. Papamavrou, M. Kountouras, E. Papanoutsos, the ideological opponents and regents of education N. Exarchopoulos, S. Kalliafas.

·         The ideological pedagogical movements that dominated their views

·         The teaching methods they promoted and applied in schools

·         The innovations they applied in schools

·         The impact of the application of their ideas in the Greek school

·         Their important pedagogical views

·         Their most important documents in books, articles, magazines

·         The application of their ideas in modern educational reality.

Face to face, Distance learning, etc.

Use of ICT in Teaching, in Laboratory Education, in Communication with students

Use of ICT in Laboratory Education

Use of ICT in Communication with students

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.

20

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

Greek

Method (Formative or Concluding)

Summative

Student evaluation methods

Percent

Presentation in audience

30

10

Background, General Knowledge, Scientific Area, Skill Development

·                     identify the basic concepts of teaching and to have a glossary of terms and concepts related to the subject of teaching and its analysis and to use it correctly on a case-by-case basis[ΜΑ2],

·                     recognize and describe the three levels of analysis of teaching and distinguish the differences between them[ΜΑ2],

·                     analyze examples of teachings at the three levels[ΜΑ2],

·                     realize and systematize their personal theory of teaching and evaluate their choices with pedagogic-teaching, ethical, social and political criteria that uses the three-level system of teaching analysis[ΜΑ16].

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.

• Teamwork.

• Exercise of criticism and self-criticism.

• Promotion of free, creative and inductive thinking.

The object of the empirical or otherwise “technocratic” analysis (first level) is the teaching reality (teaching-learning process, social organization of the class, verbal and non-verbal communication, psychological climate of the class) and the degree of effectiveness of the teaching.

The object of the interpretive analysis (second level) is the theoretical assumptions of the teaching reality. The perceptions on which the teacher’s choices and practices are based in the classroom are sought (perceptions about the nature of school knowledge, the learning process, the nature and role of the student, the role and responsibilities of the teacher, etc.) . The interpretive analysis highlights the dilemmatic nature of teaching.

The object of the critical analysis (third level) is the long-term consequences of the teaching, theoretical choices and practices of the teacher, for the student and society. The evaluation of these consequences is based on socio-political principles and criteria, such as: autonomy, equality, democratization of processes, social responsibility and social reconstruction.

Distribution of the content in thirteen (13) three-hour weekly lessons

1st lesson: Introduction, way of organizing the lesson, assignments.

2nd lesson: Clarifying the concepts of teaching and learning.

3rd lesson: Views on the nature of teaching.

4th lesson: Personal theory as a framework for teaching analysis.

5th lesson: The three-level teaching analysis system.

A. Fields of Empirical Analysis

6th lesson: Verbal communication and interaction in the school classroom. Non-verbal communication in the school classroom.

7th lesson: The question in the teaching-learning process.

8th lesson: Social organization of the school class.

9th lesson: Organization of the teaching-learning process.

B. Fields of interpretive analysis

10th lesson: Perceptions of the learning process, its nature and role student, the role and responsibilities of the teacher.

11th lesson: Concepts of school authority and discipline.

12th lesson: Epistemology and social role of the Detailed Curriculum. Individual-centered pursuits of the Detailed Curriculum.

C. Critical analysis

13th lesson: 1. Principles and criteria of critical analysis of teaching. 2. Recapitulation and evaluation of the lesson.

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 

·         Final written exam (80%).

·         Planning and presentation of individual work assignment (20%).

Evaluation criteria:

• Degree of understanding of concepts, opinions, positions of the three-level system of teaching analysis.

• Use of the criteria of the three-level system for the analysis of aspects of teaching (in specific examples).

• Degree of critical positioning.

• Degree of development of personal teaching theory: clarity and coherence in argumentation, with sufficient documentation of the positions supported.

• Diligence in searching and using the bibliography.

• Correct use of the bibliography.

• Diligence in the preparation and presentation of the work.

• Linguistic correctness.

The method and criteria for evaluating students are described in detail in the first lesson of the semester.

Matsangouras, Ill. (2006). Theoría tis didaskalías: I prosopikí theoría os plaísio stochastiko-kritikís análysis [Theory of teaching: Personal theory as a framework for reflective-critical analysis]. Athens: Gutenberg.

Papadopoulou, B. (2015). Paratírisi didaskalías. Theoritikó plaísio kai efarmogés [Teaching observation. Theoretical framework and applications]. Thessaloniki: Kyriakides Bros.

1.    Additional suggested bibliography

Anagnostopoulou, M. (2005). Teacher-student interpersonal relationships in the classroom: A theoretical and empirical approach. Thessaloniki Kyriakides Bros.

Bereris, P., & Trouki, E. (2009). Discourse and communication in educational practice: Explicit and implicit messages in shaping the communicative climate in the classroom.Athens: Kastaniotis.

Bikos, K. (2011). Social relations and interaction in the classroom. Thessaloniki: Zygos.

Carr, W. & Kemmis, St. (2002). Towards a critical educational theory: Education, knowledge and action research. Transl. A. Lambrakis-Paganou E. Milikou & K. Rodiadou-Albanis. Athens: Kodikas.

Evagelopoulos, S. (1994). Verbal communication and interaction in the school classroom. Athens: self-publishing.

Hatzigeorgiou, I. (2004). Know the Curriculum: General and specific issues of Curriculum and Didactics. Athens: Atrapos.

Jarvis, P. (2006). The theory and practice of learning. Second edition. London: Routledge.

Kakana, D.M. (2008). Cooperative teaching and learning: Theoretical approaches and educational perspectives. Thessaloniki: Kyriakides Bros.

Kassotakis, M. & Flouris, G. (2006). Learning and teaching, volume B: Theory, practice and evaluation of teaching. Athens: Self-publishing.

Kapsalis, A. & Nima, E. (2008). Modern Teaching. Thessaloniki: Kyriakides Bros.

Kapsalis, A. (2006). Educational psychology. Thessaloniki: Kyriakides Bros.

Kossyvaki, F. (2002). Critical communicative teaching: Critical approach to teaching practice. Athens: Gutenberg.

Kurti, E. (2007). Non-verbal communication at school. “Keys and Antikeys” Series, Muslim Children’s Education Program. Athens: Ministry of Health, University of Athens.

Koutselini, Μ. &Theophilidis, Ch. (2007). Inquiry and collaboration: For effective teaching. Athens: Grigoris.

Matsagouras, H. (2006). Theory of teaching: Personal theory as a framework for reflective-critical analysis. Athens: Gutenberg.

Matsagouras, H. (2007). Teaching strategies: Critical thinking in teaching practice. Athens: Gutenberg.

Matsagouras, H. (2003). The school classroom, volume 1: Space, team, discipline, method. Athens: Gutenberg.

Mavroskoufis, D. (2008). Teaching methodology and the development of critical thinking. Thessaloniki: Kyriakides Bros.

O’ Leary, M. (2014). Classroom Observation. A guide to the effective Observation of Teaching and Learning. London: Routledge.

Papadopoulou, V. (1999). Teaching observation: Theoretical framework and applications. Thessaloniki: Kyriakides Bros.

Theofilidis, Ch. (1984). The art of questions. Nicosia: self-publishing.

Vrettos, I. (2003). Non-verbal behavior and communication in the school classroom. Exercise with micro-teaching. Athens: Atrapos.

Wragg, E.C. (2003). Classroom management in primary education. Athens: Savvalas.

Wragg, E.C. (1999). An Introduction to Classroom Observation. London: Routledge.

2.    Relevant scientific journals (Greek and foreign)

·                     Pedagogical Inspection

·                     Educational Sciences

·                     Inspection of Educational Subjects

·                     New Education

·                     Mentor

·                     Motivation

·                     Pedagogy – Theory and Practice (electronic)

·                     Research in Education (electronic)

·                     Menon: Journal of Educational Research (electronic)

·                     Teaching and Teacher Education