Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)

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Open Access
Folk intuitions, science-fiction and philosophy
(2012-01-10) Gasparatou, Renia; Γασπαράτου, Ρένια
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Some experimental philosophers imply that philosophers should endorse folk intuitions and even use them to advance philosophical theses. In this paper I will try to contrast experimental appeals to intuition with J. L. Austin’s, whom some experimentalists cite as a precursor of their method. I will suggest that Austin evokes ordinary intuitions in order to dismantle philosophical quests. He even suggests (a) that the appeal to ordinary intuitions of the folk can hardly prescribe answers to extraordinary circumstances and (b) that philosophical quests themselves are extraordinary. Therefore, the appeal to folk intuitions cannot prescribe answers to philosophical problems. It can only dissolve philosophical quests; yet, the dismantling of philosophy hardly accords with the experimentalists’ agenda.
Open Access
Education as initiation to a “Form of life”: Conceptual investigation and education theory
(2012-01-11) Gasparatou, Renia; Γασπαράτου, Ρένια
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
According to L. Wittgenstein and Wittgensteinians, there is a set of intuitions, propositions and practices that forms the community’s bounds of sense. In this paper I discuss how fruitful this idea can be for education theory. I argue that, although the idea of an existing everyday framework can help explain how education works, any efforts to defend our current worldview as binding of our understanding boils down to conservatism. Following this view, comes the assertion that many problems posed today by philosophers and scientists are bogus and should be dismissed on the ground that they question our ordinary framework. Hence prescribing an even stronger version of conservatism that promotes quietism over intellectual challenge.
Open Access
Percepciones de futuros maestros sobre las materias didácticas en el jardín de infantes muliticultural como contexto educativo para los hijos de migrantes en Grecia
(2014-06-16) Ρήγα, Βασιλική; Παπαδόδημα, Ζαμπέτα; Ραβάνης, Κωνσταντίνος; Riga, Vassiliki; Papadodima, Zampeta; Ravanis, Konstantinos
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
El artículo presenta la investigación realizada en el Departamento de Educación Preescolar en la Universidad de Patras con el objetivo de indagar las creencias de los futuros profesionales, acerca de sus capacidades de enseñaza en el ámbito de la educación preescolar multicultural; así mismo, busca resaltar la importancia y el aporte de materias específicas dentro de la currícula universitaria hacia una perspectiva intercultural. Para cumplir con estos objetivos se utilizó una encuesta de opinión de los estudiantes del ultimo año para la autoevaluación por un lado de su propia preparación didáctica y por otro la contribución intercultural de ciertas materias de enseñanza según las siguientes tres categorías temáticas: a) el proceso de construcción de la identidad individual de cada niño, b) la construcción de la relación con el "otro" y c) la construcción de relaciones con el entorno social. Los resultados de la encuesta destacan tres áreas fundamentales para el desarrollo de dichas actividades el lenguaje, las artes y el medio ambiente humano, considerándolas las mas adecuadas en favorecer la identidad personal y social de los/as niños/as en el jardín de infantes multicultural. Por último, el plan universitario de estudios se consideró eficiente en proporcionar a los futuros profesores la preparación necesaria para generar un ámbito multicultural en un jardín de infantes.
Open Access
Τhe contribution of music and movement activities to creative thinking in pre-school children
(2014-06-16) Χρονοπούλου, Έλενα; Ρήγα, Βασιλική; Chronopoulou, Elena; Riga, Vassiliki
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
As interest in creativity is rising, kindergarten teachers are looking for ways to strengthen the creative po-tential of young children. The aim of this study was to investigate the effect of music and movement ac-tivities to creative thinking in preschool children. A three month educational programme was designed and implemented, using an experimental research method. The effect on fluency, flexibility, originality and elaboration of thought of 5-year-old children, as well as how the programme affected creative behav-iours, was studied. The results, upon completion of the educational programme, showed that the growth rate of these variables in the experimental group was statistically significant compared to the correspond-ing rates in the control group. In addition, the emergence of creative behaviours, such as an increased freedom of expression, a tendency to explore and experiment, and a questioning of what is commonly ac-cepted, were considered to be a consequence of the implementation of the specific educational programme. The experimental research produced valuable information about the design and philosophy of educational programmes, and about the teaching methods of music and movement activities in kindergarten.
Open Access
Body expression skills training in a communication course for dental students
(2014-06-16) Ρήγα, Βασιλική; Κοσιώνη, Αναστασία; Riga, Vassiliki; Kossioni, Anastassia
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Background: In the health professions, competency in communication skills is necessary for the development of a satisfactory physician–patient interaction. Body expression is an important domain of τhe communication process, often not adequately addressed. The aim of this study was to describe the methodology and content of a pilot introductory training session in body expression for dental students before the beginning of their clinical training. Methods: The educational methods were based on experiential learning and embodied training, where the session’s content focused on five themes representing different phases of the dental treatment session. A questionnaire was distributed before and after the session to assess any changes in students’ self-perceptions in communication skills. Results: There were statistically significant improvements in the total values of the students self-perceptions of their communication skills obtained before and after the training and in specific elements such as small group situations, performing an interview, understanding the feelings of others and expressing one’s own feelings. Discussion: The dental students in the present study felt that this preclinical experiential learning session improved their communication skills. The feedback from this training experience will enable further development of an effective communication course for clinical dentistry.
Open Access
The European and Greek legislation on preschool children's protection from the use of unsafe toys
(2014-06-16) Κατσικονούρη, Ευφροσύνη; Ρήγα, Βασιλική; Katsikonouri, Effrosyni; Riga, Vassiliki
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
The present study attempts to examine the impact of laws and legislation on the safe construction of toys and their use by young children. The research hypothesis was that the European Union (EU) and its Member States, particularly Greece, implement administrative measures and penalties for the withdrawal of unsafe toys and inform consumers. Content analysis of European and Greek legislation, notifications and penalties imposed on offenders was used to test the hypothesis and the research objectives. The results showed an excessive number of violations of toy safety standards notified to Member States of the EU through the RAPEX system. Greece, despite delayed harmonisation with EU directives and poor information provided to consumers (parents, teachers, children's caregivers, toy librarians), has taken measures to restrict or prevent the distribution of faulty products.
Open Access
Mental representations of light propagation time for 10- and 14-year-old students : didactical perspectives
Ravanis, Konstantinos; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Student’s mental representations of physical concepts are often different from those of scientists. The research aimed to identify and compare mental representations of light propagation time by school children aged 10 (132 subjects), and 14 (109 subjects) years old. This research was conducted through individual interviews in which the students were asked to locate light propagation time in various tasks-experimental situations. The results of this research show that even though the students of two groups face difficulties in understanding light propagation time, as they grow older they make statistically significant progress in constructing the conception of light propagation time. These findings allow to seek out educational perspectives on the understanding of the conception of light propagation time in organised scholastic environments.
Open Access
Η "κοινωνία της γνώσης και της πληροφορίας" ως ιδεολογική κατασκευή και οι τεχνολογίες της πληροφορίας και της επικοινωνίας στην εκπαίδευση : η πρόκληση της ορθολογικότητας
Ravanis, Konstantinos; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Στην εργασία αυτή πραγματοποιείται μια προσέγγιση στο ζήτημα των εφαρμογών των Τεχνολογιών της Πληροφορίας και της Επικοινωνίας στην εκπαίδευση. Κατ’ αρχάς συζητείται η εμφάνιση και η διάδοση των αντιλήψεων που σχετίζονται με την "κοινωνία της γνώσης και της πληροφορίας". Στη συνέχεια στο πλαίσιο μιας ορισμένης θεώρησης για την "κοινωνία της γνώσης και της πληροφορίας" αναζητείται η σχέση των Τεχνολογιών της Πληροφορίας και της Επικοινωνίας με την εκπαίδευση. Για τη σχέση αυτή διακρίνονται τρεις προσεγγίσεις: α) Η τεχνοκρατική-ανιστορική προσέγγιση, β) Η ορθολογική-μεταρρυθμιστική προσέγγιση και γ) Η κριτική-ορθολογική προσέγγιση. Αφού παρουσιάζονται τα βασικά χαρακτηριστικά αυτών των προσεγγίσεων, εντοπίζονται διάφορες ορθολογικές και ανορθολογικές όψεις των εφαρμογών των ψηφιακών προτάσεων για την εκπαίδευση, όπως ανιχνεύονται σε σχετικά κείμενα.
Open Access
Experimental processes of destabilizing mental representations and transforming them into scientific concepts. Understanding the propagation of light by ten-year-olds
Ravanis, Konstantinos; Papamichael, Yannis; Ραβάνης, Κωνσταντίνος; Παπαμιχαήλ, Γιάννης
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
The aim of this article is to present the results of an attempt to transform the 10-year-old pupils'misconceptions regarding the time of the propagation of light into scientific notions. At first we studied the representations of 132 pupils, using a directed interview during which pre¬dictions and exlanations were asked for four experimental conditions. We came to the conclu¬sion that childrens' thought is dominated by the ituitive representation of the instantaneous propagation of light. Thus we designed an experimental - didactic intervention which by leading childrens' thought to a sosio-cognitive conflict resulted in the statistically significant progress at the experimental group compared to the control group which showed non-significant progress.
Open Access
Une approche des représentations des enfants de 5 à 14 ans sur la fusion et la solidification du sel
Ravanis, Konstantinos; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
La représentation des propriétés et des phénomènes du monde physique existe dès le début de la vie, comme une donnée première de la réalité. Dans plusieurs recherches centrées sur les représentations des enfants on trouve que ces représentations jouent un rôle décisif à l’enseignement et sont souvent incompatibles au modèle scientifique. Cet article présente les résultats d’une recherche empirique sur les représentations des petits enfants pour la fusion et la solidification du sel. L’échantillon de l'étude est composé de 359 élèves grecs de 5 à 14 ans, partagés en quatre groupes d’âge. Les données ont été recueillies dans le cadre élargi, de type ouvert, semi-structurés conversations individuelles entre d’enfants de l'échantillon et d'un chercheur. Les résultats des entretiens montrent que ces enfants utilisent différentes catégories des représentations, dominées pour la majorité par la nature de la substance que nous étudions.
Open Access
Ready teacher one : virtual and augmented reality online professional development for K-12 school teachers
(MDPI, ) Mystakidis, Stylianos; Fragkaki, Maria; Filippousis, Giorgos; Μυστακίδης, Στυλιανός; Φραγκάκη, Μαρία; Φιλιππούσης, Γιώργος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Augmented reality (AR) and virtual reality (VR) are two technologies with the potential to enhance learning quality by activating episodic student memory. In this manuscript we outline the pedagogical benefits of AR and VR as well as the rationale, design, development, and pilot evaluation results from an in-service teacher online professional development program (OPD) on AR and VR linked with research activities. More specifically, we examined the “Augmented and Virtual Reality in Teaching and Learning” OPD course aimed at K-12 educators in a European country combining pedagogically informed methods such as inquiry-based learning and digital storytelling. Findings from a mixed-method research using questionnaires and focus groups indicate that AR- and VR-based pedagogical scenarios can be integrated effectively into everyday school teaching practice. The study also outlines implications and limitations that policy makers, education leaders, and educators need to consider for efficient institution-wide deployment of AR and VR technologies.
Open Access
Mental representations of students of the fifth grade on the concept of light propagation time
Ravanis, Konstantinos; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
This article presents the results of a research of fifth-degree students' mental representations to understand the light propagation time. The survey was carried out with a sample of 132 pupils of about 10 years and showed that children of this age have difficulty in questioning the qualitative nature of recognizing this property of light.
Open Access
Les «Objets d’Apprentissage» à l’enseignement: quels choix didactiques et épistémologiques ?
(Le Gerflint, ) Ravanis, Konstantinos; Matalliotaki, Eirini; Vorvilas, George; Komis, Vassilis; Ραβάνης, Κωνσταντίνος; Ματαλλιωτάκη, Ειρήνη; Βορβυλάς, Γεώργιος; Κόμης, Βασίλης
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Dans le présent article, des issues concernant l'utilisation éducative des Objets d’Apprentissage sont discutées en soulignant le développement d'un cadre conceptuel basé sur le champ de la Didactique des objets spécialisés d’enseignement. Les tendances traditionnelles et contemporaines, en vue de la relation entre Objets d’Apprentissage et Éducation, sont décrites, alors que des questions concernant cette relation sont posées. De plus, quelques concepts-clés qui permettent la constitution d'un cadre relatif à la création des Objets d’Apprentissage sont présentés. Dans ce cadre, l'étude des Objets d’Apprentissage peut être compatible avec les fonctions éducatives et sémiotiques que ces concepts-clés experiment.
Open Access
Mental representations of 14-15 years old students about the light
Ravanis, Konstantinos; Kaliampos, George; Ραβάνης, Κωνσταντίνος; Καλιαμπός, Γεώργιος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
The study of students’ representations of physics concepts and phenomena constitutes a central part of Science Education research, as they play a decisive role in teaching. In the study presented here, we investigate the mental representations of 14-15 years old students about the light propagation time, before they were taught about it in school. The empirical data was gathered through an interview using three Tasks which involved the evaluation of hypothetical situations. The research data included representations that cause difficulty in the comprehension of the position of a light source in relevance to the light propagation time.
Open Access
Thermal conduction in metals : mental representations in 5-6 years old children’s thinking
Κaliampos, George; Ravanis, Konstantinos; Καλιαμπός, Γεώργιος; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
In this paper we present the findings of a research on mental representations of thermal conduction on metal of children aged 5-6 years. The research was carried out using interviews of 87 urban area kindergarten students in Greece. Children were asked for predictions and macroscopic descriptions of phenomena illustrated in 3 different tasks during which simple thermal conduction experiments were performed with both daily and non-daily materials. Research results clearly showed that the vast majority of children express mental representations which are far from the scientific models used in education. Moreover, many children can make predictions on heat conduction without being able to analyze their way of thinking. Finally, differences were found in heat conduction on familiar and non-familiar materials used by children. Findings of the current research study are likely to equip teachers with the appropriate basic tools for designing their teaching interventions in the lessons of heat and thermal conduction for children aged 5-6 years.
Open Access
L’éducation scientifique et technologique à l’école obligatoire face à la désaffection: recherches en didactique, dispositifs et références
Boilevin, Jean-Marie; Ravanis, Konstantinos; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Depuis quelques années, un important débat de société a lieu à propos de l’enseignement des sciences et de la technologie. Le développement de ces disciplines dans l’enseignement général et/ou technique est un élément essentiel pour le développement d’une culture scientifique et technologique largement partagée. Au-delà de la portée d’éducation du citoyen, un tel développement constitue un enjeu décisif afin de développer l’accès aux études scientifiques et technologiques qui connaissent une désaffection importante depuis quelques années dans de nombreux pays développés. Cette baisse préoccupante risque, d’une part de mettre en danger le renouvellement des cadres scientifiques et techniques et, d’autre part de creuser le fossé entre le grand public et les experts. On parle alors de la désaffection des sciences ou de la désaffection pour les études scientifiques par les lycéens et surtout les étudiants. Que cachent réellement ces expressions ? Décrivent-elles une réalité objective ou bien la situation estelle plus complexe qu’il n’y paraît au premier abord. Quelles sont les raisons de ce phénomène et les solutions envisagées ?
Open Access
Familiarizing pupils 4-6 years old with forms of spatial representation. The use of photography as an auxiliary tool
Zacharos, Konstantinos; Kilia, Maria; Ravanis, Konstantinos; Ζαχαρός, Κωνσταντίνος; Κίλια, Μαρία; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
One of the research and teaching interests in early childhood education is the understanding of spatial concepts and orientation in space. The present study, which is a pilot study, attempts to investigate whether pre-school students can recognize familiar locations in photographs, the locations being in this case parts of their schoolyard, and furthermore if they can extract information from the photos and orient themselves in space. The sample of the study was made up of 18 children aged 4 to 6 years from a Greek kindergarten. The subjects of the sample underwent individual interviews. Qualitative analysis of the findings showed that photographs may be a useful tool for teaching spatial concepts such as those which concerned us in this investigation.
Open Access
The water state changes in 5-6 years old children's thinking: the construction of a precursor model
(Springer, ) Kambouri-Danos, Maria; Ravanis, Konstantinos; Jameau, Alain; Boilevin, Jean-Marie; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Children’s everyday activities enable them to learn some science even before entering preschool education and children bring these ideas with them when entering education settings. Some of these ideas, or else mental representations, may not be compatible with what is generally accepted by the scientific community. This paper presents the results of an empirical study, focusing on the construction of a precursor model that can support children’s scientific learning, in relation to the phenomenon of change of the state of water. The research included 91 children aged 5–6 which participated in a specifically designed teaching intervention. The intervention lasted approximately 55 min and was conducted at eight stages, during which children’s predictions and explanations for simple cases of change of the state of water were recorded. The analysis of children’s responses suggests that the specific teaching intervention can have a positive effect on children’s thinking in relation to the change of the state of water. A considerable number of pre-schoolers were able to take advantage of their involvement in the teaching intervention and construct a stable precursor model to support the development of their understanding, in relation to the water change of state phenomenon. It appears that precursor models can function in the minds of young children as intermediaries between mental representations of reality and scientific knowledge and prepare children’s thinking, forming the basis for a cognitive path towards cognitive processing and the formation of more complex models. The proposed intervention is compatible with the model used in science education and it is proposed to be used in moderation and should not replace children’s learning through play.
Open Access
How do we see when the light is not “enough”? Mental representations of pre-service preschool teachers
Anthopoulou, Vasiliki; Ravanis, Konstantinos; Ανθοπούλου, Βασιλική; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
In this article we present a research treating with the study of pre-service preschool teachers’ mental representations on the mechanism of vision in environments with little to no light. After introducing three separate situations within the framework of an individual, semi-structured interview, we concluded that the main mechanism associated with difficulty or absence of vision is, generally, either dim lighting, or the lack of a light source. Furthermore, certain centrations based on experience were designated, such as vision in limited distance, the autonomy of darkness, or vision through “familiarization” with darkness.
Open Access
A genre-based framework for constructing multimodal content for learning objects
Vorvilas, George; Karalis, Thanassis; Ravanis, Konstantinos; Βορβυλάς, Γεώργιος; Καραλής, Θανάσης; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
In the present article we propose a genre-based conceptual framework for designing content for learning objects. We review some content aggregation models in order to stress the lack of such an approach. We also consider learning objects as multimodal macrogenres. These macrogenres are constituted of content object assemblies. The successful and coherent aggregation of these content objects can be achieved through the recognition of potential rhetorical relations among them. Finally, adopting this framework, an author/teacher is supported with a repertoire of concepts that make him capable of affect and motivate students in particular ways through her intended learning materials.