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

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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.
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
Byzantine and medieval university : a sociological approach to covering the gap in Bernsteinian analysis
(Research in Sociology of Education, ) Koustourakis, Gerasimos; Κουστουράκης, Γεράσιμος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
In this paper, an attempt is made to conduct a sociological analysis of the institution of the byzantine university, which operated from the 5th century A.D. in Constantinople, in comparison with the medieval university, which Basil Bernstein approached. The discourse of the medieval university, which was an ideological mechanism of the Catholic Church, was based on a religious type principle for the building of knowledge. This was because teaching of the lessons of the Trivium was aimed at the shaping of the consciousness of medieval man regarding the understanding of the natural world based on the views of the Church of Rome. The research results revealed that the byzantine university was kept in check exclusively by state power and was founded on a Visible Pedagogy. The orientation of the discourse that concerns scientific knowledge and the objective of its educational role was based on a mundane principle aimed at the staffing of state bureaucracy and the institution of justice. In addition, the intellectual creation of the classical and Hellenistic years (such as Aristotelian reasoning and neo-platonic philosophy) was utilized for the shaping of byzantine scientific knowledge.
Open Access
Clouds as natural entities in preschool children’s thought
Georgantopoulou, Akrivi; Fragkiadaki, Glykeria; Ravanis, Konstantinos; Γεωργαντοπούλου, Ακριβή; Φραγκιαδάκη, Γλυκερία; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
This research paper seeks to determine pre- schoolers’ representations about the general characteristics of the natural phenomenon of clouds, their reasoning about the consisting elements and the formation procedures of clouds and finally, their ideas about the existence of clouds through time. The sample consisted of 22 children (12 boys and 10 girls) aged 5.5-6 years from one public kindergarten in an urban area in Greece. Data were collected through semi-structured individual interviews. The analysis of the qualitative data showed that although the preschoolers had fruitful representations, the majority of them encountered difficulties on approaching several aspects of the phenomenon. Children’s reasoning about the phenomenon also seemed to be without a stable and coherent structure. The need for a categorization of pre- schoolers’ representations based on the use of a system of concrete criteria and the prospect of a didactic approach leading to the creation of a precursor model is designated.
Open Access
Der Lichtbegriff bei 13-14-jährigen Schülern : eine didaktische Intervention angelehnt an dem Begriff der sozialen Markierung
Ravanis, Konstantinos; Daoutsali, Eleni; Nikolakopoulou, Katerina; Barke, Hans-Dieter; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
This research project investigates the impact that social-teaching mediation has in conceptual change concerning the idea of light among grade 8 students in Greece. In order to challenge these misconceptions in this regard an intervention was realized with one of the two groups of 13-14 years old children. The experimental group participated in a teaching process which aimed to lead pupils to cognitive reconstruction based at the social marking concept of “light travel”; the control group followed traditional teaching methods based to the curriculum. In all tasks that were studied the difference between pre-test and post-test was significant: the experimental group was able to explain the light as an entity.
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
Enseigner les sciences dès l’école maternelle à l’aide d’un modèle précurseur. Les cas de la lumière et des ombres
(Université de Grenoble; France, ) Boilevin, Jean-Marie; Jameau, Alain; Delserieys, Alice; Jégou, Corinne; Kampeza, Maria; Ravanis, Konstantinos; Καμπεζά, Μαρία; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Dans cet article, nous présentons deux exemples d’intervention didactique en maternelle issus de recherches en didactique des sciences autour du concept de modèle précurseur. Ces exemples visent la déstabilisation des représentations spontanées des élèves à propos de la formation des ombres et de la lumière.
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
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
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
Former les enseignants et les formateurs pour l’éducation formelle et non formelle : une discussion ouverte et continue en Grèce
Ravanis, Konstantinos; Karalis, Thanasis; Komis, Vassilis; Ραβάνης, Κωνσταντίνος; Καραλής, Θανάσης; Κόμης, Βασίλης
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Cet article tente un aperçu sur la formation des enseignants de l’éducation formelle et des formateurs des réseaux de l’éducation informelle en Grèce depuis les années 1980. D’abord, l’article présente les aspects essentiels des systèmes de formation des enseignants de tous les niveaux et contextes. Ensuite, l’article critique l’évolution du système de formation des différents niveaux d’éducation, les contradictions et les avantages de divers dispositifs et les perspectives d'avenir. Enfin, une attention particulière est portée sur les aspects de la formation pratique des enseignants qui revêt plusieurs formes selon le niveau d’enseignement (primaire, secondaire, etc.) et l’évolution chronologique.
Open Access
Genetic research methodology meets Early Childhood Science Education Research : a cultural-historical study of child’s scientific thinking development
Fragkiadaki, Glykeria; Ravanis, Konstantinos; Φραγκιαδάκη, Γλυκερία; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
The study reported in this paper aims to structure a cultural-historical understanding on how early childhood children experience science and how they develop scientific thinking as they interact with the social, cultural and material world. Moving beyond the cognitive dimensions of learning by interrelating different aspects of the process of children’s scientific thinking development constitutes a research priority for the study. From a wide range of collected data, in the present article one qualitative empirical case study is presented. The detailed single example that is analyzed refers to a kindergarten female student, aged 5.2 years old, from an urban area of Greece. A developmental research methodology as specified from the requirements of cultural-historical theory framework is used. Following four of the main principles of the experimental genetic method, this study creates a fecund ground for a cultural-historical exploration and interpretation of the very processes of the child’s development. The collection of the data was achieved through expanded, open-type conversations conducted at three concrete phases between the case study child, two of her peers and the educator. Drawing upon the system of theoretical concepts of cultural-historical theory the analysis is mainly based on the concept of perezhivanie as analytical tool as well as the concept of the developmental trajectories. The concept of the conceptualization of a precursor model as a theoretical tool that derives from the field of Science Education is also used. The analysis gives insights into how a certain social situation between children and educators in kindergarten settings becomes the unique social situation of a child’s development. Using as a base the dialectic perspective that Vygotsky posed in the analysis of human psyche, the study in this paper offers a creative insight in order to elaborate on a broad and dynamic understanding of the child’s development instead of an individualistic and static interpretation on her cognitive evolution. This cultural-historical reading is essential in capturing the child’s thinking in all its complexity as well as the uniqueness of the child. Summarizing the above, in this paper, new directions are laid for a more fruitful and dynamic support of young children’s learning and development in science through cultural- based educational practices and settings in kindergarten.
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
Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative
Dumas Carré, Andrée; Weil-Barais, Annick; Ravanis, Konstantinos; Shourcheh, Fataneh; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
The study concerns the approach by children in kindergarten of the formation of shadows. Two groups of 5 years old children (in France and in Greece) have been observed. The given equipment is devised in order to allow the establishment of relationships between characteristics of the shadows (color, size, form) and some parameters of the concerned object and/or the configuration (figure of the object, color, orientation by respect of the light source, distance of the object from the light source). As in every educating situation, the children’s exploration of the equipment is guided by the teacher. The analysis objective is to examine how the teacher orients the children activities and to study the relationships that children are capable to establish. Different analysis have been driven. They are built on a preliminary analysis of the domain contents. These analysis are focused on children actions and verbalizations as well as on the teacher's interventions. Some of these interventions seem specific to the scientific education: to incite the children to drive actions in connection with a beforehand fixed purpose, to talk about their actions, to anticipate the possible results of the action, to clarify relationships. From this study, we propose a general model for analyzing educating interactions.
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
L’écrit et l’activité notationnelle à l’enseignement de la physique : questions actuelles
Ravanis, Konstantinos; Ραβάνης, Κωνσταντίνος
Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
Over the past three decades, it was found that, on the one hand, research in physics education is developing in several directions, including the study of the representations of the students, the construction of knowledge, the problem solving and, on the other hand, how the research results and the theories affect the teaching of physics and the teacher training. In this framework, the production of different manuscripts, which always support the teaching, sometimes becomes object of research. The project that is presented here refers to some aspects of the approaches of these manuscripts and examines in particular the problem of the relationship between the results of the research and the teaching practices. It is also commented the need for orientation of the analysis of the activity of writing in the teaching of physics. The focus of the paper is based on three points: 1) the processing of texts, graphs, charts etc, 2) the question of the approach of the writings of the teachers of physics, 3) the analysis of the writing activity of students
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
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
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
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.