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

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    Distance higher education learning and professional pedagogy : training the trainers
    (Academic Conferences International Limited, 2021-10) Fragkaki, Maria; Mystakidis, Stylianos; Φραγκάκη, Μαρία; Μυστακίδης, Στυλιανός
    The global disruption of all physical educational activities due the covid-19 pandemic impacted among others also professional development activities of higher educational faculty members and staff. Teaching and learning had to be organized exclusively online. This transition is not straightforward as it often requires a different way of facing new challenges, or even a cultural change in all involved stakeholders. Hence, instructional designers, but also instructors and researchers need to consider multiple factors related to online education instructional design. In this empirical study, we present in detail the views and needs of twenty-three higher education faculty members, on their preferable pedagogy for distance training that had to replace a face-to-face one, in the frame of a multinational capacity building project. The core research question was “what are higher education instructors’ views and educational needs toward meaningful and effective pedagogy of professional development teaching and learning activities both in a face to face and an online training process”. A mixed research method was employed in the form of a 22-item questionnaire (pilot survey) that combined qualitative and quantitative data in the form of open and closed questions, respectively as well as observation. The results are illustrated through graphical representations and analysis comments. Specifically, the examined research indicators were the preferable training form, methodology, assessment, and feedback. Findings suggest that in online training, a flipped learning approach can accommodate the needs of academics where online meetings can be dedicated mainly to critical discussions and practical applications based on prior asynchronous individual study of theoretical material. This knowledge can be useful and support continuous professional development initiatives in the design and implementation of effective e-learning strategies.
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    Η ισορροπία της φύσης στα ελληνικά σχολικά βιβλία
    (Πανελλήνια Ένωση Βιοεπιστημόνων, ) Αμπατζίδης, Γεώργιος; Εργαζάκη, Μαρίντα; Ampatzidis, Georgios; Ergazaki, Marida
    Η ιδέα της ισορροπίας της φύσης είναι μια δημοφιλής μεταφορά που υπονοεί πως στη φύση υπάρχει μια προκαθορισμένη τάξη και σταθερότητα. Αν και στο πλαίσιο της οικολογίας έχει δεχθεί σκληρή κριτική, φαίνεται να κυριαρχεί στη σχολική επιστήμη. Σε αυτό το άρθρο διερευνούμε την παρουσία της ιδέας της ισορροπίας της φύσης σε ελληνικά σχολικά βιβλία φυσικών επιστημών και συγκεκριμένα εάν δίνεται έμφαση στη διατήρηση ή τη διαταραχή της, καθώς και στη σχέση της με τον άνθρωπο.
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    Narratives and education : teaching about socio-scientific issues through fiction
    (Πρόγραμμα μεταπτυχιακών σπουδών «Δημιουργική γραφή», Πανεπιστήμιο Δυτικής Μακεδονίας, ) Αμπατζίδης, Γεώργιος; Αρμένη, Αναστασία; Ampatzidis, Georgios; Armeni, Anastasia
    Highlighting the potential of narratives to improve teaching and learning is a quite recent educational trend. Supporters of the use of narratives in class argue that they help to illustrate abstract concepts, motivate and engage learners. When used in the science classroom, narratives are believed to support students to develop critical thinking and decision-making skills that may enable them to participate in debate about challenging socio-scientific issues. Our study concerns whether it is actually feasible to create a science narration that could be used as a door opener in getting students involved with the socio-scientific issues of (a) bees (pollination and food production), and (b) vegetarianism (diet and nutrition). We present a Sci-Fi short story about a world being attacked by plants and we discuss how and why it may be used as a door opener narrative by educators who intend to engage students in discussion about the socio-scientific issues of target.
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    Open Access
    Τί γένους είναι η επιστήμη; το φύλο στα σχολικά εγχειρίδια φυσικών επιστημών του λυκείου
    (ΕΝΕΦΕΤ (Ένωση για την Εκπαίδευση στις Φυσικές Επιστήμες και την Τεχνολογία), ) Αμπατζίδης, Γεώργιος; Αρμένη, Αναστασία; Ampatzidis, Georgios; Armeni, Anastasia
    Παρά τις προσπάθειες ενίσχυσης της συμμετοχής των γυναικών σε τομείς φυσικών επιστημών, φαίνεται πως εκείνες εξακολουθούν να υποαντιπροσωπεύονται σε πεδία όπως η φυσική και η τεχνολογία. Έχει διατυπωθεί η άποψη πως τα σχολικά εγχειρίδια είναι ένας από τους παράγοντες που αναπαράγουν το «χάσμα μεταξύ των φύλων». Το άρθρο αυτό εστιάζει στη συχνότητα εμφάνισης ανδρών/γυναικών και επιστημόνων/επιστημονισσών στην εικονογράφηση των σχολικών εγχειριδίων φυσικών επιστημών του ελληνικού λυκείου. Η ανάλυση 11 εγχειριδίων φυσικών επιστημών δείχνει πως οι άνδρες και οι επιστήμονες εμφανίζονται με μεγαλύτερη συχνότητα από τις γυναίκες και τις επιστημόνισσες αντίστοιχα στις εικόνες των εγχειριδίων φυσικής, βιολογίας και χημείας.
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    Gender and Science: Men and Women in Greek Gymnasium Science Textbooks
    (European Science Education Research Association, ) Ampatzidis, Georgios; Armeni, Anastasia; Αμπατζίδης, Γεώργιος; Αρμένη, Αναστασία
    Although the gender gap in science related occupations has been considerably reduced during the last 40 years, women still seem to be underrepresented in areas such as physics and technology. Several reasons have been suggested to explain the lack of interest of female students for science classes such as (a) the formation of sex-segregated groups of students especially in early school years, (b) parental attitudes and behaviour and (c) textbooks. Focusing on the latter, it has been argued that the way gender is portrayed in science textbooks may contribute to the sex role socialization of students; gender bias in science textbooks may influence the development of a view that science is a subject addressed more to boys than girls. This article focuses on the frequency of appearance of men/women and male scientists/female scientists in the illustrations of science textbooks of the Greek Gymnasium (students aged 12-15 years old). The analysis of 7 science textbooks shows that men and male scientists appear more frequently than women and female scientists respectively in the illustrations of physics, biology and chemistry textbooks. Relevant limitations and possible implications are discussed.