- ItemOpen AccessReady teacher one : virtual and augmented reality online professional development for K-12 school teachers(MDPI, )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.
- ItemOpen AccessByzantine and medieval university : a sociological approach to covering the gap in Bernsteinian analysis(Research in Sociology of Education, )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.
- ItemOpen AccessPrecursor models of the physical sciences in early childhood education students’ thinking(University of Ioannina, )The current study presents the basic characteristics of the effort to develop a trend for Early Childhood Science Education, in the context of which it is attempted to construct precursor models in young children’s thinking, schemes of understanding natural phenomena whose characteristics are compatible with those of Natural Sciences models that are used in schooling. General trends of research and teaching strategies for bringing young children closer to the Physical Sciences, specific issues of scientific models in education context as well as fundamental issues of structure and operation of precursor models in early childhood are also discussed.
- ItemOpen AccessPreschool children’s mental representations of clouds(Journal of Baltic Science Education, )Children construct representations of concepts and physical phenomena and these representations are critical to education. The natural phenomenon of clouds is perceivable and also observable by young children in everyday life. Moreover, it is a subject approached by the early childhood science education curriculums. However, in several studies it is noticed that the related children’s representations are often incompatible with the scientific model, mainly because of its character, which is macroscopic and not immediately observable. In this research, clouds representationsframed by children aged 4.5-6 years old are studied. The sample consisted of sixteen (16) children (7 boys and 9 girls) from one public kindergarten in an urban area of Greece. Data were collected through expanded, open type conversations between children pairs and one of the researchers. The results of the qualitative analysis of the conversations show that these children use different types of representations, the majority dominated by the nature of the substance under study. The outcome of the research results indicates the potentials of preschool children to perceive clouds as autonomous natural entities.
- ItemOpen AccessThe water state changes in 5-6 years old children's thinking: the construction of a precursor model(Springer, )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.