Curriculum Programmes and school textbook
| Title | ΠΡΟΓΡΑΜΜΑΤΑ ΣΠΟΥΔΩΝ ΚΑΙ ΣΧΟΛΙΚΟ ΒΙΒΛΙΟ / Curriculum Programmes and school textbook |
| Code | Π3001 |
| Faculty | Philosophy |
| School | Philosophy and Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | Yes |
| Status | Active |
| Course ID | 280009266 |
Programme of Study: UPS School of Philosophy and Education (2011-today)
Registered students: 63
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Core | Compulsory courses beloging to the selected specialisation | 1 | 1 | 6 |
| Pedagogic | Compulsory courses beloging to the selected specialisation | Winter/Spring | - | 6 |
| Academic Year | 2016 – 2017 |
| Class Period | Winter |
| Instructors from Other Categories |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600056768
|
Class Schedule
| Building | Σχολείο Νέας Ελληνικής Γλώσσας |
| Floor | Ισόγειο |
| Hall | ΑΙΘΟΥΣΑ 113 (112) |
| Calendar | Δευτέρα 18:30 έως 21:00 |
Course Type 2016-2020
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600056768
- At the Website of the School: www.edlit.auth.gr
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Examination)
- German (Examination)
Learning Outcomes
The aim of this seminar is the participants, first, to know the curriculum and school textbooks theory, their research fields and evaluations criteria and, secondly, to implement the main relevant research and evaluations techniques and, thirdly, to product relevant material.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work in teams
- Appreciate diversity and multiculturality
- Respect natural environment
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
Introduction to the subject mutter. Definition of the terms: curriculum, printed and digital school textbook, curriculum and school textbooks research, evaluation and evaluative research (1st seminar).
Section One: Theory of curricula and school books, printed and digital
1. Theoretical foundations, ideologies and design models of curricula; with emphasis in “learning objectives/outcomes” approaches to curriculum design and in the model of the constructivistic and the critical integrated curriculum. 2. History, role, characteristics and functions of school textbooks. 3. Curriculum and school textbooks from the perspective of teachers and students (2nd and 3rd seminars).
Section Two: The development of curriculum and the writing of school textbooks (with exercises in curriculum development and writing sections of textbooks): 1. The design of the “learning objectives/outcomes” curriculum and the development of the integrated curriculum. The process of writing school textbooks and the "policies" of school textbooks worldwide. Entrance of curriculum and school textbooks in school practice and their use by teachers and students. 2. The autonomy of teacher at the development of curriculum and the production of teaching material (4th, 5th, 6th, 7th and 8o seminars).
Section Three: The «systematic» and the evaluative research of curriculum and textbook:
1. History of curriculum and school textbook research. 2. Objectives and (ideological) directions of the above research. 4. Areas and the process of the research. 5. Evaluation’s process and criteria. 6. Hermeneutics, empirical, critical and post-critical research techniques and methods of curriculum and school textbooks analysis (with exercises and pilot researches in contemporary curricula and school textbooks. 7. The relevant research in Greece (study of the most significant surveys) (9th, 10th, 11th and 12th seminars).
Evaluation of the seminar (13th seminar).
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 50 | 2 | ✓ | ✓ | |
| Laboratory Work | 50 | 2 | ✓ | ✓ | ✓ |
| Project | 50 | 2 | ✓ | ✓ | |
| Total | 150 | 6 |
Student Assessment
Student Assessment methods
- Written Exam with Short Answer Questions (Formative)
- Written Exam with Extended Answer Questions (Summative)
- Performance / Staging (Summative)
- Report (Formative, Summative)
- Labortatory Assignment (Formative)
Bibliography
Course Bibliography (Eudoxus)
1.Το περιεχόμενο του σχολικού βιβλίου ως αντικείμενο έρευνας, Μπονίδης Κυριάκος Θ.
2.Ιδεολογία και αναλυτικά προγράμματα, Apple Michael W. Λεπτομέρειες
Additional bibliography for study
Προτεινόμενη Βιβλιογραφία:
Apple, M.-W. (1980). Iδεολογία και Αναλυτικά Προγράμματα. Θεσσαλονίκη: Παρατηρητής.
Drake, S. M., Burns, R. C. (2004). Meeting standards through integrated curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Fraser, D., Whyte, B. (1999). Curriculum integration: Milestone report four. Wellington: Ministry of Education.
Jacobs, H. H. (Ed.). (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development.
Johnsen, B.E., (1993). Textbooks in the kaleidoscope- A critical survey of literature and research on educational texts.Oxford.
Καψάλης, A., Xαραλάμπους, Δ. (1995). Το σχολικό εγχειρίδιο. Θεσμική εξέλιξη και σύγχρονη προοπτική. Aθήνα: Μεταίχμιο.
Mathews, B., Cleary, P. (1993). The integrated curriculum in use: Practical ideas for planning and assessment. Auckland: Ashton Scholastic.
Μπονίδης, Κ. (2004). Το περιεχόμενο του σχολικού βιβλίου ως αντικείμενο έρευνας: διαχρονική εξέταση της σχετικής έρευνας και μεθοδολογικές προσεγγίσεις. Αθήνα: Μεταίχμιο.
Μπονίδης, Κ. (2005). «Η αξιολόγηση των σχολικών βιβλίων: διαδικασία και κριτήρια αξιολόγησης». Στο: Βέικου (επιμ.) Διδακτικό βιβλίο και εκπαιδευτικό υλικό στο σχολείο: Προβληματισμοί, δυνατότητες, προοπτικές (Πρακτικά συνεδρίου που οργάνωσε το Παιδαγωγικό Ινστιτούτο, Θεσσαλονίκη 17-19 Φεβρουαρίου 2005). Θεσσαλονίκη: Ζήτη , σσ. 106-119.
Μπονίδης, Κ. (2009). «Κριτικές μεθοδολογικές προσεγγίσεις στην έρευνα των σχολικών βιβλίων: θεωρητικές παραδοχές και ‘παραδείγματα ανάλυσης». Συγκριτική και Διεθνής Εκπαιδευτική Επιθεώρηση, τ. 13, σσ. 86-122.
Μπονίδης, Κ. (2010). Προδιαγραφές της εκπαιδευτικής διαδικασίας: θεωρία, σχεδιασμός, έρευνα. Θεσσαλονίκη: Γράφημα.
Μπονίδης, Κ. (2015). Η Έρευνα και η αξιολογική Έρευνα των σχολικών βιβλίων: Το πεδίο, οι διαστάσεις και το μεθοδολογικό ζήτημα. Στο A. Κουλουμπαρίτση (επιμ.). Το σχολικό βιβλίο: Σχεδιασμός-Εφαρμογή-Αξιολόγηση. Αθήνα: Γρηγόρης.
Oliva, P. (2004)6. Developing curriculum. Boston: Pearson.
Pinar, William F. et al. (1995). Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang Publishing.
Paterson, J. (2003). Curriculum integration in a standards-based world. Middleground: The Magazine of Middle Education, 7(1), 10−12.
Schiro, Michael S. (2007). Curriculum Theory. Conflicting Visions and Enduring Concerns. Thousand Oaks, CA – London: SAGE PublicationsΣυμβούλιο της Ευρώπης (2010). Χάρτης του Συμβουλίου της Ευρώπης για την Παιδεία της Δημοκρατίας και την Εκπαίδευση στα Ανθρώπινα Δικαιώματα. Στασβούργο: Συμβούλιο της Ευρώπης/Τμήμα Εκπαίδευσης
Wineburg, S., Grossman, P. (επιμ.). (2000). Interdisciplinary curriculum: Challenges to implementation. Columbia University, NY, London, UK: Teachers College Press.
Last Update
07-06-2016
