PEDAGOGICAL RESTRUCTURING OF SCHOOL SPACE
| Title | ΠΑΙΔΑΓΩΓΙΚΗ ΟΡΓΑΝΩΣΗ ΤΟΥ ΧΩΡΟΥ / PEDAGOGICAL RESTRUCTURING OF SCHOOL SPACE |
| Code | ΕΠ.2.042 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Anastasia Dimitriou |
| Common | No |
| Status | Active |
| Course ID | 80003415 |
Programme of Study: UPS of School of Early Childhood Education (2012-today)
Registered students: 103
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Core | Orientation Course | Winter/Spring | - | 6 |
| Academic Year | 2018 – 2019 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600130288
|
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
Language of Instruction
- Greek (Instruction, Examination)
- French (Examination)
Learning Outcomes
Objectives of the course are
a) learning the basic proposals for the organization of educational space that formulated in modern pedagogical approaches. Orientation: educational change
b) the acquisition of basic skills for configuration and use of indoor and outdoor space in kindergarten, linked to the learning process
c) acquiring skills in assessing the educational environment
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 autonomously
- Work in teams
- Work in an interdisciplinary team
- Generate new research ideas
- 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)
School space is approached as a dynamic material environment that enhances forms of work and cooperation which are related with developmental and learning procedures. Moreover, the course investigates the connection between the “child-space” relation to the factors that affect the educational process and the grid of educational relations that are developed at school. The course also focuses on developing the method of “pedagogical redesign of space”, a systemic method of holistic interventions in school settings (indoor and outdoor) aiming to its educational improvement. Finally, practical applications towards this direction are presented and commented on.
Keywords
Educational Redesign of School Space, Cooperative Learning, Educational Change, Educational Environment
Educational Material Types
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Description
Use of ICT in Teaching:
• Presentations of lessons using Power Point and video projections.
• Internet connection wherever required.
Use of ICT in communication with students:
• Organization of the course using electronic platform (blackboard)
• Answers to students' questions concerning the procedures of the course, their academic obligations and their work.
• Guidance on work elaboration and the assessment process
• Informing students about organizational issues of the course
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 30 | 1.2 | ✓ | ||
| Seminars | 9 | 0.4 | ✓ | ||
| Laboratory Work | 20 | 0.8 | ✓ | ✓ | |
| Fieldwork | 20 | 0.8 | ✓ | ✓ | |
| Reading Assigment | 50 | 2 | ✓ | ✓ | |
| Written assigments | 21 | 0.8 | ✓ | ✓ | |
| Total | 150 | 6 |
Student Assessment
Description
Student evaluation is structured around two levels:
a) study of bibliography and writing of short reports
b) gradual composition of field assignment that records and analyzes the characteristics of the educational settings that are related to the assignment and visited by the students to this end.
In this view, courses follow the procedure of continuous assessment which includes two phases:
Phase A:
a) Written assignments and reports to improve the skills needed for the course as well as to provide experience in regard with intervention matters in the educational setting
b) Presentation and commentary on a representative sample taken from these assignments
Phase B:
Final (summative) assignment in which students:
• compile findings and conclusions from written assignments and reports of Phase A
• make proposals to redesign space and the educational procedure which is related to the educational setting of the school that they previously visited and studied.
Student Assessment methods
- Written Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Γερμανός, Δ. (2006). Οι τοίχοι της γνώσης. Αθήνα: Γκούτενμπεργκ / 2Ο μέρος
Ιωάννα Κ. Αρβανίτη (2008), Η βιβλιοθήκη στο Ελληνικό Σχολείο, Σταμούλης Αντ.
Additional bibliography for study
IN GREEK
- Αναγνωστοπούλου, Μ. (2001). Η ομαδική διδασκαλία στην εκπαίδευση. Θεσσαλονίκη: Κυριακίδης.
- Γερμανός, Δ. (2003), «Παιδαγωγικός ανασχεδιασμός του χώρου για την προώθηση της συνεργατικής μάθησης», στο: Κυπριακός Σύνδεσμος Συνεργατικής Μάθησης (επιμ.), (2003), Συνεργατικό Σχολείο: Από τη Θεωρία στην Πράξη. Λευκωσία, σσ. 79-88.
- Γερμανός, Δ. (2006), «Χώρος και εκπαιδευτικό περιβάλλον στο σύγχρονο νηπιαγωγείο», στο Παπαλεοντίου-Λουκά Ε. (επιμ.), Σύγχρονες Προσεγγίσεις στο Πρόγραμμα του Νηπιαγωγείου. Αθήνα: Τυπωθήτω-Γ. Δαρδανός.
- Goehlich, Μ. (2003). Παιδοκεντρική διάσταση στη μάθηση. Αθήνα: Τυπωθήτω
- Κανάκης, Ι.Ν. (2001). Η οργάνωση της διδασκαλίας-μάθησης με ομάδες εργασίας. Αθήνα: Τυπωθήτω.
- Ματσαγγούρας, H. (2000β). Ομαδοσυνεργατική Διδασκαλία και Μάθηση. Αθήνα: Γρηγόρης.
- Μπίκος, Κ. (2004). Αλληλεπίδραση και κοινωνικές σχέσεις στη σχολική τάξη. Αθήνα: Ελληνικά Γράμματα
- Pellegrino, P. (2000). Το νόημα του χώρου. Αθήνα: Τυπωθήτω-Γ. Δαρδανός
IN ENGLISH & FRENCH
- Baudrit, A. 2007. L’apprentissage coopératif. - Origines et évolutions d’une méthode pédagogique. Bruxelles : De Boek.
- Casabo, C. (dir.) (2002). Travailler en équipe á l’école maternelle. Des maîtres construisent leur équipe d’école. Lyon : Pratique Sociale
- Collective work) (2004). Kids Spaces. Victoria (Au):Images Publishing Group
- Collective work) (2008). Educational Spaces. Victoria (Au):Images Publishing Group
- Collective work) (2010). Kindergarden Architecture. USA: HBI, Loft Publications
- Dudek, M. (2000). Architecture of Schools. Oxford: Architectural Press
- Germanos D. (1995). «La relation de l’enfant à l’espace urbain : perspectives éducatives et culturelles», in : Architecture and Behavior, vol. 11, 1, pp. 55-61.
- Fisher, D.L., Khine, M.S. 2006. Contemporary Approaches to Research on Learning Environments. London : Word Scientific.
- Johnson, D.W & Johnson R.T. (1989). Cooperation and Competition. Theory and research. Edina, Minnesota: Interaction book Company.
- Johnson, D.W., Johnson, R.T., Holubec, J.E. 2004. Cooperative learning in the classroom. ASCD : Alexandria, Virginia.
- Kagan, M., Kagan, L., Kagan, S. (2005). Classbuilding. San Clemente: Kagan Publishing & Professional Development.
- Kagan, M., Kagan, L., Kagan, S., (2005). Teambuilding. San Clemente: Kagan Publishing & Professional Development.
- Pelletier, D. (2001). L’activité - projet. Le développement global en action. Québec : Modulo.
LINKS:
http://base.d-p-h.info/fr/fiches/organisme/fiche-organisme-91.html, για το χώρο ως παράμετρο της σχέσης «άτομο –ομάδα -κοινωνία»
http://csiss.org/ για το χώρο ως πεδίο έρευνας στις κοινωνικές επιστήμες
http://www.designshare.com/index.php/home, για τη σχέση αρχιτεκτονικής και παιδαγωγικής
www.oecd.org/education, / http://www.edfacilities.org/index.cfm, για σύγχρονες προσεγγίσεις του εκπαιδευτικού περιβάλλοντος και του σχολικού χώρου
ΑΝΑΡΤΩΝΤΑΙ ΣΤΗΝ ΙΣΤΟΣΕΛΙΔΑ ΤΟΥ ΤΜΗΜΑΤΟΣ:
Παρουσιάσεις των μαθημάτων σε power point, συνοδευμένες από σχετική βιβλιογραφία
Last Update
21-11-2019
