SEMIOTICS OF SCIENCE TEACHING
| Title | ΣΗΜΕΙΩΤΙΚΗ ΤΗΣ ΔΙΔΑΣΚΑΛΙΑΣ ΤΩΝ ΦΥΣΙΚΩΝ ΕΠΙΣΤΗΜΩΝ / SEMIOTICS OF SCIENCE TEACHING |
| Code | ΕΠ.2.043 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Panagiotis Pantidos |
| Common | Yes |
| Status | Inactive |
| Course ID | 80003416 |
| Academic Year | 2018 – 2019 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600130289
|
Class Schedule
| Building | Παιδαγωγικό Μπλε |
| Floor | Ισόγειο |
| Hall | ΑΙΘΟΥΣΑ ΛΥΟΜΕΝΟ 2 (173) |
| 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/1/600130289
- At the Website of the School: http://nrd02w3.nured.auth.gr
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
a) Educational sciences
Analysing science teaching as a meaning-making process based on the semiotoic resources that teachers and students use (i.e. speech, human body, drawings, material objects). Emphasis is laid on the analysis of science teaching for young children.
b) Develop teachers' training skills.
General Competences
- Apply knowledge in practice
- Work autonomously
- Work in an interdisciplinary team
- Generate new research ideas
Course Content (Syllabus)
The main idea running this course is that semiotic systems (i.e. speech, kinesic functionality of human body, spatiality) activated in science teaching contribute equal well in shaping meanings. The semiotic context of science classroom crucially effects students’ mental representations with respect to science concepts. Emphasis is laid on the oral (and written) modes used in expressing scientific code, narrative spaces (i.e. spaces constructed by means of narration), human body as a mean of representing entities and making meaning, and material objects as sign-vehicles in doing science. All these modalities are illustrated through certain examples derived directly from science classrooms.
Educational Material Types
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.6 | ✓ | ||
| Reading Assigment | 46 | 1.8 | ✓ | ✓ | |
| Written assigments | 65 | 2.6 | ✓ | ✓ | |
| Total | 150 | 6 |
Student Assessment
Description
Students have to submit written essays. It is evaluated their ability in: a) discourse analysis, b) analysis of images, c) video analysis emphasizing on the functionality of human body, d) usages and functions of material objects.
Student Assessment methods
- Written Exam with Extended Answer Questions (Formative, Summative)
- Written Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
1. Χαλεβελάκη, Μ. (2010). Μια Εισαγωγή στη Σημειολογία: Θεωρία και Εφαρμογές. Εκδόσεις
Καστανιώτη, Αθήνα.
2. Κουλαϊδής, Β., Δημόπουλος, Κ., Σκλαβενίτη, Σ. & Χρηστίδου, Β. (2001). Τα Κείμενα της Τεχνο-
επιστήμης στον Δημόσιο Χώρο. Εκδόσεις Μεταίχμιο, Αθήνα.
3. Eco, U. (1999). Η Σημειολογία στην Καθημερινή Ζωή. Εκδόσεις Μαλλιάρης – Παιδεία, Θεσσαλονίκη.
Additional bibliography for study
1. Pozzer-Ardenghi, L., & Roth, W.-M. (2010). Staging & Performing Scientific Concepts: Lecturing is
Thinking with Hands, Eyes, Body, & Signs. Rotterdam: Sense Publishers.
2. Pantidos, P., Valakas, K., Vitoratos, E., and Ravanis, K. (2008). Towards applied semiotics: an analysis
of iconic gestural signs regarding physics teaching in the light of theatre semiotics. Semiotica 172(1/4),
201-231.
3. Pantidos, P., Valakas, K., Vitoratos, E., and Ravanis, K. (2010). The materiality of narrative spaces: a
theatre semiotics perspective into the teaching of physics. Semiotica 182(1/4), 305-325.
Last Update
17-01-2017
