Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorVasileia Christidou
Course ID600017885

Programme of Study: UPS of School of Early Childhood Education (2012-today)

Registered students: 104
OrientationAttendance TypeSemesterYearECTS
CoreOrientation CourseWinter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
After successful completion of the course, the students are expected to: 1. Have become familiar with central aspects of designing and implementing educational material and teaching activities about science. 2. Have explored numerous educational materials and teaching activities to locate their advantages and disadvantages. 3. Apply pedagogical, scientific and semiotic criteria for analyzing and evaluating educational material and teaching activities. 4. Suggest and implement ways of improving the evaluated educational materials and teaching activities. 5. Design teaching activities about the natural world that make use of the evaluated and improved educational materials.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Design and manage projects
  • 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)
The course aims at presenting a framework for the analysis, design and development of activities and educational material related to science, appropriate for early childhood. This framework involves a variety of pedagogical, scientific and semiotic criteria, while applying the central theoretical principles and stratgies of Science Education. Preconstructed activities and educational material are presented and discussed, in order to identify their structure and rationale. A framework for the analysis and evaluation of the material and activities is developed. The analysis framework is applied to the material and activities, in order to help students develop and use specific criteria for their appropriateness and limitations. Consequently students use the same criteria in order to develop new, original activities and educational material about specific phenomena or concepts related to science.
Analysis, design, educational material, evaluation, science activities
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
  • Use of ICT in Student Assessment
Lectures are supported by digital presentations (powerpoint files). Digital educational material and video excerpts of teaching activities are presented and analyzed. Communication with the students is implemented through email and through the digital platform (e-learning), where supportive educational material and students' assignments are also uploaded.
Course Organization
Laboratory Work120.5
Reading Assigment411.6
Written assigments401.6
Student Assessment
Course assessment involves an assignment implemented in two stages in the course of the semester. Each assignment corresponds to 50% of the final score. A significant part of the assignments is implemented in the course of the weekly classroom meetings which requires students’ active contribution.
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative)
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
  • Labortatory Assignment (Formative)
Course Bibliography (Eudoxus)
1. Κουλαϊδής, Β., Δημόπουλος, Κ., Σκλαβενίτη, Σπ. & Χρηστίδου, Β. (2002). Τα Κείμενα της Τεχνο-Επιστήμης στον Δημόσιο Χώρο. Αθήνα: Μεταίχμιο. [Κωδικός Εύδοξου: 24279] 2. Χρηστίδου, Β. (Επιμέλεια). (2015). Εκπαιδεύοντας τα μικρά παιδιά στις Φυσικές Επιστήμες: Ερευνητικοί προσανατολισμοί και παιδαγωγικές πρακτικές. Θεσσαλονίκη: Αδελφοί Κυριακίδη. [Κωδικός Εύδοξου: 50663111]
Additional bibliography for study
Kress, G. & van Leeuwen, T. (2010). Η ανάγνωση των εικόνων: η γραμματική του οπτικού σχεδιασμού. (μτφ. Φωτεινή Παπαδημητρίου). Θεσσαλονίκη: Επίκεντρο. Matthews, M. R. (2007). Διδάσκοντας τις φυσικές επιστήμες. Θεσσαλονίκη: Επίκεντρο. Ραβάνης, Κ. (2001). Οι Φυσικές Επιστήμες στην Προσχολική Εκπαίδευση: Διδακτική και Γνωστική Προσέγγιση. Αθήνα: Τυπωθήτω. Ραβάνης, Κ. (2003). Δραστηριότητες για το Νηπιαγωγείο από τον Κόσμο της Φυσικής. Αθήνα: Δίπτυχο. Ραβάνης, Κ. (2016). Εισαγωγή στη διδακτική και τη διδασκαλία των φυσικών επιστημών. Αθήνα: Εκδόσεις Νέων Τεχνολογιών. Unsworth, L. (2001). Teaching Multiliteracies Across the Curriculum: Changing Contexts of Text and Image in Classroom Practice. Open University Press. Χαλκιά, K. (2012). Διδάσκοντας φυσικές επιστήμες: θεωρητικά ζητήματα, προβληματισμοί, προτάσεις. Αθήνα: Πατάκη.
Last Update