Comparison of School Curricula in Greece and in Germany
| Title | ΣΥΓΚΡΙΣΗ ΠΡΟΓΡΑΜΜΑΤΩΝ ΔΙΔ/ΛΙΑΣ ΕΛΛΑΔΑΣ ΚΑΙ ΓΕΡΜΑΝΙΑΣ / Comparison of School Curricula in Greece and in Germany |
| Code | Π1707 |
| Faculty | Philosophy |
| School | Philosophy and Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Anastasia Kesidou |
| Common | Yes |
| Status | Active |
| Course ID | 280009231 |
Programme of Study: UPS School of Philosophy and Education (2011-today)
Registered students: 33
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Core | Compulsory courses beloging to the selected specialisation | Winter/Spring | - | 6 |
| Pedagogic | Compulsory courses beloging to the selected specialisation | Winter/Spring | - | 6 |
| Academic Year | 2021 – 2022 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600189522
|
Course Type 2016-2020
- Scientific Area
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/1/600189522
- At the Website of the School: http://www.edlit.auth.gr/courses
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=9724
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Examination)
- German (Examination)
Prerequisites
General Prerequisites
There are no prerequisites in a formal sense.
It is useful for students to be already familiar with the curriculum theory on the basis of their previous participation in the relevant core subjects of the Programme of Study.
Learning Outcomes
Students will
- become familiar with current international trends in curriculum development
- relate them to the prevailing international trends in educational policy
- be able to compare basic dimensions of the German and Greek educational systems
- trace educational policy regarding the development and implementation of school curricula in Greece and in the German state of Baden-Wuerttemberg
- understand the comparative method as a tool for comparative research
- be able to analyze curricula, utilizing the curriculum theory and the methological approach of curriculum analysis
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
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
Comparison, school curricula, education in Greece and in Germany: an introduction (1st session), International comparative studies of students' educational outcomes and school curricula (2nd session), Types of school curricula (content-based, goal-based, procedure-oriented, outcome-based)- Curriculum development team (3rd session), Goals and aims, content, teaching methods and teaching material, curriculum evaluation (4th, 5th and 6th session), "Why compare"? Aims and directions in Comparative Education (7th session), Education in the Federal Republic of Germany (8th session), From the content-based syllabus (1985) to the Interdisciplinary Unified Curricular Framework and the Educational Plan (2003): general features (9th session), Pilot school curricula (2011) and New Curricula (2021) (10th session), School Curricula in Baden-Wuerttemberg: the reforms of 1994, 2004 and 2016 (11th session), School curricula and textbooks of History in Greece (12th session), The History curriculum in Baden-Wuerttemberg (13th session)
Keywords
Comparative education, comparative method, secondary school curriculum, education in Greece and in Germany
Educational Material Types
- Notes
- Slide presentations
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Description
Video projections, ppt presentations, use of various electronic means in the preparation of students' semester projects/essays (Internet, literature databases, etc.). Extensive use of the e-learning platform and its possibilities (preparation before and support after the individual sessions with a variety of learning material, assignment and upload of academic tasks by the students, etc.). In addition, use of e-mail when communicating with students.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 15 | 0.6 | ✓ | ||
| Seminars | 24 | 1.0 | ✓ | ✓ | |
| Reading Assigment | 30 | 1.2 | ✓ | ✓ | |
| Written assigments | 40 | 1.6 | ✓ | ✓ | |
| Exams | 3 | 0.1 | ✓ | ||
| Other / Others | 38 | 1.5 | ✓ | ||
| Total | 150 | 6 |
Student Assessment
Description
Students are assessed on the basis of
- their written performance in the final exams of the course
- their performance in the written project that they undertake, as well as its oral presentation
- their overall presence, participation and contribution during the semester
These criteria are announced to the students in the beginning of the semester.
The examination questions are set according to the learning outcomes. Students are expected to demonstrate understanding of the course content as well as abilities such as analysis, synthesis, comparison and implementation. The exam also focuses on the ability to compare educational phenomena.
Incoming ERASMUS students that are not competent in Greek may take on a scientific written assignment in English or in German on a topic related to the course, after of course having arranged this in the beginning of the semester. Students who know or are currently learning Greek are welcome to actively participate in class.
Student Assessment methods
- Written Exam with Short Answer Questions (Summative)
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Summative)
- Oral Exams (Summative)
- Written Exam with Problem Solving (Summative)
Bibliography
Course Bibliography (Eudoxus)
MacBeath, J., Schratz, M., Meuret, D. & Jakοbsen, L. (2006). Η αυτοαξιολόγηση στο ευρωπαϊκό σχολείο: πώς άλλαξαν όλα, Μτφρ. Μαρία Δεληγιάννη. Αθήνα: Μεταίχμιο (LB2822.84.E85M2316 2005, Βιβλιοθήκη Τομέα Παιδαγωγικής)
Σοφιανοπούλου, Χρύσα (2011). Ανάλυση της εκπαιδευτικής επίδοσης- Μελέτη περίπτωσης: το διεθνές πρόγραμμα για την αξιολόγηση των μαθητών PISA 2006. Αθήνα: Παπαζήσης
(LB3051.S65 2011, Βιβλιοθήκη Τομέα Παιδαγωγικής)
(Διανέμονται εναλλακτικά το ένα από τα δύο από τον Εύδοξο)
Additional bibliography for study
Α. ΒΙΒΛΙΟΓΡΑΦΙΑ: ΘΕΩΡΙΑ ΠΡΟΓΡΑΜΜΑΤΩΝ ΔΙΔΑΣΚΑΛΙΑΣ
1. Καψάλης, Αχιλλέας/ Βρεττός, Ιωάννης (1997). Αναλυτικό πρόγραμμα. Σχεδιασμός- αξιολόγηση- αναμόρφωση, Αθήνα: Ελληνικά Γράμματα
(LB1564.G8B7, Βιβλιοθήκη Τομέα Παιδαγωγικής)
2. Καψάλης, Αχιλλέας/ Χαραλάμπους Δημήτρης (2008). Σχολικά εγχειρίδια. Θεσμική εξέλιξη και σύγχρονη προβληματική, Αθήνα: Έκφραση
(LB 3048.K3, Βιβλιοθήκη Τομέα Παιδαγωγικής)
3. Lewy, Arieh (1977). Planning the School Curriculum, Paris: Unesco- International Institute for Εducational Planning
(Θα υπάρχει στον φάκελο του μαθήματος, Βιβλιοθήκη Τομέα Παιδαγωγικής)
4. Μπονίδης, Κυριάκος (2010). Προδιαγραφές της εκπαιδευτικής διαδικασίας: θεωρία και πράξη, Θεσσαλονίκη: Γράφημα.
(LB1564.G8M66 2010, Βιβλιοθήκη Τομέα Παιδαγωγικής)
5. Φλουρής, Γεώργιος (1999). Αναλυτικά Προγράμματα για μια νέα εποχή στην εκπαίδευση. Αθήνα: Γρηγόρης
(LB1570. P65, Βιβλιοθήκη Τομέα Παιδαγωγικής)
6. Φρυδάκη Ευαγγελία (2009). Η διδασκαλία στην τομή της νεωτερικής και της μετανεωτερικής σκέψης. Αθήνα: Κριτική
(LB1026.F79 2009, Βιβλιοθήκη Τομέα Παιδαγωγικής)
7. Χατζηγεωργίου, Γιάννης (χ.χ.). Γνώθι το Curriculum. Γενικά και ειδικά θέματα Αναλυτικών Προγραμμάτων και Διδακτικής, Αθήνα: Ατραπός
(LB1570.C43, Βιβλιοθήκη Τομέα Παιδαγωγικής)
Επίσης:
Παπαξάνθη, Δάφνη (2009). Διεθνείς συγκριτικές μελέτες επίδοσης των μαθητών και εκπαιδευτική πολιτική: η επίδραση του Προγράμματος PISA στα Προγράμματα Σπουδών (Π.Σ.) της Γερμανίας. Μεταπτυχιακή εργασία. Θεσσαλονίκη: ΑΠΘ.
https://ikee.lib.auth.gr/record/115920/files/papaxanthi.pdf
Β. ΠΗΓΕΣ
1. ΥΠΕΠΘ - Παιδαγωγικό Ινστιτούτο (2002). Διαθεματικό Ενιαίο Πλαίσιο Προγραμμάτων Σπουδών (Δ.Ε.Π.Π.Σ.) και Αναλυτικά Προγράμματα Σπουδών (Α.Π.Σ.) υποχρεωτικής εκπαίδευσης, τόμος Α΄ και Β΄, Αθήνα.
(Υπάρχουν στη βιβλιοθήκη του Τομέα Παιδαγωγικής και στην ιστοσελίδα http://ebooks.edu.gr/new/ps.php)
2. Π.Δ. 438 Ωρολόγιο και αναλυτικό πρόγραμμα Γυμνασίων/ ΦΕΚ 158/Α΄, 19.9.1985.
3. Π.Δ. 479 Ωρολόγιο και αναλυτικό πρόγραμμα Λυκείων Μέσης Γενικής Εκπαίδευσης / ΦΕΚ 170/Α΄, 8.10.1985.
4. Μinisterium für Kultus, Jugend und Sport Baden-Württemberg (2016). Bildungsplan des Gymnasiums 2016, Stuttgart.
http://www.bildungsplaene-bw.de/,Lde/Startseite
http://www.bildungsplaene-bw.de/,Lde/LS/BP2016BW/ALLG/EINFUEHRUNG
http://www.bildungsplaene-bw.de/,Lde/Startseite/BP2016BW_ALLG/BP2016BW_ALLG_GYM
5. Μinisterium für Kultus, Jugend und Sport Baden-Württemberg (2004). Allgemeinbildendes Gymnasium, Bildungsplan 2004, Stuttgart.
http://www.bildungsplaene-bw.de/site/bildungsplan/get/documents_E978621370/lsbw/Bildungsplaene/Bildungsplaene-2004/Bildungsstandards/Gymnasium_Bildungsplan_Gesamt.pdf
6. Ministerium für Kultus und Sport Baden-Württemberg (1994). Bildungsplan für das Gymnasium, Kultus und Unterricht/Amtsblatt des Ministeriums für Kultus und Sport Baden-Württemberg/Ausgabe C/Lehrplanhefte.
https://www.uni-muenster.de/imperia/md/content/geschichte/didaktik/lehrplansammlung/baden-wuerttemberg/badenw__rttemberg_bp_gymnasium9.pdf
Γ. ΔΙΚΤΥΑΚΟΙ ΤΟΠΟΙ
Iνστιτούτο Εκπαιδευτικής Πολιτικής:
http://www.iep.edu.gr/index.php/el
Νέα Πιλοτικά Προγράμματα Σπουδών:
http://ebooks.edu.gr/new/ps.php
(αναφέρονται ως «Συμπληρωματικά προς τα ισχύοντα Προγράμματα Σπουδών»)
Μinisterium für Kultus, Jugend und Sport Baden-Württemberg:
https://km-bw.de/,Lde/Startseite
Β. ΕΚΠΑΙΔΕΥΤΙΚΟ ΥΛΙΚΟ
Τα ppt. των παρουσιάσεων (όταν κατατεθούν από τις ομάδες εργασίας) και συμπληρωματικά κείμενα στην ηλεκτρονική πλατφόρμα e-learning.
Last Update
06-06-2022
