CRITICAL ANALYSIS OF MAIN PEDAGOGICAL AND LEARNING THEORIES

Course Information
TitleΚΡΙΤΙΚΗ ΘΕΩΡΗΣΗ ΚΑΙ ΑΝΑΛΥΣΗ ΤΩΝ ΒΑΣΙΚΩΝ ΠΑΙΔΑΓΩΓΙΚΩΝ ΘΕΩΡΙΩΝ ΚΑΙ ΘΕΩΡΙΩΝ ΜΑΘΗΣΗΣ / CRITICAL ANALYSIS OF MAIN PEDAGOGICAL AND LEARNING THEORIES
CodeΑ01
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter
CoordinatorMaria Birbili
CommonNo
StatusActive
Course ID600018486

Programme of Study: Master's Degree Specializing in Education for Sustainability - Educational Sciences

Registered students: 16
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course116

Class Information
Academic Year2021 – 2022
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600198107
Course Type 2016-2020
  • Background
Course Type 2011-2015
General Foundation
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course students will be able to: Place well known theories of learning in a timeline of development Use a significan number of traditional and contemporary theories of learning Identify essential features, stong and weak points of the major theories of learning Identify the relationship between learning theories and educational practices
General Competences
  • Apply knowledge in practice
  • Work in an interdisciplinary team
  • Be critical and self-critical
Course Content (Syllabus)
The course will examine the principles and key features of a number of learning and teaching theories, their differences and similarities and their relationship with educational praxis. Teaching strategies for the development of creative and critical thinking and their implementation in the context of Environmental Education will also be discussed. Other topics that will be explored in the course include transfer of knowledge, concept-based approach to teaching and the development of communities of practice.
Keywords
learning theories, environmental education, teaching and learning
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
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
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures502
Reading Assigment401.6
Written assigments401.6
student presentations200.8
Total1506
Student Assessment
Description
Evaluation is done through an individual written paper, submitted during the course, and an oral and written presentation given by a group of students at the end of it. Course evaluation criteria are presented in the beginning of the course while specific criteria for each assignment are given seperately.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative)
  • Written Exam with Short Answer Questions (Formative)
  • Written Assignment (Formative)
  • Performance / Staging (Summative)
Bibliography
Course Bibliography (Eudoxus)
ILLERIS KNUD, ΚΟΚΚΟΣ ΑΛΕΞΗΣ (2009) ΣΥΓΧΡΟΝΕΣ ΘΕΩΡΙΕΣ ΜΑΘΗΣΗΣ. 16 ΘΕΩΡΙΕΣ ΜΑΘΗΣΗΣ... ΜΕ ΤΑ ΛΟΓΙΑ ΤΩΝ ΔΗΜΙΟΥΡΓΩΝ ΤΟΥΣ. ΑΘΗΝΑ: ΜΕΤΑΙΧΜΙΟ Σύγχρονες Διδακτικές Προσεγγίσεις για την Ανάπτυξη Κριτικής - Δημιουργικής Σκέψης (2007). Επιμέλεια: Β. Κουλαϊδής. Ανάκτηση από: http://www.oepek.gr/download/Sygxrones_Didaktikes_B.pdf Shari Tishman, Eileen Jay, and D. N. Perkins (1992). Teaching Thinking Dispositions: From Transmission to Enculturation. Harvard University David N. Perkins & Gavriel Salomon (1992) TRANSFER OF LEARNING. Kelly McGonigal (2005). Teaching for Transformation: From Learning Theory to Teaching Strategies. NEWSLETTER ON TEACHING, Vol. 14, No. 2. STANFORD UNIVERSITY D. N. Perkins and Gavriel Salomon. The Science and Art of Transfer.
Additional bibliography for study
RSA Animate - Changing Education Paradigms. Ανάκτηση από: http://www.youtube.com/watch?v=zDZFcDGpL4U Sir Ken Robinson: Do schools kill creativity? Ανάκτηση από: http://www.youtube.com/watch?v=iG9CE55wbtY
Last Update
28-11-2020