SCIENCE AND THE CHILD'S SOCIAL AND CULTURAL REALITY
| Title | ΦΥΣΙΚΕΣ ΕΠΙΣΤΗΜΕΣ ΚΑΙ Η ΚΟΙΝΩΝΙΟΠΟΛΙΤΙΣΜΙΚΗ ΠΡΑΓΜΑΤΙΚΟΤΗΤΑ ΤΟΥ ΠΑΙΔΙΟΥ / SCIENCE AND THE CHILD'S SOCIAL AND CULTURAL REALITY |
| Code | ΕΠ.2.074 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Glykeria Fragkiadaki |
| Common | No |
| Status | Active |
| Course ID | 600021476 |
| Academic Year | 2022 – 2023 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600208770
|
Class Schedule
| Building | Παιδαγωγικό Μπλε |
| Floor | Υπόγειο 1 |
| Hall | ΑΙΘΟΥΣΑ ΥΠΟΓΕΙΟ ΛΥΟΜΕΝΟ 2 (170) |
| Calendar | Τετάρτη 16:00 έως 18:30 |
Course Type 2021
Specialization / Direction
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600208770
- At the Website of the School:
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course, students are expected to:
• understand basic theoretical principles of cultural-historical theory and its role in the approach of concepts and phenomena from the natural world in preschool settings
• link aspects of cultural-historical theory with educational/pedagogical practice for teaching and learning in science in preschool
• get familiar with teaching methods and pedagogical practices for teaching science suitable for preschoolers
• use methods that encourage students' substantial, meaningful, and enjoyable engagement with science
• be able to reflect on issues related to the creation of an appropriate learning environment that promotes learning and development in science for all students from the early years.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Work autonomously
- Work in teams
- 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)
The course focuses on approaching and highlighting the social and cultural dimensions of engagement with science during preschool. The course will examine procedures, tools, and issues related to teaching, learning, and development in science in preschool.
The objectives of the course are the students to:
• become aware of basic concepts of cultural-historical theory and efficiently connect them with the pedagogical practice for teaching and learning in sciences in preschool settings
• understand the role of play, imagination, and creativity in science teaching and learning in preschool
• become familiar with ways of organizing space and material in preschool settings to promote children’s engagement with science concepts and phenomena during everyday educational reality
• create toys and 3D constructions that promote learning and development in science
• reflect on genders’ equal access and engagement to science and develop strategies and practices to address inequities.
• be able to use children's drawing and other socio-cultural practices as a means of teaching and learning science concepts and phenomena in preschool settings
• understand the critical role of teacher mediation and peers’ interaction in approaching and engaging with science
• realize the importance of the dialectical interrelation between cognitive, emotional, and practical dimensions of scientific experiences
• realize that children's developmental pathways in science begin in infancy and promote their coherence and continuity.
Keywords
early childhood education, preschool, science, cultural-historical theory, play, imagination, creativity
Educational Material Types
- Slide presentations
- Multimedia
- Interactive excersises
- 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
Description
The course teaching is supported by specially developed digital presentation material (PowerPoint files) as well as videos, digital photographs, and material uploaded on web pages. The full supportive educational material of the course (e.g., presentations, scientific papers, links to the suggested network, assignments’ instructions) is posted on the digital e-learning platform where students’ assignments are also posted. Communication with the students is conducted via the same platform as well as by e-mail.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.6 | ✓ | ||
| Reading Assigment | 40 | 1.6 | ✓ | ✓ | |
| Project | 30 | 1.2 | ✓ | ||
| Written assigments | 41 | 1.6 | ✓ | ||
| Total | 150 | 6 |
Student Assessment
Description
The assessment of the students' performance in the course is conducted by two (2) written assignments. The assignments are prepared and presented in groups in the middle and at the end of the semester. The first assignment corresponds to 40% of the final grade and one to 60%.
Student Assessment methods
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative)
Bibliography
Course Bibliography (Eudoxus)
Χατζηγεωργίου, Γ. (2001). Η φυσική μέσα από τα μάτια του μικρού παιδιού. Αθήνα: Εκδόσεις Γρηγόρη.
Παντίδος, Π. (Επιμ.) (2019). Ο ρόλος των Φυσικών Επιστημών στην Προσχολική Εκπαίδευση. Αθήνα: Εκδόσεις Νέων Τεχνολογιών.
Additional bibliography for study
Δημητρακοπούλου, Α., Ζούγλα, Φ., Λιάζου, Ι., Μουστάκα, Ε., Νάνου, Ν., Σωτηροπούλου, Σ., & Φραγκιαδάκη, Γ. (2016). Η φαντασία ως μέσο προσέγγισης εννοιών και φαινομένων από τον φυσικό κόσμο στο νηπιαγωγείο. Στο Β. Τσελφέ (Επιμ.) Προσχολική ηλικία: οι φυσικές επιστήμες στην εκπαιδευτική σχέση παιδιών και εκπαιδευτικών. Αθήνα: Εκδόσεις Άρτεμις Πετροπούλου, 167- 178.
Καλογιαννάκη, Μ. (Επιμ.) (2018). Διδάσκοντας Φυσικές Επιστήμες στην Προσχολική Εκπαίδευση. Αθήνα: Εκδόσεις Δαρδανός.
Delserieys, A., Impedovo, M. A., Fragkiadaki, G., & Kampeza, M. (2017). Using drawings to explore preschool children’s ideas about shadow formation. Review of Science, Mathematics and ICT Education, 11(1), 55-69.
Fragkiadaki, G., & Ravanis, K. (2021). The unity between intellect, affect, and action in a child's learning and development in science. Learning, Culture and Social Interaction, 29, 100495.
Stephenson, T., Fleer, M., & Fragkiadaki, G. (2021). Increasing girls’ STEM engagement in early childhood: Conditions created by the conceptual PlayWorld model. Research in science education, 1-18.
Last Update
07-06-2022
