SCIENCE AND EVERYDAY EDUCATIONAL REALITY IN PRESCHOOL SETTINGS
| Title | ΦΥΣΙΚΕΣ ΕΠΙΣΤΗΜΕΣ ΚΑΙ ΕΚΠΑΙΔΕΥΤΙΚΗ ΚΑΘΗΜΕΡΙΝΟΤΗΤΑ ΣΤΟ ΝΗΠΙΑΓΩΓΕΙΟ / SCIENCE AND EVERYDAY EDUCATIONAL REALITY IN PRESCHOOL SETTINGS |
| Code | ΥΒ.1.041 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Glykeria Fragkiadaki |
| Common | No |
| Status | Active |
| Course ID | 600021481 |
| Academic Year | 2022 – 2023 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600209784
|
Class Schedule
| Building | Παιδαγωγικό Μπλε |
| Floor | Ισόγειο |
| Hall | ΑΙΘΟΥΣΑ ΛΥΟΜΕΝΟ 2 (173) |
| Calendar | Πέμπτη 13:30 έως 16:00 |
Course Type 2021
Specific Foundation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600209784
- At the Website of the School:
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course, students are expected to:
• connect aspects of the Didactics of science with the educational/pedagogical practice for teaching and learning science in preschool settings
• understand basic principles for planning activities aiming to approach concepts and phenomena from the natural world in preschool settings
• become familiar with appropriate pedagogical practices and empirical examples for the functional and dynamic integration of science in the daily educational reality in preschool
• plan and implement activities that come in line with the needs and interests of children and are part of the preschool program and routines in order to engage young students with science
• foster their positive attitude towards the science
• be able to promote scientific literacy in science, technology, engineering, and mathematics in 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 approaches the context of promoting learning and development in science in a way that responds to a) the complexity and uniqueness of young children's thinking, b) international trends for greater and more substantial involvement with science, technology, engineering, and mathematics beginning from the early years, and c) the need to combine the theory of Didactics of science with the educational/pedagogical practice in the everydayness and the reality of preschool settings.
The objectives of the course are the students to:
• distinguish types of engagement with science in preschool and the goals they serve
• become familiar with science concepts didactically transformed for preschool
• become aware of ways in which basic concepts and phenomena from the natural world can be approached in preschool through children's play, imagination, and creativity
• become aware of ways of functional and dynamic integration of sciences in the everyday educational daily in preschool settings
• become aware of examples of early teaching and learning models in science from the international arena
• design and implement Conceptual PlayWorlds to approach science concepts and phenomena
• link learning in science with technology, engineering, and mathematics
• become aware of examples for approaching basic concepts of engineering in preschool
• be able to promote the development of active and critical citizens in science, technology, engineering, and mathematics from the early years.
Keywords
early childhood education, preschool, science, technology, engineering, mathematics, concept formation, pedagogical practice, educational reality
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 | 77 | 3.1 | ✓ | ✓ | |
| Project | 18 | 0.7 | ✓ | ||
| Written assigments | 13 | 0.5 | ✓ | ||
| Exams | 3 | 0.1 | ✓ | ||
| Total | 150 | 6 |
Student Assessment
Description
The assessment of the students' performance in the course is conducted by one (1) written assignment and written examination by short-answered questions. The assignment is prepared and presented in groups in the middle of the semester. The assignment corresponds to 40% of the final grade and the written examination to 60%.
Student Assessment methods
- Written Exam with Short Answer Questions (Summative)
- Written Assignment (Formative)
- Performance / Staging (Formative)
Bibliography
Course Bibliography (Eudoxus)
Ραβάνης, Κ. (2001). Οι Φυσικές Επιστήμες στην Προσχολική Εκπαίδευση: Διδακτική και Γνωστική Προσέγγιση. Αθήνα: Τυπωθήτω.
Καλογιαννάκη, Μ. (Επιμ.) (2018). Διδάσκοντας Φυσικές Επιστήμες στην Προσχολική Εκπαίδευση. Αθήνα: Εκδόσεις Δαρδανός.
Additional bibliography for study
Τσελφές (Επιμ.) (2016). Προσχολική ηλικία: οι φυσικές επιστήμες στην εκπαιδευτική σχέση παιδιών και εκπαιδευτικών. Αθήνα: Εκδόσεις Άρτεμις Πετροπούλου.
Fleer, M. (2019). Scientific Playworlds: A Model of Teaching Science in Play-Based Settings. Research in Science Education 49, 1257–1278. https://doi.org/10.1007/s11165- 017-9653-z
Fragkiadaki, G., Fleer, M., & Ravanis, K. (2019). A cultural-historical study of the development of children’s scientific thinking about clouds in everyday life. Research in Science Education, 49(6), 1523-1545.
O’connor, G., Fragkiadaki, G., Fleer, M., & Rai, P. (2021). Early Childhood Science Education from 0 to 6: A Literature Review. Education Sciences, 11(4), 178.
Last Update
07-06-2022
