Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorVasileia Christidou
Course ID600017883

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

Registered students: 109
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2022 – 2023
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Class ID
Course Type 2021
Specific Foundation
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 be able to: 1. Recognize the scientific explanations for everyday phenomena of the natural world and their differences from children's empirical conceptions. 2. Realize the importance of children's conceptions as starting points for science learning. 3. Apply contemporary theories and principles of Science Education. 4. Design teaching scenaria and strategies for enhancing the development of scientific thinking in preschool children. 5. Organize and implement experiments appropriate for preschool children using everyday material.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in teams
  • Design and manage projects
  • 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 the development of knowledge about the natural world by preschool children. Aspects of scientific concepts and natural phenomena are analysed. Fundamental concepts of Science Education are identified, with an emphasis on young children's alternative conceptions about a variety of concepts and phenomena of the natural world and on the central role of these conceptions in science teaching. Scientific knowledge construction is described, along with the role of analogical thinking and cognitive conflict as teaching tools, and the development of scientific thinking competencies through appropriately designed science activities for the kindergarten. Activities and teaching strategies for specific science concepts and phenomena are analyzed and evaluated. Simple experiments are designed and implemented concerning scientific concepts and phenomena (thermal conductivity, floating and sinking, states of matter, magnetism, dissolution, etc.). These experiments aim at explaining events and situations common in everyday experience.
Children's conceptions, science concepts, scientific phenomena, science thinking competencies, science teaching models, science teaching tools.
Educational Material Types
  • Notes
  • 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). 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
Reading Assigment803.2
Written assigments411.6
Student Assessment
Students are evaluated through written exams at the end of the semester. Additionnally, they implement 2 small scale assignements during the semester. Each assignment is marked with a maximum of 1 (on the 10-grade scale). The remainder of the score (80%) is determined by the grade they receive at the written exam.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Formative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Summative)
  • Report (Formative)
Course Bibliography (Eudoxus)
1. Ραβάνης, Κ. (2016). Εισαγωγή στη Διδακτική και στη Διδασκαλία των Φυσικών Επιστημών. Αθήνα: Εκδόσεις Νέων Τεχνολογιών. [Κωδικός Εύδοξου: 59383358] 2. Καλλέρη, Μ. (2016). Έννοιες και φαινόμενα από το φυσικό κόσμο για μικρά παιδιά. Θεσσαλονίκη: Ostracon Publishing. [Κωδικός Εύδοξου: 59373983]
Additional bibliography for study
Black, P., & Lucas, A. (1996). Children’s Informal Ideas in Science. London: Routledge. Driver R., Sqiures A., Rushworth P., & Wood-Robinson V. (1998). Οικοδομώντας τις Έννοιες των Φυσικών Επιστημών: Μια Παγκόσμια Σύνοψη των Ιδεών των Μαθητών. Αθήνα: Τυπωθήτω. Hewitt, P. (1992). Οι έννοιες της Φυσικής. Ηράκλειο: Πανεπιστημιακές εκδόσεις Κρήτης. Καριώτογλου, Π. (2006). Παιδαγωγική Γνώση Περιεχομένου Φυσικών Επιστημών. Θεσσαλονίκη: Γράφημα. Matthews, M. (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. Χρηστίδου, Β. (2005). Διδακτική των Φυσικών Επιστημών στην Προσχολική Εκπαίδευση. Βόλος: Πανεπιστημιακές Εκδόσεις Θεσσαλίας.
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