Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorPeriklis Pavlidis
Course ID600017538

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 499
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course424

Class Information
Academic Year2023 – 2024
Class PeriodSpring
Instructors from Other Categories
  • Aimilia Salvanou
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Background
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course, the student will be able: • To act as a teacher of history in a variety of educational contexts, not only school contexts, but also museums, textbooks, community or even digital environments focused on education • To think critically about the content and the methods of teaching history at school, to question them and to have alternative proposals so as to enrich the content of the course and to renew its didactic methodology. To distinguish the point of view and the perspective taking and to adopt multi-perspectivity approaches able to sensitize students to the diversity of approaching the past • To look for historical sources compatible with the historical theme of the course and suitable for the age of the children to whom the course is addressed. • To frame historical sources with information material and to create educational material to support his / her lessons. • To use in a satisfactory manner New Technologies and take care of their introduction in the process of teaching and learning in history. • To apply knowledge related to the design, development, selection, use and evaluation of various teaching and learning materials so as to create a laboratory learning environement. • To identify the difficulties in understanding and misunderstanding of students about historical concepts and the language of history and to intervene to overcome them. • To organize visits to museums and use their exhibits to teach history • To use the surroundings of the school environment, the local history and organize local history projects.
General Competences
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course aims at educating students as history teachers so as they will be able to teach history in primary schools but also to function as history educators in a variety of educational contexts such as the museum, the community and / or the digital environments with applications in education. The course is developed into two modules. In the first module, the focus is the discipline of history and the attempt is to highlight the question of stereotypes and representations that inhibit the development of historical thinking. The concept of history, its relation to collective memory, as well as historiography are explored and correlated with the historical context in which the past is researched and history is written. On this basis, the concept of history itself is historically constituted as a basic spiritual, social and constantly changing activity, which looks forward to the present to read the present. The historical text and its context constitute the field for the approach of basic epistemological issues that concern the past and the present of the education in history. The concept of historical education follows the same patterns. School formal historical education is correlated to the public uses of history, the concept of historical culture and collective memory. The findings of modern research are exploited to highlight the correlation between all the activities around history and memory functions in general.the didactic subject is approached from the point of view of teaching and learning in history. The concept of historical knowledge and understanding is decoded and its constitutive aspects are defined. Historical content, historical methods, and historical concepts are matched by declarative, methodological and conceptual understanding in order to co-transform a new historical cognitive rule that is linked to metacognitive goals and aspirations for wider social programming. Finally, alternative and / or informal forms of historical education such as local history, electronic history, cinema and the museum are presented and explored.
Didactics of History, historical knowledge, methods of teaching, conceptual understanding, local history
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
Course Organization
Reading Assigment301
Student Assessment
Assessment is in Greek language. The evaluation is conclusive in the form of a written examination at the end of the semester. Written examination refers to the example of problem solving adapted to the history lesson.
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative)
  • Oral Exams (Formative)
  • Written Exam with Problem Solving (Formative, Summative)
  • Report (Formative)
  • Labortatory Assignment (Summative)
Course Bibliography (Eudoxus)
Husbands Ch. (2004), Τι σημαίνει διδασκαλία της ιστορίας; Γλώσσα, ιδέες και νοήματα, μτφρ.: Αποστόλης Λυκούργος,Αθήνα: Μεταίχμιο. Ρεπούση Μ. (2004). Μαθήματα Ιστορίας. Από την ιστορία στην ιστορική εκπαίδευση. Αθήνα: Καστανιώτης.
Additional bibliography for study
Arthur J. & Phillips R. (2004). Issues in history teaching. London & New York : RoutledgeFalmer Barton C.K. & Levstik L. (2008). Διδάσκοντας ιστορία για το συλλογικό αγαθό. Αθήνα: Μεταίχμιο. Burke P. (2003). Αυτοψία. Οι χρήσεις των εικόνων ως ιστορικών μαρτυριών. Αθήνα: Μεταίχμιο De Cock L. & Picard E. (2009). La fabrique scolaire de l’histoire. Marseille : Agone Ferro M. (2000). Πως αφηγούνται την ιστορία στα παιδιά σε ολόκληρο τον κόσμο. Αθήνα: Μεταίχμιο. Groux D. & Tutiaux-Guillon N. (2009). L’histoire scolaire au risque des sociétés en mutation. Paris : L’Harmattan. Moniot H. (2002 ). Η διδακτική της ιστορίας. Αθήνα: Μεταίχμιο. Phillips R. (1998). History Teaching, Nationhood and the State. London: Cassell
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