Review of Science, Mathematics and ICT Education, 2022
It is rare to find, both in Greece and internationally, interpretive frameworks of archaeological... more It is rare to find, both in Greece and internationally, interpretive frameworks of archaeological museum collections or related educational activities that include elements of modern natural sciences. The field of archaeometry is perhaps the most appropriate interdisciplinary reference knowledge for such an interpretation of the archaeological museum collections. The Science Educative Islet (SEI), a museum structure mainly addressed to groups of children aged 11-13 years old, embodies the relationship between natural sciences and archaeology due to both museographic and didactic transposition simultaneously. This article (a) describes the design principles and the main characteristics of this museographic structure and (b) presents the results derived from investigating the conceptions of Greek archaeological museums' mediators. This investigation shows that most mediators are challenged when approaching topics that contain elements from the natural sciences. However, they emphasize not only the usefulness but also the need to introduce such elements in archaeological museum exhibitions and educational programs.
Science Cultures in a Diverse World: Knowing, Sharing, Caring, 2021
Science festivals have their roots in the annual conference of the British Association for the Ad... more Science festivals have their roots in the annual conference of the British Association for the Advancement of Science, which was founded in 1831 and later renamed the British Science Festival. The modern concept of a science festival, as we know it today, first emerged in Edinburgh, Scotland, in 1989. The prevalence of science festivals has grown dramatically within the past decade, cementing their status as a global phenomenon. Between them, they share a few common characteristics of transiency, a high level of public engagement, a time-limited nature and a heterogeneous target group. However, they do not constitute a uniform set of events, as different kinds of science festivals have thus far been developed. This chapter aims to review the notion of science festivals and highlight their diversity and main characteristics. Special attention is paid to science festivals in Greece. Moreover, a brief overview of recent research data, as well as an overview of the limitations of existing studies in the field of science festivals' evaluation, is presented. Subsequently, a theoretical and methodological framework for the study of science festival activities' analysis, design and evaluation is proposed. Finally, suggestions for future research in the field of science festivals are discussed.
Science festivals have their roots in the annual conference of the British Association for the Ad... more Science festivals have their roots in the annual conference of the British Association for the Advancement of Science, which was founded in 1831 and later renamed the British Science Festival. The modern concept of a science festival, as we know it today, first emerged in Edinburgh, Scotland, in 1989. The prevalence of science festivals has grown dramatically within the past decade, cementing their status as a global phenomenon. Between them, they share a few common characteristics of transiency, a high level of public engagement, a time-limited nature and a heterogeneous target group. However, they do not constitute a uniform set of events, as different kinds of science festivals have thus far been developed. This chapter aims to review the notion of science festivals and highlight their diversity and main characteristics. Special attention is paid to science festivals in Greece. Moreover, a brief overview of recent research data, as well as an overview of the limitations of existing studies in the field of science festivals' evaluation, is presented. Subsequently, a theoretical and methodological framework for the study of science festival activities' analysis, design and evaluation is proposed. Finally, suggestions for future research in the field of science festivals are discussed.
International Handbook of Research in History, Philosophy and Science Teaching Edited by M. Μ. Matthews (Springer, ISBN 9-78-94-007-7653-1)., Jun 1, 2014
Teaching and learning introductory thermodynamics has drawn considerable research attention over ... more Teaching and learning introductory thermodynamics has drawn considerable research attention over the last two decades, especially in several disciplines of higher education. Under particular investigation is the First Law of Thermodynamics (FLT), which offers an expression of energy conservation in thermodynamic systems, as the evidence shows that students struggle with this fundamental principle. At the upper secondary education level, existing research on this issue is rather limited. This study is concerned with the above, presenting epistemological and cognitive perspectives on the FLT and, based on these, proposes a constructivist approach for its teaching and learning. We place a special focus on the meaningful bridging between thermodynamic processes and a suitable constructivist model (Energy Chain Model) that can accurately describe the mathematical expressions of the First Law. To accomplish this, we implemented a teaching and learning sequence (12 45-min lessons) in the second year of the upper secondary school (ages 16-17). A significant part of the sequence (six lessons in 2 weeks) employed a model-based educational simulation (Ideal Gas Educational Simulation), which was designed and developed for this particular purpose. In this study (N = 19), the results indicated gradual improvement in students' representations of thermodynamic processes, wherein they were able to more accurately describe these processes in terms of energy chains and mathematical expressions of the First Law. Some barriers that students could not seamlessly bypass were detected, which are in line with the findings of the existing literature for tertiary education students.
The aim of this study is to investigate the impact of a constructivist teaching intervention on 6... more The aim of this study is to investigate the impact of a constructivist teaching intervention on 6th grade students' cognitive progress on large-scale Energy Generation Systems (EGS), specifically on a Thermal Power Plant (TPP). This intervention was designed according to the constructivist approach for teaching and learning science, and it can be described as an autonomous teaching module appropriate for an elementary science curriculum. With the application of this intervention in real classroom settings, the majority of students were able to construct sufficient technological and scientific knowledge in order to describe and explain the operation of a TPP in qualitative energy terms, as our research data ascertained.
This study presents a tool for description and potential analysis of the educational role of the ... more This study presents a tool for description and potential analysis of the educational role of the science and technology museum. This tool has been constructed from the point of view of formal education and it is proposed as a framework for the approach of the science/technology museum from the teachers and education administrators. More specifically, the tool is, at first, described in terms of structure, content and functionality and, afterwards, examples are provided for cases of international, national and local natural history museums (Natural History Museum in Paris, Goulandris Natural History Museum in Athens and University of Patras Zoology Museum accordingly). Finally, there is a discussion regarding the suitability of this tool to inform, instruct and train future and in-service teachers in aspects of museum education.
This article examines the potentiality of the dissemination of natural sciences not in the usual ... more This article examines the potentiality of the dissemination of natural sciences not in the usual science museum environment, but in the archaeological museum. The aim is to highlight the existing interfaces between the fields of archaeology and the natural sciences in the setting of a Greek archaeological museum so that its exhibition space can serve as a field for non-formal education for dissemination of natural sciences as well. Starting with the investigation of the necessity of such a choice, which follows the international trend of interdis-ciplinary interpretation of museum collections and dialogues between permanent collections and temporary exhibitions of different disciplines, it identifies the following four interfaces: a) archaeometry, b) conservation, c) ancient Greek science and d) ancient Greek technology and art. Finally, it examines the feasibility of designing a 'science educational islet', a museum structure mainly addressed at school groups that embodies the relationship between natural sciences and archaeology as a result of both didactic and museographic transposition simultaneously.
The present study refers to the design principles of an educational simulation for the
introduct... more The present study refers to the design principles of an educational simulation for the introductory physics level and their application on a recently developed simulation (IGasES: Ideal Gas Educational Simulation) for classical thermodynamics and specifically for the First Law of Thermodynamics. These principles rely on three modeling aspects (physics teaching, learning and educational simulations) and their convergence for the construction of a mode based educational simulation. The study also reviews some of the issues that commonly used simulations encounter for the teaching and learning of this topic. For addressing these issues, we choose the energy chain model as a proper representation of a thermodynamic system for mediating between the phenomenology and the mathematical expression of the First Law. In conclusion, this study draws attention on the characteristics of the educational software rather than the way they are put in use and also to the modeling procedures than can facilitate the student's conceptual understanding.
Low enrolment in undergraduate level physics programmes has drawn the attention of the relevant d... more Low enrolment in undergraduate level physics programmes has drawn the attention of the relevant disciplines, education policy-makers, and researchers worldwide. Many reports released during the previous decades attempt to identify the factors that attract young people to study science, but only few of them focus explicitly on physics. In Greece, in contrast to many other countries, physics departments are overflowing with young students. However, there are two categories of students: those for whom physics was the optimal choice of a programme (Bchoosers^) and those for whom physics was an alternative choice that they had to settle for. We suggest that the latter category be called Bnearly-choosers,^ in order to be differentiated from choosers as well as from Bnon-choosers,^ namely those candidates that did not apply to a physics programme at all. We are interested in the factors that attract high school students to study physics and the differences (if any) between choosers and nearly-choosers. A newly formed questionnaire was distributed within a Greek physics department (University of Patras), and the students' responses (n = 105) were analysed with exploratory factor analysis and specifically principal component analysis so as to extract broad factors. Three broad factors have arisen: school-based, career, and informal learning. The first two factors proved to be motivating for pursuing a degree in physics, while the third factor appeared to have a rather indifferent association. t tests and Pearson correlations indicated mild differentiations between choosers and nearly-choosers that pertain to school-based influences and informal learning.
Accepted for publication in 'Research in Science Education'
Low participation at university level physics studies has drawn the attention of the related disc... more Low participation at university level physics studies has drawn the attention of the related disciplines, education policy makers and researchers worldwide. Many reports have been released during the last decades that attempt to identify the factors that attract young people to science studies, but just a few of them focus precisely on physics. In Greece, in contrast to many other countries, the physics departments are overflowing with young students. However, there are students who had physics as their optimal choice of studies ('choosers') and others for whom physics was an alternative choice they eventually had to settle for. We suggest that the latters constitute the 'nearly-choosers', in order to differentiate them from the 'choosers' as well as from the 'non-choosers', namely the students that did not consider physics studies at all. The points at issue are the factors that influence the students to study physics and the detection of any differences between choosers and nearly-choosers. A newly formed questionnaire has been distributed at a Greek physics department (Patras) and the students' responses (n=105) were analysed with Exploratory Factor Analysis and specifically Principal Component Analysis so as to extract major factors. Three major factors have been formed: school-based, career and informal learning. The first two appeared to be motivating, while the third rather indifferent for pursuing physics studies. T-tests and Pearson correlations indicated mild differentiations between the choosers and nearly-choosers that pertain to school physics and informal learning.
This study presents the results of a research regarding the design, the application and the evalu... more This study presents the results of a research regarding the design, the application and the evaluation of a teaching sequence on the concept of energy, which is addressed to 10-11 years old students. More specifically, we present the design, the application and the content of a teaching sequence and we examine whether it could lead the students of this educational level to present cognitive progress on the subject at issue. According to the results of this research, we consider that a particular form of the 'energy chain model' could constitute an epistemologically valid, appropriate for the cognitive abilities of students of this age and educationally efficient didactic transposition of scientific knowledge into school knowledge. As a result of the teaching procedure there are strong indications that the students are capable of constructing an energy model on a qualitative and quantitative level, which enables them to a) describe the operation of simple technological systems of the school laboratory, where mechanical, thermal and electrical phenomena are involved, by using energy language, b) calculate the amount of energy in simple technological systems of the school laboratory and c) describe, explain and predict the energy behavior of some domestic technological systems.
When we refer to scientific knowledge, we, implicitly or explicitly, refer to its three component... more When we refer to scientific knowledge, we, implicitly or explicitly, refer to its three components, namely its conceptual framework, its methodological principles and its cultural aspects. The pendulum is a topic of science teaching and learning where all three of these aspects can be examined with the aim of gaining a holistic appreciation of the transformation of a natural phenomenon into a phenomenon of the physical sciences and how this can then be recontextualized into a topic of school science learning. The main objective of this study is to examine whether this richness of the pendulum as a topic of teaching is revealed in the school science textbooks in Greece and Cyprus, for both primary and secondary education. We will use an analytical mapping instrument in order to determine, whether the pendulum is introduced at some grade level and, if so, in what context. We will then use an interpretive instrument, which relies on taxonomy of science curricula into traditional, innovative and constructivist programs, in order to attach meaning to the analysis. Finally, we will formulate a series of proposals in relation to the educational value of the simple pendulum at the Greek and Cypriot gymnasium level.
When we refer to scientific knowledge, we, implicitly or explicitly, refer to its three component... more When we refer to scientific knowledge, we, implicitly or explicitly, refer to its three components, namely its conceptual framework, its methodological principles and its cultural aspects. The pendulum is a topic of science teaching and learning where all three of these aspects can be examined with the aim of gaining a holistic appreciation of the transformation of a natural phenomenon into a phenomenon of the physical sciences and how this can then be recontextualized into a topic of school science learning. The main objective of this study is to examine whether this richness of the pendulum as a topic of teaching is revealed in the school science textbooks in Greece and Cyprus, for both primary and secondary education. We will use an analytical mapping instrument in order to determine, whether the pendulum is introduced at some grade level and, if so, in what context. We will then use an interpretive instrument, which relies on taxonomy of science curricula into traditional, innovative and
constructivist programs, in order to attach meaning to the analysis. Finally, we will formulate a series of proposals in relation to the educational value of the simple pendulum at the Greek
and Cypriot gymnasium level.
Review of Science, Mathematics and ICT Education, 2022
It is rare to find, both in Greece and internationally, interpretive frameworks of archaeological... more It is rare to find, both in Greece and internationally, interpretive frameworks of archaeological museum collections or related educational activities that include elements of modern natural sciences. The field of archaeometry is perhaps the most appropriate interdisciplinary reference knowledge for such an interpretation of the archaeological museum collections. The Science Educative Islet (SEI), a museum structure mainly addressed to groups of children aged 11-13 years old, embodies the relationship between natural sciences and archaeology due to both museographic and didactic transposition simultaneously. This article (a) describes the design principles and the main characteristics of this museographic structure and (b) presents the results derived from investigating the conceptions of Greek archaeological museums' mediators. This investigation shows that most mediators are challenged when approaching topics that contain elements from the natural sciences. However, they emphasize not only the usefulness but also the need to introduce such elements in archaeological museum exhibitions and educational programs.
Science Cultures in a Diverse World: Knowing, Sharing, Caring, 2021
Science festivals have their roots in the annual conference of the British Association for the Ad... more Science festivals have their roots in the annual conference of the British Association for the Advancement of Science, which was founded in 1831 and later renamed the British Science Festival. The modern concept of a science festival, as we know it today, first emerged in Edinburgh, Scotland, in 1989. The prevalence of science festivals has grown dramatically within the past decade, cementing their status as a global phenomenon. Between them, they share a few common characteristics of transiency, a high level of public engagement, a time-limited nature and a heterogeneous target group. However, they do not constitute a uniform set of events, as different kinds of science festivals have thus far been developed. This chapter aims to review the notion of science festivals and highlight their diversity and main characteristics. Special attention is paid to science festivals in Greece. Moreover, a brief overview of recent research data, as well as an overview of the limitations of existing studies in the field of science festivals' evaluation, is presented. Subsequently, a theoretical and methodological framework for the study of science festival activities' analysis, design and evaluation is proposed. Finally, suggestions for future research in the field of science festivals are discussed.
Science festivals have their roots in the annual conference of the British Association for the Ad... more Science festivals have their roots in the annual conference of the British Association for the Advancement of Science, which was founded in 1831 and later renamed the British Science Festival. The modern concept of a science festival, as we know it today, first emerged in Edinburgh, Scotland, in 1989. The prevalence of science festivals has grown dramatically within the past decade, cementing their status as a global phenomenon. Between them, they share a few common characteristics of transiency, a high level of public engagement, a time-limited nature and a heterogeneous target group. However, they do not constitute a uniform set of events, as different kinds of science festivals have thus far been developed. This chapter aims to review the notion of science festivals and highlight their diversity and main characteristics. Special attention is paid to science festivals in Greece. Moreover, a brief overview of recent research data, as well as an overview of the limitations of existing studies in the field of science festivals' evaluation, is presented. Subsequently, a theoretical and methodological framework for the study of science festival activities' analysis, design and evaluation is proposed. Finally, suggestions for future research in the field of science festivals are discussed.
International Handbook of Research in History, Philosophy and Science Teaching Edited by M. Μ. Matthews (Springer, ISBN 9-78-94-007-7653-1)., Jun 1, 2014
Teaching and learning introductory thermodynamics has drawn considerable research attention over ... more Teaching and learning introductory thermodynamics has drawn considerable research attention over the last two decades, especially in several disciplines of higher education. Under particular investigation is the First Law of Thermodynamics (FLT), which offers an expression of energy conservation in thermodynamic systems, as the evidence shows that students struggle with this fundamental principle. At the upper secondary education level, existing research on this issue is rather limited. This study is concerned with the above, presenting epistemological and cognitive perspectives on the FLT and, based on these, proposes a constructivist approach for its teaching and learning. We place a special focus on the meaningful bridging between thermodynamic processes and a suitable constructivist model (Energy Chain Model) that can accurately describe the mathematical expressions of the First Law. To accomplish this, we implemented a teaching and learning sequence (12 45-min lessons) in the second year of the upper secondary school (ages 16-17). A significant part of the sequence (six lessons in 2 weeks) employed a model-based educational simulation (Ideal Gas Educational Simulation), which was designed and developed for this particular purpose. In this study (N = 19), the results indicated gradual improvement in students' representations of thermodynamic processes, wherein they were able to more accurately describe these processes in terms of energy chains and mathematical expressions of the First Law. Some barriers that students could not seamlessly bypass were detected, which are in line with the findings of the existing literature for tertiary education students.
The aim of this study is to investigate the impact of a constructivist teaching intervention on 6... more The aim of this study is to investigate the impact of a constructivist teaching intervention on 6th grade students' cognitive progress on large-scale Energy Generation Systems (EGS), specifically on a Thermal Power Plant (TPP). This intervention was designed according to the constructivist approach for teaching and learning science, and it can be described as an autonomous teaching module appropriate for an elementary science curriculum. With the application of this intervention in real classroom settings, the majority of students were able to construct sufficient technological and scientific knowledge in order to describe and explain the operation of a TPP in qualitative energy terms, as our research data ascertained.
This study presents a tool for description and potential analysis of the educational role of the ... more This study presents a tool for description and potential analysis of the educational role of the science and technology museum. This tool has been constructed from the point of view of formal education and it is proposed as a framework for the approach of the science/technology museum from the teachers and education administrators. More specifically, the tool is, at first, described in terms of structure, content and functionality and, afterwards, examples are provided for cases of international, national and local natural history museums (Natural History Museum in Paris, Goulandris Natural History Museum in Athens and University of Patras Zoology Museum accordingly). Finally, there is a discussion regarding the suitability of this tool to inform, instruct and train future and in-service teachers in aspects of museum education.
This article examines the potentiality of the dissemination of natural sciences not in the usual ... more This article examines the potentiality of the dissemination of natural sciences not in the usual science museum environment, but in the archaeological museum. The aim is to highlight the existing interfaces between the fields of archaeology and the natural sciences in the setting of a Greek archaeological museum so that its exhibition space can serve as a field for non-formal education for dissemination of natural sciences as well. Starting with the investigation of the necessity of such a choice, which follows the international trend of interdis-ciplinary interpretation of museum collections and dialogues between permanent collections and temporary exhibitions of different disciplines, it identifies the following four interfaces: a) archaeometry, b) conservation, c) ancient Greek science and d) ancient Greek technology and art. Finally, it examines the feasibility of designing a 'science educational islet', a museum structure mainly addressed at school groups that embodies the relationship between natural sciences and archaeology as a result of both didactic and museographic transposition simultaneously.
The present study refers to the design principles of an educational simulation for the
introduct... more The present study refers to the design principles of an educational simulation for the introductory physics level and their application on a recently developed simulation (IGasES: Ideal Gas Educational Simulation) for classical thermodynamics and specifically for the First Law of Thermodynamics. These principles rely on three modeling aspects (physics teaching, learning and educational simulations) and their convergence for the construction of a mode based educational simulation. The study also reviews some of the issues that commonly used simulations encounter for the teaching and learning of this topic. For addressing these issues, we choose the energy chain model as a proper representation of a thermodynamic system for mediating between the phenomenology and the mathematical expression of the First Law. In conclusion, this study draws attention on the characteristics of the educational software rather than the way they are put in use and also to the modeling procedures than can facilitate the student's conceptual understanding.
Low enrolment in undergraduate level physics programmes has drawn the attention of the relevant d... more Low enrolment in undergraduate level physics programmes has drawn the attention of the relevant disciplines, education policy-makers, and researchers worldwide. Many reports released during the previous decades attempt to identify the factors that attract young people to study science, but only few of them focus explicitly on physics. In Greece, in contrast to many other countries, physics departments are overflowing with young students. However, there are two categories of students: those for whom physics was the optimal choice of a programme (Bchoosers^) and those for whom physics was an alternative choice that they had to settle for. We suggest that the latter category be called Bnearly-choosers,^ in order to be differentiated from choosers as well as from Bnon-choosers,^ namely those candidates that did not apply to a physics programme at all. We are interested in the factors that attract high school students to study physics and the differences (if any) between choosers and nearly-choosers. A newly formed questionnaire was distributed within a Greek physics department (University of Patras), and the students' responses (n = 105) were analysed with exploratory factor analysis and specifically principal component analysis so as to extract broad factors. Three broad factors have arisen: school-based, career, and informal learning. The first two factors proved to be motivating for pursuing a degree in physics, while the third factor appeared to have a rather indifferent association. t tests and Pearson correlations indicated mild differentiations between choosers and nearly-choosers that pertain to school-based influences and informal learning.
Accepted for publication in 'Research in Science Education'
Low participation at university level physics studies has drawn the attention of the related disc... more Low participation at university level physics studies has drawn the attention of the related disciplines, education policy makers and researchers worldwide. Many reports have been released during the last decades that attempt to identify the factors that attract young people to science studies, but just a few of them focus precisely on physics. In Greece, in contrast to many other countries, the physics departments are overflowing with young students. However, there are students who had physics as their optimal choice of studies ('choosers') and others for whom physics was an alternative choice they eventually had to settle for. We suggest that the latters constitute the 'nearly-choosers', in order to differentiate them from the 'choosers' as well as from the 'non-choosers', namely the students that did not consider physics studies at all. The points at issue are the factors that influence the students to study physics and the detection of any differences between choosers and nearly-choosers. A newly formed questionnaire has been distributed at a Greek physics department (Patras) and the students' responses (n=105) were analysed with Exploratory Factor Analysis and specifically Principal Component Analysis so as to extract major factors. Three major factors have been formed: school-based, career and informal learning. The first two appeared to be motivating, while the third rather indifferent for pursuing physics studies. T-tests and Pearson correlations indicated mild differentiations between the choosers and nearly-choosers that pertain to school physics and informal learning.
This study presents the results of a research regarding the design, the application and the evalu... more This study presents the results of a research regarding the design, the application and the evaluation of a teaching sequence on the concept of energy, which is addressed to 10-11 years old students. More specifically, we present the design, the application and the content of a teaching sequence and we examine whether it could lead the students of this educational level to present cognitive progress on the subject at issue. According to the results of this research, we consider that a particular form of the 'energy chain model' could constitute an epistemologically valid, appropriate for the cognitive abilities of students of this age and educationally efficient didactic transposition of scientific knowledge into school knowledge. As a result of the teaching procedure there are strong indications that the students are capable of constructing an energy model on a qualitative and quantitative level, which enables them to a) describe the operation of simple technological systems of the school laboratory, where mechanical, thermal and electrical phenomena are involved, by using energy language, b) calculate the amount of energy in simple technological systems of the school laboratory and c) describe, explain and predict the energy behavior of some domestic technological systems.
When we refer to scientific knowledge, we, implicitly or explicitly, refer to its three component... more When we refer to scientific knowledge, we, implicitly or explicitly, refer to its three components, namely its conceptual framework, its methodological principles and its cultural aspects. The pendulum is a topic of science teaching and learning where all three of these aspects can be examined with the aim of gaining a holistic appreciation of the transformation of a natural phenomenon into a phenomenon of the physical sciences and how this can then be recontextualized into a topic of school science learning. The main objective of this study is to examine whether this richness of the pendulum as a topic of teaching is revealed in the school science textbooks in Greece and Cyprus, for both primary and secondary education. We will use an analytical mapping instrument in order to determine, whether the pendulum is introduced at some grade level and, if so, in what context. We will then use an interpretive instrument, which relies on taxonomy of science curricula into traditional, innovative and constructivist programs, in order to attach meaning to the analysis. Finally, we will formulate a series of proposals in relation to the educational value of the simple pendulum at the Greek and Cypriot gymnasium level.
When we refer to scientific knowledge, we, implicitly or explicitly, refer to its three component... more When we refer to scientific knowledge, we, implicitly or explicitly, refer to its three components, namely its conceptual framework, its methodological principles and its cultural aspects. The pendulum is a topic of science teaching and learning where all three of these aspects can be examined with the aim of gaining a holistic appreciation of the transformation of a natural phenomenon into a phenomenon of the physical sciences and how this can then be recontextualized into a topic of school science learning. The main objective of this study is to examine whether this richness of the pendulum as a topic of teaching is revealed in the school science textbooks in Greece and Cyprus, for both primary and secondary education. We will use an analytical mapping instrument in order to determine, whether the pendulum is introduced at some grade level and, if so, in what context. We will then use an interpretive instrument, which relies on taxonomy of science curricula into traditional, innovative and
constructivist programs, in order to attach meaning to the analysis. Finally, we will formulate a series of proposals in relation to the educational value of the simple pendulum at the Greek
and Cypriot gymnasium level.
In this study, we present the design principles and the respective development of a Teaching and ... more In this study, we present the design principles and the respective development of a Teaching and Learning Sequence (TLS) in the field of introductory thermodynamics, with particular focus on the First Law of Thermodynamics (FLT), for upper secondary school students. The TLS design takes into account the poles of knowledge, learning and teaching that correspond to three theoretical domains; (a) epistemological aspects related to the FLT, (b) students' cognitive capacity for dealing with the various features of the FLT and (c) pedagogical approach of this topic. Regarding the epistemology of the field, we analyze the historical framework in which the FLT emerged and the textbook approaches for the introduction of this law. The cognitive analysis includes the categorization of the multi-dimensional alternative frameworks and the reasoning patterns that the students put forward in explaining phenomena related to the FLT. About the pedagogical aspects of the TLS, we analyze the constructivist approach as a learning alternative for the traditional approach, which prevails among science curricula. The conclusions drawn by the three-level analysis formulated the design principles for a medium-level TLS (12 subsections) that covers the FLT along with several introductory thermodynamic topics. The results from the implementation of the TLS are presented briefly.
This article proposes an innovative museographic solution, the " Educative Islet " , which aims t... more This article proposes an innovative museographic solution, the " Educative Islet " , which aims to insert Natural Sciences and Technology (NST) elements into an archaeological museum environment. More specifically, it attempts to present the theoretical framework and methodological tools for its design giving an example based on a specific exhibit of the Archaeological Museum of Thebes, as part of a research for further development and evaluation.
In this study we will present the principles and the structure of a trans-disciplinary in-service... more In this study we will present the principles and the structure of a trans-disciplinary in-service training program concerning the notion of color, which is addressed to early childhood educators. More specifically, we will describe a methodological framework for analysis and designing training programs influenced by the constructivist approach of teaching and learning. This framework is organized on three levels: (a) the analysis level, (b) the planning level and (c) the application and evaluation level. In this study, we will refer only to the first two levels. With regard to the analysis level, we will emphasize the conceptions early childhood educators have about color. We will present certain results of empirical research regarding these conceptions and we will show that the majority of these educators have unclear ideas about the notion of color, due to an indiscriminate use of two different conceptual frameworks: that of science and that of the visual arts. Concerning the planning level, we will refer to the structure of a sequence of teaching units. This sequence is based on an educational environment where the educators could (a) explore the limits of the validity of their unclear ideas when solving color problems and (b) construct and use new operational ideas about color, based on both the discrimination and the relationship between the conceptual frameworks of science and the visual arts.
Teaching and learning about energy at the various levels of school science has been a
topic of i... more Teaching and learning about energy at the various levels of school science has been a
topic of interest in science education research for nearly five decades. This interest has
been motivated by the need to help students appreciate energy-related, socio-scientific
issues and formulate appropriate and informed stances and attitudes. The emphasis
placed on teaching energy could be interpreted as a response to the oil and energy
crises that have played an important role in this period. This has led to various teaching
innovations for addressing the conceptual and cultural aspects of energy as a scientific
construct (for examples see, Agabra et al., 1979; Falk & Hermann, 1981; Haber-Schaim,
1983). At the same time, the interest in energy by the science education research
community is reflected by the significant and diverse studies that have been published
on students’ ideas about energy, students’ ability to reason with energy as well as the
formulation of corresponding teaching proposals (e.g., Driver & Millar, 1985; Solomon,
1992; Duit & Haeussler, 1994; Tiberghien, 1996).
Research in Science and Technology Education, 2023
Το παρόν άρθρο έχει ως στόχο να θέσει τα θεωρητικά και μεθοδολογικά θεμέλια για τη μελέτη των αντ... more Το παρόν άρθρο έχει ως στόχο να θέσει τα θεωρητικά και μεθοδολογικά θεμέλια για τη μελέτη των αντιλήψεων των σχεδιαστών σχετικά με τη διαδικασία σχεδιασμού δραστηριοτήτων που αποτελούν μέροςτης δράσης εκείνης η οποία είναι γνωστή ως "διαδραστική έκθεση" ενός φεστιβάλ επιστήμης. Πιο συγκεκριμένα, παρουσιάζεται ένα γενικό θεωρητικό πλαίσιο προερχόμενο από τρία ερευνητικά πεδία κοινό χαρακτηριστικό των οποίων είναι ο μετασχηματισμός της επιστημονικής γνώσης όταν αυτή αποτελεί αντικείμενο εκπαίδευσης ή/και δημόσιας κατανόησης. Στη συνέχεια, επιχειρείται να συγκροτηθεί μια εκδοχή θεωρητικού πλαισίου το οποίο όμως να έχει λειτουργικό χαρακτήρα, δηλαδή, να είναι δυνατή η προσαρμογή του στις ειδικές συνθήκες της διάδοσης της επιστημονικής γνώσης σε περιβάλλον διαδραστικής έκθεσης ενός φεστιβάλ επιστήμης και, συγχρόνως, να μπορεί να οδηγεί σε μια μεθοδολογική προοπτική της αντιμετώπισης του βασικού ερευνητικού ερωτήματος. Τέλος, παρουσιάζεται λεπτομερώς η στρατηγική και η τεχνική διερεύνησης των αντιλήψεων των σχεδιαστών μιας τέτοιας διαδραστικής έκθεσης, ενώ αναδύονται και επί μέρους ερευνητικές υποθέσεις ως προϊόντα αυτής ακριβώς της διαδικασίας τεκμηρίωσης της μεθοδολογικής στρατηγικής που περιγράφουμε.
Η παρούσα μελέτη αποτελεί τμήμα ευρύτερης ερευνητικής εργασίας η οποία αφορά στην ανάλυση, το σχε... more Η παρούσα μελέτη αποτελεί τμήμα ευρύτερης ερευνητικής εργασίας η οποία αφορά στην ανάλυση, το σχεδιασμό και την αξιολόγηση μιας διδακτικής παρέμβασης σχετικής με την ενεργειακή προσέγγιση του σύνθετου τεχνολογικού συστήματος του αυτοκινήτου. Η διδακτική παρέμβαση απευθύνεται σε μαθητές του ελληνικού γυμνασίου ηλικίας 12-13 ετών και εντάσσεται στο πλαίσιο μιας ενοποιημένης αντιμετώπισης της επιστήμης, της τεχνολογίας και του περιβάλλοντος. Η εργασία αναφέρεται στις τρεις συνιστώσες της επιδιωκόμενης σχολικής γνώσης (τεχνολογική, επιστημονική, περιβαλλοντική) δίδοντας έμφαση στην επιστημονική συνιστώσα η οποία συνδέεται με την ενεργειακή περιγραφή της κίνησης διαφόρων τύπων αυτοκινήτου. Στη συνέχεια περιγράφονται οι διδακτικοί στόχοι, η δομή και το εννοιολογικό περιεχόμενο της διδακτικής παρέμβασης. Τέλος, παρουσιάζεται μέρος της επεξεργασίας των δεδομένων που έχουν ληφθεί μετά από εφαρμογή της διδακτικής παρέμβασης στην σχολική τάξη. Τα δεδομένα αυτά αναφέρονται στην παρατηρηθείσα γνωστική πρόοδο των μαθητών και ιδιαίτερα στην οικοδόμηση μιας ημι-ποσοτικής ενεργειακής εξήγησης της λειτουργίας του αυτοκίνητου.
Abstract: The present study is part of a broader research work concerning the analysis, design and evaluation of a teaching intervention about a complex technological system (car) from the energy point of view. This teaching intervention is addressed to students of the Greek middle school, aged 12-13 and is part of the broader framework of the unified approach of science, technology and the environment. The research work refers to the three components (technological, scientific and environmental) of the knowledge that students are expected to have mastered, focusing on the science component related to the description of the type of operation different cars perform from an energy perspective. What follows is a description of the objectives, structure and conceptual content of the teaching intervention and finally is presented a part of the analysis of the data obtained after the application of the intervention in class. These data concern the students cognitive progress observed after the application of the intervention, and especially to the construction of a semi-quantitative explanation of the operation of the car from the energy perspective.
Στη συγκεκριμένη εργασία περιγράφονται το περιβάλλον σχεδιασμού, οι στόχοι και το περιεχόμενο ενό... more Στη συγκεκριμένη εργασία περιγράφονται το περιβάλλον σχεδιασμού, οι στόχοι και το περιεχόμενο ενός ολοκληρωμένου εκπαιδευτικού προγράμματος, το οποίο απευθύνεται σε παιδιά προσχολικής ηλικίας, με θέμα τα εκθέματα της Αίθουσας Οδοντιατρικής Σχολής του Μουσείου Ιστορίας του Πανεπιστημίου της Αθήνας. Κατ' αρχάς, παρουσιάζονται ο τύπος και τα χαρακτηριστικά των ιατρικών μουσείων γενικότερα και του συγκεκριμένου μουσείου ειδικότερα και δίδονται επιχειρήματα για την ανάδειξή του ως κατάλληλου περιβάλλοντος επίσκεψης και μάθησης για παιδιά προσχολικής ηλικίας. Στη συνέχεια, παρατίθενται επιχειρήματα επί των οποίων θεμελιώνεται το εκπαιδευτικό πρόγραμμα. Ιδιαίτερα συζητείται η αλληλεπίδραση και η ενδεχόμενη συνεργασία ανάμεσα στο μουσείο και την τυπική εκπαίδευση μέσω μιας τριμερούς πορείας σχεδιασμού των δραστηριοτήτων του προγράμματος. Τέλος, περιγράφονται οι στόχοι, η δομή και ενδεικτικές διδακτικές δραστηριότητες του προγράμματος ως ειδική περίπτωση σχεδιασμού, η οποία βασίζεται στην παραπάνω προβληματική.
Στην παρούσα εργασία παρουσιάζεται ένα εργαλείο μακροσκοπικής περιγραφής και εν δυνάμει ανάλυσης ... more Στην παρούσα εργασία παρουσιάζεται ένα εργαλείο μακροσκοπικής περιγραφής και εν δυνάμει ανάλυσης του εκπαιδευτικού ρόλου του μουσείου φυσικών επιστημών / τεχνολογίας. Το εργαλείο αυτό έχει κατασκευαστεί υπό το πρίσμα των επιδιώξεων της σχολικής τυπικής εκπαίδευσης και προτείνεται ως πλαίσιο προσέγγισης του μουσείου φυσικών επιστημών / τεχνολογίας από τους εκπαιδευτικούς και άλλα στελέχη της. Πιο συγκεκριμένα, περιγράφονται η δομή, το περιεχόμενο και η λειτουργικές δυνατότητες του συγκεκριμένου εργαλείου ενώ, στη συνέχεια, δίδονται παραδείγματα εφαρμογής του σε δείγματα μουσείων φυσικής ιστορίας παγκοσμίου (Μουσείο Φυσικής Ιστορίας Παρισίων), εθνικής (Μουσείο Γουλανδρή Φυσικής Ιστορίας) και τοπικής (Ζωολογικό Μουσείο Παν/μίου Πατρών) εμβέλειας. Τέλος, συζητείται η καταλληλότητα του εργαλείου για την πληροφόρηση, εκπαίδευση και επιμόρφωση μελλοντικών και εν ενεργεία εκπαιδευτικών σε θέματα μουσειακής εκπαίδευσης.
Θέματα Επιστημών και Τεχνολογίας στην Εκπαίδευση, 2009
Σκοπός της παρούσας μελέτης είναι να διερευνηθεί ο τρόπος με τον οποίο παρουσιάζεται η έννοια «Θρ... more Σκοπός της παρούσας μελέτης είναι να διερευνηθεί ο τρόπος με τον οποίο παρουσιάζεται η έννοια «Θρέψη», τα τελευταία 28 χρόνια, στα σχολικά εγχειρίδια Βιολογίας Δευτεροβάθμιας Εκπαίδευσης. Η ανάλυση έγινε με τη χρήση προτύπου ταξινόμησης, ένα θεωρητικό πρότυπο που περιγράφεται από σύνολο χαρακτηριστικών τα οποία μπορούν να εμφανιστούν εν μέρει ή συνολικά στα σχολικά εγχειρίδια κι έχει προκύψει από ομαδοποίηση συμπερασμάτων που προέρχονται από την ανάλυση της φύσης και των χαρακτηριστικών του διδακτικού μετασχηματισμού των Φυσικών Επιστημών (Κολιόπουλος, 2006). Το δείγμα της έρευνας αποτελείται από 13 (δεκατρία) σχολικά εγχειρίδια Βιολογίας Δευτεροβάθμιας Εκπαίδευσης (με ημερομηνίες έκδοσης από το 1979 έως το 2007) και 7 (επτά) εργαστηριακούς οδηγούς, που συνοδεύουν συγκεκριμένα σχολικά εγχειρίδια (με ημερομηνίες έκδοσης από το 1998 έως το 2007). Από τα αποτελέσματα της μελέτης διαπιστώνεται πως η παραδοσιακή αντίληψη για το περιεχόμενο των σχολικών εγχειριδίων, ως προς την έννοια «Θρέψη», κυριαρχεί την τελευταία 28ετία αν και στο νέο βιβλίο (έκδοσης 2007) της Α’ Γυμνασίου γίνεται μία προσπάθεια να μετατοπιστεί η δομή, το περιεχόμενο και η πρακτική σε περισσότερο καινοτομικές προσεγγίσεις.
In M.W.Bauer & B. Schiele (Eds) Science communication: taking a step back to move forward, 2023
The COVID-19 health crisis highlighted the enduring problem of the influence of pseudoscience eve... more The COVID-19 health crisis highlighted the enduring problem of the influence of pseudoscience even within modern technoscientific societies. During the pandemic, mainstream and social media played key roles in disseminating information related to COVID-19 to the public and acting as the mediator between science and society. In this paper, we review communications management for the pandemic in Greece and highlight the roles of media, the state, and other groups of influence in the promotion or the restriction of pseudoscientific and conspiracy theories. Throughout the COVID-19 crisis, authorities have not only to battle with the disease itself but also with an equally threatening ‘infodemic phenomenon’ - the promotion and dissemination of inaccurate and misleading information that results in false beliefs and antivaccination attitudes. We note vaccine hesitancy in Greece and its relation to the infodemic. Through this paper, we aim to open a discussion on how scientific and science communication community could contribute to the battle against pseudoscience.
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Papers by Dimitrios Koliopoulos
introductory physics level and their application on a recently developed simulation (IGasES: Ideal Gas Educational Simulation) for classical thermodynamics and specifically for the First Law of Thermodynamics. These principles rely on three modeling aspects (physics teaching, learning and educational simulations) and their convergence for the construction of a mode based educational simulation. The study also reviews some of the issues that commonly used simulations encounter for the teaching and learning of this topic. For addressing these issues, we choose the energy chain model as a proper representation of a thermodynamic system for mediating between the phenomenology and the mathematical expression of the First Law. In conclusion, this study draws attention on the characteristics of the educational software rather than the way they are put in use and also to the modeling procedures than can facilitate the student's conceptual understanding.
constructivist programs, in order to attach meaning to the analysis. Finally, we will formulate a series of proposals in relation to the educational value of the simple pendulum at the Greek
and Cypriot gymnasium level.
introductory physics level and their application on a recently developed simulation (IGasES: Ideal Gas Educational Simulation) for classical thermodynamics and specifically for the First Law of Thermodynamics. These principles rely on three modeling aspects (physics teaching, learning and educational simulations) and their convergence for the construction of a mode based educational simulation. The study also reviews some of the issues that commonly used simulations encounter for the teaching and learning of this topic. For addressing these issues, we choose the energy chain model as a proper representation of a thermodynamic system for mediating between the phenomenology and the mathematical expression of the First Law. In conclusion, this study draws attention on the characteristics of the educational software rather than the way they are put in use and also to the modeling procedures than can facilitate the student's conceptual understanding.
constructivist programs, in order to attach meaning to the analysis. Finally, we will formulate a series of proposals in relation to the educational value of the simple pendulum at the Greek
and Cypriot gymnasium level.
topic of interest in science education research for nearly five decades. This interest has
been motivated by the need to help students appreciate energy-related, socio-scientific
issues and formulate appropriate and informed stances and attitudes. The emphasis
placed on teaching energy could be interpreted as a response to the oil and energy
crises that have played an important role in this period. This has led to various teaching
innovations for addressing the conceptual and cultural aspects of energy as a scientific
construct (for examples see, Agabra et al., 1979; Falk & Hermann, 1981; Haber-Schaim,
1983). At the same time, the interest in energy by the science education research
community is reflected by the significant and diverse studies that have been published
on students’ ideas about energy, students’ ability to reason with energy as well as the
formulation of corresponding teaching proposals (e.g., Driver & Millar, 1985; Solomon,
1992; Duit & Haeussler, 1994; Tiberghien, 1996).
Λέξεις κλειδιά: Σύνθετα τεχνολογικά συστήματα, αυτοκίνητο, ενέργεια, περιβάλλον, δευτεροβάθμια εκπαίδευση.
Abstract: The present study is part of a broader research work concerning the analysis, design and evaluation of a teaching intervention about a complex technological system (car) from the energy point of view. This teaching intervention is addressed to students of the Greek middle school, aged 12-13 and is part of the broader framework of the unified approach of science, technology and the environment. The research work refers to the three components (technological, scientific and environmental) of the knowledge that students are expected to have mastered, focusing on the science component related to the description of the type of operation different cars perform from an energy perspective. What follows is a description of the objectives, structure and conceptual content of the teaching intervention and finally is presented a part of the analysis of the data obtained after the application of the intervention in class. These data concern the students cognitive progress observed after the application of the intervention, and especially to the construction of a semi-quantitative explanation of the operation of the car from the energy perspective.
Λέξεις κλειδιά: Επιστήμες της Υγείας, οδοντιατρικό μουσείο, ολοκληρωμένο εκπαιδευτικό πρόγραμμα, προσχολική εκπαίδευση