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Course Details
| Course Department: | Department of Education |
|---|---|
| Course Code: | EDU 488 |
| Course Title: | Contemporary Dimensions of Biology Education |
| Number of ECTS: | 6 |
| Level of Course: | 1st Cycle (Bachelor's Degree) |
| Year of Study (if applicable): | 3rd year |
| Semester/Trimester when the Course Unit is Delivered: | Spring Semester |
| Name of Lecturer(s): | Konstantinos Korfiatis |
| Lectures/Week: | 2 (1.5 hours per lecture) |
| Laboratories/week: | -- |
| Tutorials/Week: | -- |
| Course Purpose and Objectives: | Course’s main objective is students’ familiarization with current educational approaches in the teaching of ecology and biology. Participants study common misconceptions on environmental and biological topics and discuss ways of incorporating them into teaching sequences. Course’s emphasis is on the exploration of teaching approaches especially relevant to ecology and biology education, such as long-term experimental settings, field trips and outdoor studies, modelling and virtual learning environments. Finally, the course aims at giving to students a critical stance towards socio-scientific issues, nature of science issues and of ethical and social parameters of scientific practice. |
| Learning Outcomes: |
At the end of the semester students should be able to: • Comprehend and discuss school children’s alternative ideas • Teach elementary school’s curriculum units concerning biological phenomena and processes. • Apply tailored-made educational practices, according to students special interests an the subject under study • Incorporate long-term experimental settings, terraria, virtual environments, microscopes and stereoscopes. |
| Prerequisites: | Not Applicable |
| Co-requisites: | Not Applicable |
| Course Content: | Inquiry in biological sciences. Constructivism and biology teaching in the elementary school. Children’s alternative conceptions about biology and living organisms. Teaching photosynthesis by virtual and real experiments. Evolution at the elementary school. Keeping Artemia sp. in the classroom. Decision-making and argumentation teaching activities. Teaching predicition/inference/hypothesis. Teaching biological operational definitions. Human body: systems and functions. Digital storytelling in biology education. Field studies. Biotechnology and moral issues. |
| Teaching Methodology: | Lectures and collaborative learning. |
| Bibliography: |
Allen, M. (2016) The best ways to teach Primary Science: research into practice. Maidenhead, U.K. : Open University Press. National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Μ. Ευαγόρου & Λ. Αβρααμίδου (επιμ.) (2012) Θεωρητικές και Διδακτικές Προσεγγίσεις στις Φυσικές Επιστήμες, Διάδραση: Ζεφύρι, Ελλάδα Ζόγκζα Β. (2007). Η βιολογική γνώση στην παιδική ηλικία. Εκδόσεις ΜΕΤΑΙΧΜΙΟ, Αθήνα. Ζόγκζα, Β. (2009). Θέματα διδακτικής της βιολογίας: Διδασκαλία και μάθηση βιολογικών εννοιών στη δευτεροβάθμια εκπαίδευση. Αθήνα: Εκδόσεις Μεταίχμιο. Kostas Kampourakis and Michael J Reiss, eds. (2018). Teaching Biology in Schools: Global Research, Issues, and Trends. Routhledge. New York Victor Sampson (2014). Argument-driven inquiry in biology: lab investigations for grades 9-12. NSTA Press. |
| Assessment: | Five short team reports 50% Final exam 50% |
| Language of Instruction: | Greek |
| Delivery Mode: | Face-To-Face |
| Work Placement(s): | Not Applicable |