 Εκτύπωση
 Κλείσιμο
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Course Details
| Course Department: | Department of Education |
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| Course Code: | EDU 489 |
| Course Title: | Computer Science Applications and Modern Trends in Science Teaching |
| Number of ECTS: | 6 |
| Level of Course: | 1st Cycle (Bachelor's Degree) |
| Year of Study (if applicable): | 4th year |
| Semester/Trimester when the Course Unit is Delivered: | Fall Semester |
| Name of Lecturer(s): | Zacharias Zacharia |
| Lectures/Week: | 2 (1.5 hours per lecture) |
| Laboratories/week: | -- |
| Tutorials/Week: | -- |
| Course Purpose and Objectives: | This course aims at introducing and familiarizing student teachers with ICT tools that have the potential to materialize and support learning in natural sciences. These ICT tools include communication tools, collaboration tools, data management and analysis tools, control of mechanisms and measurement tools, as well as computer programming environments for creating simulations, animations and models in general. Another objective of the course is to introduce and familiarize the student teachers with digital games and enable them to understand their potential as means for learning science. Students are expected to (i) devote time in learning and familiarizing themselves with each ICT tool, (ii) explore the potential added value of each tool in children’s learning in the natural sciences, and (iii) integrate each tool in their curriculum and teaching materials. A third objective of the course, is to have the student teachers situate the aforementioned ICT tools in the constructivism and inquiry paradigm. The idea is to show to the student teachers how to provide guidance and proper scaffolding to their students when enacting constructivist, inquiry-based learning activities in science class. |
| Learning Outcomes: |
By the end of this course the student teachers would be in position to: • Know theories that support the use of ICT for science learning purposes. • Construct models, animations and simulations with the use of computer programming tools. • Design and develop constructivist, inquiry-based science lessons by using ICT tools as learning and support mechanisms. • Integrate ICT tools in the science curricula in an attempt to promote scientific and thinking skills. • Use ICT as tools for student assessment and evaluation purposes. • Use ICT as tools for promoting and supporting particular teaching methods, strategies, skills, procedures and practices in science education. • Evaluate the quality, usability and effectiveness of existing computer- based inquiry learning environments. • Design, Development, implementation and assessment of digital science learning materials on web-based platforms.
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| Prerequisites: | Not Applicable |
| Co-requisites: | Not Applicable |
| Course Content: |
• Learning theories and ICT • Construction of models, animations and simulations with the use of computer programming tools. • Design and development of constructivist, inquiry-based science lessons by using ICT tools as learning and support mechanisms. • Integration of ICT tools in the science curricula in an attempt to promote scientific and thinking skills. • Use ICT as tools for student assessment and evaluation purposes • Use ICT as tools for promoting and supporting particular teaching methods, strategies, skills, procedures and practices in science education. • Evaluation of existing computer-based inquiry learning environments • Design, Development, implementation and assessment of digital science learning materials on web-based platforms. |
| Teaching Methodology: | Lectures, Computer-based teaching, Group work, Inquiry-based labs |
| Bibliography: |
- Παπαευριπίδου, Μ. (2012). Μοντελοποίηση και Φυσικές Επιστήμες. Στο Μ. Ευαγόρου & Λ. Αβρααμίδου, Θεωρητικές και Διδακτικές Προσεγγίσεις στις Φυσικές Επιστήμες, Διάδραση: Ζεφύρι (σ. 67-89). - Ολυμπίου, Γ. & Ζαχαρία, Ζ. (2012). Η χρήση προσομοιώσεων στη διδασκαλία των Φυσικών Επιστημών: η περίπτωση των εικονικών εργαστηρίων. Στο Μ. Ευαγόρου & Λ. Αβρααμίδου, Θεωρητικές και Διδακτικές Προσεγγίσεις στις Φυσικές Επιστήμες, Διάδραση: Ζεφύρι (σ. 90- 113). - Κύζα, Ε. (2012). Ο ρόλος των νέων τεχνολογιών στη μάθηση και διδασκαλία των Φυσικών Επιστημών. Στο Μ. Ευαγόρου & Λ. Αβρααμίδου, Θεωρητικές και Διδακτικές Προσεγγίσεις στις Φυσικές Επιστήμες, Διάδραση: Ζεφύρι (σ. 114-135). - Σολωμονίδου, Χ. (2006). Νέες τάσεις στην εκπαιδευτική τεχνολογία. Εποικοδομητισμός και σύγχρονα περιβάλλοντα μάθησης, εκδ. Μεταίχμιο, Αθήνα. - Γκούτσιας Α. (2000): Μαθαίνοντας στο Internet Φυσική, εκδ. Καστανιώτης, Αθήνα. - Κόλιας Α. (1999): Οι υπολογιστές στη διδασκαλία και τη μάθηση: Μια κριτική προσέγγιση. Εκδ. ΕΛΛΗΝ, Περιστέρι. - Μικρόπουλος Τ. (2000): Εκπαιδευτικό λογισμικό: Θέματα σχεδίασης και αξιολόγησης λογισμικού υπερμέσων. Εκδ. Κλειδάριθμος, Αθήνα. - Κυνηγός, Χ. & Δημαράκη, Ε. (2002): Νοητικά εργαλεία και πληροφοριακά μέσα: Παιδαγωγική αξιοποίηση της Σύγχρονης Τεχνολογίας για τη μετεξέλιξη της εκπαιδευτικής πρακτικής, εκδ. Καστανιώτη, Αθήνα. - Ζωγόπουλος, Ε. (2001): Νέες Τεχνολογίες και Μέσα Επικοινωνίας στην εκπαιδευτική διαδικασία, εκδ. Κλειδάριθμος, Αθήνα. - Κορωναίου, Α. (2001): Εκπαιδεύοντας εκτός σχολείου: Η συμβολή των οπτικοακουστικών μέσων και των νέων τεχνολογιών, εκδ. Μεταίχμιο, Αθήνα. - Δαπόντες Ν, Ιωάννου Σ, Μαστρογιάννης Ι, Τσοβόλας Σ, Τζιμόπουλος Ν, Αλπάς Α. (2003): "Ο Δάσκαλος Δημιουργός: Παιδαγωγική αξιοποίηση του Microworlds Pro στο Νηπιαγωγείο και Δημοτικό", εκδόσεις ΚΑΣΤΑΝΙΩΤΗ, Αθήνα. - Πρέζας Παντελής (2003), θεωρίες μάθησης και εκπαιδευτικό λογισμικό, εκδ. Κλειδάριθμος, Αθήνα. |
| Assessment: | Participation in classroom discussions and online forums 5% Integration of ICT tools in the design of lesson plans and curriculum materials. 15% Evaluation and presentation of existing computer-based inquiry learning environments. 15% Development of inquiry-based science learning materials on web-based platforms. 15% Final exam. 50% |
| Language of Instruction: | Greek |
| Delivery Mode: | Face-To-Face |
| Work Placement(s): | Not Applicable |