Course Details

1. Explain, select and apply scientific skills and processes
2. Explain the theories of learning with respect to the didactic models of science education and justify the selection of the constructive model.
3. Know and apply evaluation processes
4. Solve problems connected to the taught concepts and present and justify the way according to which they worked
5. Explore, identify and explain primary school children’s perceptions on the taught concepts and phenomena.
6. Develop and teach a complete lesson plan for natural sciences.
7. Use research outcomes and data to develop and implement educational interventions for rectifying misconceptions about the taught concepts

Introduction in the teaching of Natural Sciences: The scientific method, scientific skills and processes, science though inquiry.

The constructive theory in science education.

Magnets: properties, magnetic forces, magnetic field.

Forces: Friction, contact forces and field forces, results from force exertion, balance / equilibrium, simple machines, friction and movement, pressure, hydraulic pressure, atmospheric pressure.

Electricity: The atom, static and dynamic electricity, the importance of electricity, sources of electricity, hazards, conductors and insulators, resistance, parallel, series circuits, fuses, electromagnets.

Properties of matter: Volume, mass, shape, molecular structure. Mixtures and solutions, acid and alkaline matter. 

Light:  Natural and artificial sources of light. Transparency of solid bodies, the properties of light, flat, convex and concave mirrors, images, symmetry, multiple images,  convex and concave lenses, anomalies in vision and the use of lences.

• P. Kokkotas (2000). Teaching approaches in Natural Sciences, Typotheto, Athens.
• Vlahos Ι.Α., (2004) Education in the Natural Sciences through constructive theory. Gregoris Publications,

• R. Driver et al. (2000). Constructing Natural Science Concepts. Typotheto, Athens.
• Spyropoulou – Katsani D. (2000). Pedagogical and teaching approaches to natural sciences. Typotheto, Athens
• Michas P. (2003), Teaching Science in Primary Education, Ellinika Grammata Publications, Athens.

The theoretical part of the course (content of the taught concepts) is delivered by means of lectures as well as workshops following the steps of scientific investigations. Students will experiment, and work in groups in order to implement scientific investigations and experience the pedagogical approaches used in science teaching.