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SCHOOLS as LEARNING ORGANIZATIONS

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ISBN: 978-960-99494-1-5

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(Argyris and Schoen),

.

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Wilke, H. (2004). . : . , . . (1996),

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; critical

friend

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31


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, 2009

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Wynne Harlen

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1992, George Charpak Pierra Lena

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2001, Wei Yu ,

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Osborn, J. and Dillon, J. (2008) Science education in Europe: Critical reflections.

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35


:

,

ravanis@upatras, [email protected]

. ,

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Abstract

In this paper we present a teacher training program about inquiry approaches

for natural sciences in preschool education. More specifically, we discuss a theoretical

framework concerning an active, participatory, critical and stochastic initial education

and training of teachers, we describe elements of the content of the program is

presented as well as a specific example of the program application. Finally we discuss

the overall results of the effort.

,

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(Borko, 1994. , 2001. , 2005.

, 2005. Ravanis et al., 2010, 2011).

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, . (2014). : ; , 13 2014, .

Borko, H. (2004). Professional development and teacher learning: mapping the

terrain. Educational Researcher, 33(8), 3-15.

Ergazaki, M., & Zogza, V. (2013). How does the model of Inquiry-Based Science

Education work in the kindergarten: The case of biology. Review of Science,

Mathematics and ICT Education, 7(2), 73-97.

, ., , ., , ., & , . (2010). &

41


. 6 , 3-5 2010,

, . (2005). : , . , 5, 9-14.

, . (2005). : . . . (.) : (. 318-345). : .

, . (2006). . . : .

Koliopoulos, D. (2013). Is it possible to teach energy in preschool education? In F.

Tasar (Ed.) Proceedings of the WCPE Conference, 451-455.

Koliopoulos, D. & Ravanis, K. (1998). Lenseignement de lnergie au collge vu par les enseignants. Grille danalyse de leurs conceptions. Aster 26, 165-182.

, . (2001). . . - (.), , (. 81-91). : .

, . (.) (2002) . : . , . (.) (2005).

, , . , ., , ., , ., , ., ., , .

(2006). . . : .

, . (2011). "" : , . , 16/17, 89-102.

Ravanis, K. Balias, S. Karalis, T. Komis, V. (2010). La formation universitaire des

enseignants du prscolaire et du primaire en Grce: volutions et perspectives. Revista de Formacin e Innovacin Educativa Universitaria, 3(1), 33-42.

Ravanis, K. Balias, S. Komis, V. Karalis, T. (2011). lments de rflexion sur la formation des enseignants en Grce : expriences du cadre universitaire et perspectives. Revista Educao Skepsis, 3(2), 2034-2053.

42


3

, , ,

, ed

[email protected]

, . .

,

.

.

.

. .

,

, ,

,

.

.

ABSTRACT

Energy, everything revolves around it. Everything is energy. In every change

that occurs in nature, energy in its various forms is always present regardless if we

become aware of it or not. Also any human activity is directly connected to the way

people choose to act. Every small or big action or even the lack of denial to act for a

certain situation has great impact not only on our life, but, possibly to the lives of

other fellowmen whether we know them or not. Infinite events both positive and

negative surround and define our lives and all have a common starting point. They are

derived from our actions.

We thought that if we manage to mobilize our fellow pupils, our families, our

school, our nearby social microcosm and act together, we will learn how to be active

citizens, because acting together as a whole is a new form of action bigger than the

sum of all the individuals. The power to change the world lies within us.

-

95 .

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diversity.org/index.php/el/. , HANDS95 : TA XERIA DEN EINAI GIA NA XTYPANE

48


:

1 .... -...,

[email protected]

1 .... (...),

[email protected]

, .

.

, .

.

Abstract

In this project, Alki Zeis novel The liar grandfather constituted the main focus around which the teaching of a large number of activities concerning both Greek and

English language was developed. Clues from other school subjects were also

integrated. The main objective of the project was the cultivation of love for literature

and the development of the childrens imagination through the study of a significant book of the Greek childhood literature. The novel and a variety of parallel-

supplementary texts became both a motive and a means for the study of Greek and

English language, as well as other school subjects. The project led to the improvement

of the students written speech and to the development of their imagination, and triggered their love for learning.

1 .... (...). 21 , 11 10 , . , .

,

(. Carr & Kemmis, 1986 Altrichter et al., 1993),

( )

49


.

.

, ,

(Vygotsky, 1987).

, .

. ,

.

.

(/)

, ,

.

, , ,

. ,

, ,

,

,

, () (power point,

),

,

Altmnnerhaus in Amsterdam M. Liebermann

Sarabande . . .

,

"",

.

, ,

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(. , 1988)

,

(. Moll, 1990). ,

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), ,

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50


.

,

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. ,

, ,

, ( . ,

1988, Vygotsky, 1997).

,

,

.

,

.

,

, ,

, .

, , . , , , . , . , , , , .

Altrichter, H., Posch, P & Somekh, B. (1993), Teachers Investigate their Work: An

Introduction to the Methods of Action Research, New York: Routledge

, .. (1988), , : Carr, W. & Kemmis, S. (1986), Becoming Critical: Education, Knowledge and Action

Research, London: The Falmer Press

Moll, L. (1990) (ed.), Vygotsky and Education: Instructional Implications and

Applications of Sociohistorical Psychology, Cambridge: Cambridge University

Press

Vygotsky, L.S. (1987), The Collected Works of L.S. Vygotsky, v.1: Problems of

General Psychology, New York & London: Plenum Press

Vygotsky, L.S., (1997), The Collected Works of L.S. Vygotsky, v.4: The History of the

Development of Higher Mental Functions, New York & London: Plenum Press

51


:

1

.

.

5 , 1

[email protected]

, 2011-2012

,

. ,

,

.

,

.

ABSTRACT

This paper concerns the pilot implementation of the Curriculum of Mathematics,

which took place in the period of 2011-2012 in an elementary school of Thrace, to

emerge aspects of this implementation in the mathematics classroom, but also in the

wider school context. This paper presents elements of such a use, while the first

indications show that there was a developed cooperation between teachers, who were

led to a reflection of their teaching actions and controverted their effectiveness. The

need to find alternative pathways to learning and teaching of mathematics formulated

a series of recommendations on the type and the content of their further education, as

well as of their professional development.

1.

() ,

2011-2012 1

,

52


.

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2.1

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Taylor et al 2005),

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54


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( 2011).

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(2011). . / 2007-13\ .. & \.. 1-2-3 ( 21

) , .

(2011). . . : / 2007-13\ .. & \.. 1-2-3 ( 21 ) , .

Taylor, A. et al. (2005). Lesson study: A professional Development Model for

Mathematics Reform. The rural educator (winter), 17-22.

57


, , :

1 .... -...,

[email protected]

1 .... -...

[email protected]

, ,

1

.... .

,

.

, , ,

.

Abstract

Honey, jam, ketchup and mustard is a theatrical play written by the students

of two fifth grades of the 1st model-experimental primary school of Thessaloniki. The

spark for this action was given by a creative writing activity that took place in a Greek

language course. In this activity, the students, divided in small groups, created

theatrical characters and short scenarios. The writing of the play was completed

around the end of the school year, so it will be continued by the sixth grades, as the

staging of the play is programmed for the autumn of the coming school year.

, , ,

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36 (21 15 ), 17

19 .

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: ,

58


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, 2001).

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Kemmis, 1986 Altrichter et al., 1993),

. ,

59


,

,

.

.

,

. ,

. ,

, .

,

,

( , , )

.

,

.

. . ,

(Vygotsky, 1987),

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,

(

. 1988). ,

, .

,

, .,

.

,

, ,

.

,

, . ,

.

60


Altrichter, H., Posch, P & Somekh, B. (1993), Teachers Investigate their Work: An

Introduction to the Methods of Action Research, New York: Routledge

, .. (1988), , : Carr, W. & Kemmis, S. (1986), Becoming Critical: Education, Knowledge and Action

Research, London: The Falmer Press

, . (2001), , : , . (.), : : 2 , : , . 251-255

Vygotsky, L.S. (1987), The Collected Works of L.S. Vygotsky, v.1: Problems of

General Psychology, New York & London: Plenum Press

61


, , [email protected]





(projects)

2013-2014.

.

.

.

. (

, , )

.

ABSTRACT

The action described concerns the assignments (projects) undertaken by the students

of the Experimental Junior High School of Patras during the school year 2013-2014.

Through this process there were multiple benefits for both teachers and learners, but

62


mostly for the latter who cooperated and had a first contact with the scientific

research. Students approached experientially the principles of crosscuricularity and

interdisciplinarity and had a further opportunity for pedagogical use of NT (new

technologies). The exodus of students from the classroom and the positive attitude

this action caused covered the extra workload and the feelings of frustration which

scientific research often creates. In parallel, the school - as a learning community -

approached and was connected with the local community. The problems which arose

(e.g. poverty of source, overlapping issues, divergence of schedule) were overcome

instantly and the satisfactorily result of the whole attempt proves that all the effort has

achieved its objectives and has offered benefits to all participants.

1.

,

,

2013-2014

(20) (180).

... -

-

.

2.

, ,

,

(, 1998) ,

(thinking school, http://www.thinkingschool.co.uk). ,

..,

(N. 3966/2011),

, , ,

(, 1998).

,

, - -

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..). (..

) ,

(,1986). ,

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63


.

(,1998:17).

3. / /

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:

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(project)

.

4.

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64


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5. -

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65


7.

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. (, 1999).

.

8.

20132014

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.

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.

66


9.-

(gym-peir-patras.ach.sch.gr) ,

.

,

,

.

10.

,

,

, ,

.

- . . (2009), , E B, . 10, 2009

- , . (1998 & 2011), , ,

- , . (2000), : , , ( : " - " , 8-9 2000 ... http://www.geocities.com/pee2000mac)

- , . (2011), , , , 17 2011

- ,.. (1999), : , 42, , , 2013

-http://www.thinkingschool.co.uk ( 14/7/2014)

67


,

.

/

(....),

:

.

, .

,

-

.

-

.

(...),

PRAKSIS (

). ,

,

. ,

- ,

, ,

,

, .

Abstract

In our work we will present the overall education plan (educational application) that

was implemented at the Model Experimental Junior High School of Patras (P.P.G.P.),

68


entitled: "Learn how to learn, to collaborate and to accept difference". The for-

mentioned educational project developed under the formation of excellence groups,

innovation and creativity. We have decided to move to the direction of reformation,

school adjustment and alignment to the new sociopolitical and pedagogic-didactic

statements, taking advantage of the opportunities that the new legislative framework

provides us with. So we designed an interdisciplinary educational plan (application)

that was based on the major theoretical assumptions of learning (Natural Learning),

while we implemented our theoretical plan by using the method of asynchronous

distance learning. At the same time we have taken advantage of group advisory

meetings (O.S.S.) to implement a series of interactive activities related to the

acceptance of diversity, inclusion and multiculturalism in collaboration with

PRAKSIS (Non - governmental organization). We set as major principle that the

participating teachers first need to be adapted to the conditions of our educational

project, so we incised the basic axis of our educational attempt. This was decided

under the view of resetting our mission as educators, renewing our educational

context and reconsidering the conditions that are actually making up the learning

process. We planned, organized and implemented our interdisciplinary training plan

(application), having always in mind that first of all, we have to learn, to adapt and

develop, throughout the fundamental definition - concept of learning: knowledge is

always gained by acting and doing.

(...) .

.3966/2011 ,

, ,

, ,

.

,

.

,

.

. ,

,

. ,

(, 2003).

(2013, .17) :

,

69


.

, ,

, .

,

... , . ,

, ,

, ,

(, 2011).

-

(, 2000).

- ,

,

.

-

(, 1987).

,

, Vygotsky

(Bliss et al, 1996 De Corte, 1990 Collins et al,

1996 Vosniadou, 1996 , 1999, . . ,

2000, .65). ,

(, 2000). -

,

(Kalantzis & Cope, 2013).

,

, ,

(Kalantzis &

Cope, 2013).

,

,

(, 2006).

-

,

.

70


, ,

( & , 2001).

,

,

(, 2013).

,

.

,

(Dede, 2005

McLoughlin & Lee, 2008 Oblinger & Oblinger, 2005, . . ,

2013:18). ,

, (Simens, 2005).

- ,

(Tapscott, 2008).

....

20-09-2013.

11 10.

....

(...),

17-10-2013 2014. (...)

.

.

.

(...) ,

.

, ,

, ,

(, 2002).

.

.

,

(Reddy & Srivastava, 2003, . .

71


, 2011, .38)

. ,

.

.

,

,

... PRAKSIS.

,

,

. , ,

,

.

.

.

,

(Horton, 2001).

,

. ,

,

. ,

,

.

, . (2011). : . : , 7(1), 36-53. 10 , 2014 : http://journal.openet.gr/index.php/openjournal/article/view/121/70

, . (2013). : . , 1(1), 8-29.

72


Horton,W. (2001). Evaluating E-Learning. American society for training &

development. USA: (ASTD)

Kalantzis, M., Cope, B. (2013). . (. . ). :

, . (2003). . . : Gutenberg

, . (2006). . . (.), : (.11-41). : .

, . (2011). . 2 . ( , .9-17).

11 , 2014, : http://www.cetl.elemedu.upatras.gr/proc2/proceedings.html

, . (1987). . : .

, . (2000). : . : Gutenberg

, . (2002). , : . , 7, .19-36.

, . (2013). E-Learning . . (.), 7 & , ( 2, 15-26). 15 , 2014, :

http://icodl.openet.gr/index.php/icodl/2013/paper/view/267/120

, ., & , . (2001). . . :

Siemens, G. (2005). Connectivism: A learning theory for a digital age.

12 , 2014, : http://www.itdl.org/Journal/Jan_05/article01.htm Tapscott, D. (2008) Grown up digital: How the Net generation is changing your

world. New York: McGraw-Hill.

: http://www.minedu.gov.gr/neo-sxoleio-main.html?showall=1&limitstart=

.3966/11. , , . . 118/24-6-2011

73


, (Outdoor

Education)

*

**

* .04.02, MEd, , [email protected],

** .15, MSc, , [email protected]

(Outdoor

Education) .

.

, ,

,

.

, (..

),

.

,

,

O.E.,

.

Abstract

In this project an innovative teaching practice for the Greek curriculum called

Outdoor Education is shown which is based on the principles of teamwork and

experiential learning. The activity took place in the courtyard of the Experimental

Junior High School and involved the concepts of Nutrient intake and digestive

system and Nutrition in the subjects of Biology and Home Economics in

interdisciplinary teaching at the first grade. Students participated in specially designed

games, discussions, completed worksheets and evaluation forms and described the

74


activity as enjoyable and effective in assimilation of new knowledge. Lack of

inclusion of similar actions in the curriculum, the difficulty of moving students out of

school (e.g. neighboring park), poor funding for the purchase of supplies and the

unfamiliarity of students with corresponding teaching practices were challenges partly

dealt by coordinating teachers who had knowledge of classroom management groups

in the outdoors and knowledge of new teaching practices. The results of the action

such as the keen interest of students, the activation of the weakest ones and the

consolidation of the defined concepts strengthen the perception of teachers of the

teaching value of Outdoor Education (OE), and make it a springboard for the

implementation of similar wider actions in the future.

.

(Outdoor Education)

)

.

,

John Dewey, o The School

and Society

(Woodhouse et al., 2000), 1964 J. Besli J. Mesesnel

.. (Burnik & Mrak, 2010).

Outdoor Education (O.E.)

,

, ,

,

O.E. .. (

), ( , ,

, , ), ( ),

() (Higgins, 2009),

(Fenwick, 2010).

..

(Burnik & Mrak, 2010).

(, , , , ..)

...

(Woodhouse et al, 2000, Dillon et al., 2006).

..

(Burnik & Mrak, 2010).

Knapp, (1996) ..

,

(Woodhouse et al., 2000). ..

(Burriss & Burriss, 2011).

75


(..),

.

.

1.

2014 30

( )

.

(45 )

..,

.

,

-

.

.

.

2.

8

,

,

4 ,

.

: )

)

)

(),

(

).

3. //

: )

(.. ,

), (.. , ,

) )

( , ,

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.

.

76


..

.

4.

.

: )

,

,

, )

(.. )

.. ,

)

()

(

) )

.

5.

, ,

. ,

.

,

(, , ,

).

.

. ,

.

.. ,

.

.

,

.

,

2014-2015

.

77


. -

.

.

,

.

.

Burnik, S. & Mrak, I. (2010). Mountaineering as an Important Part of Outdoor

Education. (10th annual EOE conferences collection of papers) Encountering, Experiencing and Exploring Nature in Education, 13-25.

Burriss, K. G., & Burriss, B. (2011). Outdoor Play and Learning: Policy and

Practice. International Journal of Education Policy and Leadership, 6(8).

Dillon, J., Rickinson, M., Teamey, K., Morris, M., Young Choi, M., Sanders, D. &

Benefield, P. (2006). The value of outdoor learning: evidence from research in

the UK and elsewhere. School Science Review, 87(320), 107-110.

Fenwick, J. J. A. (2010). Outdoor Learning Within the Formal Scottish Secondary

Curriculum: Opportunities and Challenges. (10th annual EOE conferences collection of papers) Encountering, Experiencing and Exploring Nature in

Education, 60-69.

Higgins, P. (2009). Into the Big Wide Word: Sustainable Experiential Education for

the 21st Century. Journal of Experiential Education, 32(1), 44-60.

Knapp, C. E. (1996). Just beyond the classroom: Community adventures for

interdisciplinary learning. Charleston, WV: ERIC Clearinghouse on Rural

Education and Small Schools. (ERIC Document Reproduction Service No. ED

388 485).

Malone, K. & Tranter, J. P. (203). School Grounds as Sites for Learning: making the

most of environmental opportunities. Environmental Education Research, 9(3),

283-303.

Moser, . & Martinsen, . . (2010). The outdoor environment in Norwegian kindergartens as pedagogical space for toddlers play, learning and development. European Early Childhood Education Research Journal, 18(4),

457-471.

Niklasson, L. & Sandberg, A. (2010). Children and the outdoor environment.

European Early Childhood Education Research Journal, 18(4), 485-496.

Woodhouse, L. J., & Knapp, E. C. (2000). Place-Based Curriculum and Instruction:

Outdoor and Environment. Charleston, WV: ERIC Clearinghouse on Rural

Education and Small Schools. (ERIC Document Reproduction Service No. ED

448 012).

78


, : -

-.

11

....

16.01

, ,

.

.

,

, ,

.

,

.

,

-.

2011-1012.

.

.

.

: , , ,

Abstract

With this report, we are attempting to present an educational action in the direction of

inter-disciplinarity, cross-thematic integration, experiential learning as well as

dramatization. The deepening of the approach of roles called for interpretation by the

specific group of students, increased knowledge via the experiential learning process.

What is more, the principles and practices of inter-disciplinarity and cross-thematic

integration have contributed to the achievement of our educational goals because they

have contributed to the approach of knowledge experientially, via collective forms of

79


investigating topics, issues and problems, while not only promoting the uniformity of

school knowledge but activating student interest as well.

The self-reflection on the need to involve children in an active way and holistically in

the learning process was the starting point of our interest for this educational practice.

Among other things, the exchange of roles was attained and a different collaboration

between teachers and students-teachers was formed.

The specific action was effectuated by a group of secondary school students in the

Secondary school of Kastritsi, in Patras during the school year 2011-1012. The

secondary school of Kastritsi belonged to the network of schools under the

supervision of the Museum of Science and Technology of the University of

Patras. The network's title was "Volunteering and social networking". The action

was presented during the International Day of Francophonie in collaboration with the

French Institute of Patras and was titled "Tribute to Marie Curie.

Key-words: inter-disciplinarity, cross-thematic integration, experiential learning,

dramatization

20

. ,

, ,

, ' ,

(, 2002).

,

,

, .

, Bruner,

(, 2002, . . , 2000 .181).

(,

..)

.

-

,

,

,

(Kalantzis & Cope, 2013).

,

.

80


Cook-Sather & Shore (2007, .13)

,

, .

,

,

(North Central Regional Educational

Laboratory, 2001, . . Gardner, Wissick, Schwender & Canter-Smith

2003, .162).

,

. ,

,

(, 2009).

,

(, , ),

(Mathison and Freeman, 1997, . . , 2009, .25).

(

21 )- , MIS 295379,

()

(104868/2/13-09-2011, 124674/2/1-11-2011)

.

(

),

, ,

, ,

(, 2011).

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Madame Curie -

Huynh Van Nhan Renaud,

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Gardner, E., Wissick, C., Schwender, W. & Canter-Smith, L., (2003). Enhancing

Interdisciplinary Instruction in General and Special Education: Thematic Units

and Technology. Remedial and Special Education, 24(3), 161-172

Cook-Sather, A. & Shore, E., (2007). Breaking the Rule of Discipline in

Interdisciplinarity: Redefining Professors, Students, and Staff as Faculty.

Journal of Research Practice. 3(2), 1-14. 20 , 2014, : file:///C:/Users/Admin/Downloads/101-763-1-PB.pdf

Kalantzis, M., Cope, B. (2013). . (. . ). :

, . & , . (2010). .

(.....), 5 . 18 , 2014, :

http://www.elliepek.gr/documents/5o_synedrio_eisigiseis/Kyriakopoulou_Lazarh.pdf

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:

http://www.paideia.org.cy/upload/analytika_programmata_2010/0.siniptikaanalitikapr

ogrammata.pdf

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: project

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Abstract

This paper presents a series of activities in the course of Astronomy at the

Experimental High School of Patra University (class B), the diffusion of it in

Experimental Middle School (grade III), while using ICT and live steaming. The

signatories followed interdisciplinary approach to teaching in combination with

collaboration learning method. Exploring the stimulation of student interest,

engagement of the student groups and finally the achievement of learning objectives

set at the beginning of the project were the major objectives of our work. The

three main activities had two theme centers: the collision of galaxies in the

constellation of Hydra-action flowed from high school in middle school-and

measurement of the circumference of the earth, in parallel with the

measurement of Eratosthenes. The diffusion of the action was in direct connection

between the two schools, with participation of a third observer in the process of

86


presenting the project, which was completed with synchronous collaboration

between the two teachers.

2000

(),

(.. 303-304 2003). , (interdisciplinary

learning)

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,

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, ,

,

(Thinking schools)-

. Bob Burden,

,

,

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Georgiades and Phillimore,

() (The Myth of the Hero Innovator),

,

(Burden, 2006).

.

.

, .

(Petrie

1976),

(Jones, Rasmussen, Moffitt 1997).

,

(Jacobs 1989). .

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2008). , ,

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(, 2003). (

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Eratosthenica . ,

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, (Kincheloe, Steinberg 1998).

(

). Stellarium

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(St. Hawking, into the Universe).

/ ,

(

2006).

.

.

88


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Stallarium

tablets -

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