The Science and Technology Courses that Choose the Preservice Teachers during their Studies in Greece



Abstract Views
265

Downloads
181

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Submitted Apr 19, 2023
Published May 22, 2023
10.24018/ejedu.2023.4.3.666

Abstract viewed = 265 times

Table of Contents

##plugins.themes.bootstrap3.article.main##

Education has as its fundamental goal the cultivation, socialization, and smooth integration of individuals into the needs of modern society. The goals of education include the understanding of the content of the Physical Sciences (P.E.) course, which is analyzed at all educational levels, as well as the necessity of the modern teacher to know Physical Sciences. The present work has as its object of study the investigation of the preference of the elective courses of Physical Sciences, Technology, Environment, and Mathematics. 140 students of the Undergraduate Study Program of the Department of Primary Education of the University of Ioannina (DPE) participated in the research carried out. The questionnaire, completed by the students, consists of 33 multiple-choice, closed, and open-type questions. A descriptive analysis of the responses for each question and the correlation of student preference with Gender and High School Orientation Group was performed. According to the results, it seems that students generally choose more Physical Sciences and Environment courses than Technology and Mathematics. Regarding the comparison between Gender, for all four years of study, females seem to prefer these electives more than males. Regarding the Orientation Group, the students coming from the Humanities Studies show, with a small difference, a greater preference than those from the Sciences Studies and Economics and Computer Studies. Of particular interest are the results regarding how courses are selected and, in general, with the existing curriculum related to Gender.
Keywords: Preservice Teachers Physical Sciences Primary Education Technology

References

  1. Antoniou, X. (2002). The education of greek teachers (1828-2000). Athens: Greek Letters. Αντωνίου, Χ. (2002). Η Εκπαίδευση των Ελλήνων Δασκάλων (1828-2000). Αθήνα: Ελληνικά Γράμματα. Greek. http://ikee.lib.auth.gr/record/282237?ln=en.
     Google Scholar
  2. Apostolakis, E., Panagopoulou, E., Savvas, S., Tsagliotis, N., Pantazis, G., Sotiriou, S., Tolias, B., Tsagogeorga, A. & Kalkanis, G. (2011). "Of course" 6th Grade Research and Discover Teacher's Book. Ministry of Education Lifelong Learning and Religious Affairs, Institute of Computer Technology and Publications "DIOFANTOS". Αποστολάκης, Ε., Παναγοπούλου, Ε., Σάββας, Σ., Τσαγλιώτης, Ν., Πανταζής, Γ., Σωτηρίου, Σ., Τόλιας, Β., Τσαγκογέωργα, Α. & Καλκάνης, Γ. (2011). «Φυσικά» ΣΤ΄ Δημοτικού Ερευνώ και Ανακαλύπτω Βιβλίο Δασκάλου. Υπουργείο Παιδείας Δια Βίου Μάθησης και Θρησκευμάτων, Ινστιτούτο Τεχνολογίας Υπολογιστών και Εκδόσεων «ΔΙΟΦΑΝΤΟΣ». Greek.
     Google Scholar
  3. Athanasopoulou, A. (2019). The use of ICT in the teaching of Natural Sciences in Primary Education: opinions of teachers. Patras: Open Hellenic University. Αθανασοπούλου, Α.(2019). Η αξιοποίηση των Τ.Π.Ε στη διδασκαλία των Φυσικών Επιστημών στην Πρωτοβάθμια Εκπαίδευση: απόψεις εκπαιδευτικών. Πάτρα: Ανοικτό Ελληνικό Πανεπιστήμιο. Greek. https://apothesis.eap.gr/archive/item/146751.
     Google Scholar
  4. Baer, W. S. (1998). Will the Internet Transform Higher Education? Access on 20 March 2022 από https://www.rand.org/content/dam/rand/pubs/reprints/2005/RP685.pdf.
     Google Scholar
  5. Baxter, J. A. & Lederman, N. G. (1999). Assessment and measurement of pedagogical content knowledge. In J. Gess-Newsome, & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 147-161). Dordrecht: Springer. https://doi.org/10.1007/0-306-47217-1_6.
     Google Scholar
  6. Dimitriou A., (1993). Cognitive development. Models - methods - applications. Thessaloniki: Art of Tex. Δημητρίου Α., (1993). Γνωστική ανάπτυξη. Μοντέλα – μέθοδοι - εφαρμογές. Θεσσαλονίκη: Art of Τex. Greek.
     Google Scholar
  7. Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3-17). Dordrecht: Springer. https://doi.org/10.1007/0-306-47217-1_1.
     Google Scholar
  8. Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. Friedrichsen & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 38-52). New York: Routledge.
     Google Scholar
  9. Government Gazette, Curriculum for the Physics course in Primary School’s 5th and 6th grades. Athens 12-16-2021. Issue Two. No. Sheet 5928, Law No. 160407/D1. Greek.
     Google Scholar
  10. Government Gazette, Interdisciplinary Unified Framework of Study Programs and Analytical Syllabus of Primary, Middle School, and High School Physics Courses, Athens 3-13-2003. Issue Two. No. Sheet 304, Law No. 21072b/C2. Greek.
     Google Scholar
  11. Greek Educational System, THE GREEK EDUCATIONAL SYSTEM (edupage.org).
     Google Scholar
  12. Keckeris, G. (2010). Special ICT Chapters in Educational Sciences-Pedagogical Applications of ICT. Athens: PAPAZISSIS, 67-81. Κέκκερης, Γ. (2010). Ειδικά Κεφάλαια ΤΠΕ στις Επιστήμες Αγωγής-Παιδαγωγικές Εφαρμογές των ΤΠΕ. Αθήνα: ΠΑΠΑΖΗΣΗΣ, 67-81. Greek.
     Google Scholar
  13. Kisla, T., Arikan, Y. D. & Sarsar, F (2009). The investigation of the usage of ICT in university lecturers’ courses. Procedia Social and Behavioral Sciences, 1(1), 502-507. https://doi.org/10.1016/j.sbspro.2009.01.091.
     Google Scholar
  14. Kokkotas, P. (1989). Teaching of Natural Sciences. Athens: published by Grigori. Κόκκοτας, Π. (1989). Διδακτική των Φυσικών Επιστημών. Αθήνα: εκδ. Γρηγόρη. Greek.
     Google Scholar
  15. Lampos, A., Mitsiali, X. & Papamendzelopoulos, K. (2016). Admission Systems to Higher Education in Greece 1964 – 2016. Athens. Greek.
     Google Scholar
  16. Ministerial Decision, Syllabus of the Physics course of the 1st, 2nd, and 3rd grades of the General High School. Athens 11-19-2021. No. 144672/D2/2021 - Official Gazette 5381/B/29-11-2021. Greek.
     Google Scholar
  17. Ministerial Decision, Syllabus of the Physics course of the 1st, 2nd, and 3rd grades of High School, Athens 11-19-2021. No. 149118/D2/2021 - Official Gazette 5518/B/29-11-2021. Greek.
     Google Scholar
  18. Mpikos, K. (2012). Pedagogical issues posed by Information and Communication Technologies. Thessaloniki: ZYGOS. Μπίκος, Κ. (2012). Ζητήματα Παιδαγωγικής που θέτουν οι Τεχνολογίες της Πληροφορίας και των Επικοινωνιών. Θεσσαλονίκη: ΖΥΓΟΣ. Greek.
     Google Scholar
  19. Nagler, W. & Ebner, M. (2009). Is Your University Ready For the Ne(x)t-Generation?. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4344-4351). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 19, 2023 from https://www.learntechlib.org/primary/p/32114/.
     Google Scholar
  20. Vlachos, I., Grammatikakis, I., Karapanagiotis, B., Kokkotas, P., Peristeropoulos, P. & Timotheou, G. (2011). General Education Physics (1st grade) Teacher's Book. Ministry of Education Lifelong Learning and Religious Affairs, Institute of Computer Technology and Publications "DIOFANTOS". Βλάχος, Ι., Γραμματικάκης, Ι., Καραπαναγιώτης, Β., Κόκκοτας, Π., Περιστερόπουλος, Π. & Τιμόθεου, Γ. (2011). Φυσική Γενικής Παιδείας (Α΄ τάξη) Βιβλίο Καθηγητή. Υπουργείο Παιδείας Δια Βίου Μάθησης και Θρησκευμάτων, Ινστιτούτο Τεχνολογίας Υπολογιστών και Εκδόσεων «ΔΙΟΦΑΝΤΟΣ». Greek.
     Google Scholar


Most read articles by the same author(s)

Similar Articles

You may also start an advanced similarity search for this article.