Papers by Efthymios Stamoulis
ABSTRACT In the present work we approach teaching and learning of Science Education through the p... more ABSTRACT In the present work we approach teaching and learning of Science Education through the prism of Cultural Historical Activity Theory (CHAT). The Greek @fise group focuses on the application of Activity Theory in Formal and Informal Science Education and contributes to the emergent agenda on the field. The Italian group contributes to this agenda carrying out some innovative European projects where teachers, parents, children, artists and museums are involved in STEM Education. We focus on the early grades as well as on teacher education and training, which we consider as a substantial paradigm in Science teaching. Within this frame our group work includes some science educational series of ICT activities, workshops, scenarios and other tools that incorporate societal, cultural, historical elements of science. We used the basic principles of activity theory to analyse the participation of students in activities focusing on the relationships between subject (students, teacher) and object (e.g. concept of electromagnetism) and on the influence of intermediary artifacts (e.g. technological tools/PC, mental tools/elements from history and philosophy of science). Tools mediate the transformation of the object for the transition of students from the practical-experiential knowledge to the school version of scientific knowledge. We worked on some science thematic units as electromagnetism, floating and sinking, buoyancy, light and living things. Also, we undertook a survey in which future teachers were asked for the importance of science education in the tertiary level of their studies and they self-estimated their abilities on the theoretical and didactic field of Science Education. Finally, a moodle platform functions as the most meditative tool of our intervention. We try teachers’ improvement through their dialogical interactions with critical friends. This is an onion paper presenting different types of implementation seeing the educational enterprise as a total life system.
SensePublishers eBooks, 2013
This paper is part of a study which focused on the restructuring of scientific literacy (Roth &am... more This paper is part of a study which focused on the restructuring of scientific literacy (Roth & Lee, 2004), in the sense that it proposes a new methodological tool for designing the teaching of scientific concepts to young children. This new approach comes under the umbrella of activity theory. However, if activity theory is employed mainly in the analysis of activities (Engestrom, 1987), in the present study it is employed in an attempt to design the activities of students.
Activity Theory in Formal and Informal Science Education, 2013
This paper is part of a study which focused on the restructuring of scientific literacy (Roth &am... more This paper is part of a study which focused on the restructuring of scientific literacy (Roth & Lee, 2004), in the sense that it proposes a new methodological tool for designing the teaching of scientific concepts to young children. This new approach comes under the umbrella of activity theory. However, if activity theory is employed mainly in the analysis of activities (Engestrom, 1987), in the present study it is employed in an attempt to design the activities of students.
Activity Theory in Formal and Informal Science Education, 2013
This paper describes some issues in the design, development, and production of a number of teachi... more This paper describes some issues in the design, development, and production of a number of teaching and learning materials and their implications for environmental science curricula, school science textbooks, and web-based/ICT applications. Our research team is experienced (Plakitsi, 2008, 2010) in writing school science textbooks and in constructing web-based applications for the first grades from an inquiring and a sociocognitive perspective. Even though severely constrained by the Greek Ministry of Education 1 and bounded by a highly structured curriculum, we attempted to develop materials that had open space for an agency/structure teaching schema (Goulart & Roth, 2010). Furthermore, we tried to use many cultural tools in order to engage young students in a collective curriculum design. This approach aims to influence formal and informal learning, indoor and outdoor activities, and to act beyond textbook or software limitations. After developing the textbooks and the software, we moved a major step forward, by doing a meta-analysis of the materials using CHAT. In any project included in the school environmental science textbooks or web-based applications, every system of activity has been linked with one or two related ones. Multiple links can lead to another system of activity, and so on. The interactive systems of activities can share the same object and lead to outcomes that are part of scientific literacy and citizenship. In our opinion, in the early grades the previous scope can be achieved through collective curriculum design processes. Fundamentally, in each activity system, students practice basic scientific skills, for example, observation, classification, measurement, and communication. Some scientific attitudes and values underlie the rules of the learning community (class, group, individuals), and also in the division of labor. The children’s previous experiential knowledge becomes the base for the teaching/learning process. Outcomes can be the gradual construction of some basic concepts, so the school transformation of the content knowledge emerges more from inquiry-based learning as well as collateral learning (agency/structure schema) and less as a result from a target-obstacle procedure (constructivism).
Στην παρούσα εργασία προσεγγίζουμε τη διδασκαλία και μάθηση των Φυσικών Επιστημών υπότο πρίσμα τη... more Στην παρούσα εργασία προσεγγίζουμε τη διδασκαλία και μάθηση των Φυσικών Επιστημών υπότο πρίσμα της Ιστορικο-πολιτιστικής θεωρίας της δραστηριότητας (CHAT) και της επεκτατικήςμάθησης, που προτείνεται από την θεωρία για τη διδασκαλία. Χρησιμοποιήσαμε τις βασικές αρχέςτης θεωρίας της δραστηριότητας για το σχεδιασμό δραστηριοτήτων για τη διδασκαλία μιας ενότηταςτων Φυσικών Επιστημών και ιδιαίτερα του ηλεκτρομαγνητισμού. Εστιάσαμε στην ανάλυση τηςσυμμετοχής των μαθητών σε δραστηριότητες με επίκεντρο τις σχέσεις μεταξύ ατόμων (μαθητών,διδασκόντων) και του αντικειμένου (ανάπτυξη της έννοιας του ηλεκτρομαγνητισμού) σχετικά με τηνεπίδραση της διαμεσολάβησης εργαλείων (φυσικά εργαλεία / ΗΥ, νοητικά εργαλεία / στοιχεία απότην ιστορία και τη φιλοσοφία της επιστήμης). Τα εργαλεία διαμεσολαβούν το μετασχηματισμό τουαντικειμένου από τους μαθητές και από την πρακτική-βιωματική γνώση φτάνουν στη σχολικήέκδοση της επιστημονικής γνώσης. Στην έρευνά μας χρησιμοποιήσαμε τη μελέτη περίπτωσης τηςδιδασκαλί...
This study proposes an empirical classification of ways to introduce elements of the history of s... more This study proposes an empirical classification of ways to introduce elements of the history of science into science teaching, as well as describing a special way to do so characterized by the introduction of short extracts from historical texts. The aim is to motivate students to participate in problem-solving activities and to transform their alternative conceptions about various natural phenomena. Finally, the study presents two cases of introducing the history of science into the teaching of science in Greece; the basics of Electromagnetism (primary level) and the Simple Pendulum (lower grade of secondary education).
Science & Education, 2009
Our paper presents an in-service primary school teachers’ training program which is based on the ... more Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of science can play a vital role in promoting the learning of physics. This training program has been developed in the context of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that utilize historical scientific materials on the issue of falling bodies.
Constructing …, Jan 1, 2007
... of Science: the case of the fall of bodies PANAGIOTIS KOKKOTAS; PANAGIOTIS PILIOURAS;KATERINA... more ... of Science: the case of the fall of bodies PANAGIOTIS KOKKOTAS; PANAGIOTIS PILIOURAS;KATERINA MALAMITSA; IOANNIS VLACHOS; KATERINA PLAKITSI; MIRONAS ... NOS, helped us develop a more informed primary teachers' training program about the fall of bod-ies. ...
INTERNATIONAL …, Jan 1, 2005
Section in Books by Efthymios Stamoulis
Science & Education, Jan 1, 2009
Our paper presents an in-service primary school teachers' training program which is based on the ... more Our paper presents an in-service primary school teachers' training program which is based on the idea that the history of science can play a vital role in promoting the learning of physics. This training program has been developed in the context of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic historical science events, on the above topic (Aristotle's, Galileo's and Newton's theories on falling bodies) the Nature of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that utilize historical scientific materials on the issue of falling bodies.
Conference Proceedings by Efthymios Stamoulis
Τα Εργαστήρια Δεξιοτήτων αποτελούν το νέο καινοτόμο, δυναμικό πλαίσιο διδασκαλίας και μάθησης που... more Τα Εργαστήρια Δεξιοτήτων αποτελούν το νέο καινοτόμο, δυναμικό πλαίσιο διδασκαλίας και μάθησης που εισήχθη στην ελληνική τυπική υποχρεωτική εκπαίδευση και σε όλους τους τύπους σχολείων, στοχεύοντας στον μετασχηματισμό του εκπαιδευτικού περιβάλλοντος και στην καλλιέργεια ήπιων δεξιοτήτων. Η ανάπτυξη και καλλιέργεια των ήπιων δεξιοτήτων και δεξιοτήτων του 21ου αι. αποτελεί το θεμέλιο για την ανάπτυξη και άλλων, που συνδέονται με ανώτερες γνωστικές λειτουργίες, όπως της δημιουργικότητας και της καινοτομίας. Η παρούσα εργασία παρουσιάζει το θεωρητικό πλαίσιο που αποτέλεσε την αφετηρία σχεδιασμού και εφαρμογής της εκπαιδευτικής δράσης των Εργαστηρίων Δεξιοτήτων και τα αποτελέσματα από την μέχρι σήμερα εφαρμογή τους. Συγκεκριμένα, η πρώτη ενότητα, συνίσταται στην περιγραφή του ευέλικτου θεωρητικού πλαισίου των Εργαστηρίων Δεξιοτήτων σε συστοιχία με το μετανεωτερικό κοινωνικό παράδειγμα. Στην ενότητα αυτή, καταγράφονται οι παιδαγωγικές αρχές που διέπουν το συγκεκριμένο πρόγραμμα σπουδών καθώς και οι αλλαγές που εισηγείται σε επίπεδο περιεχομένου και εκπαιδευτικής μεθοδολογίας. Στο δεύτερο μέρος, παρουσιάζονται τα αποτελέσματα της αποτίμησης των Εργαστηρίων Δεξιοτήτων όπως αυτά εξήχθησαν από την έρευνα που πραγματοποιήθηκε την πρώτη σχολική χρονιά της καθολικής εφαρμογής τους, το 2021-2022.
Με τη μελέτη μας αυτή προσπαθούμε να αναδείξουμε την ιδιαίτερη σημασία της θεωρίας της δραστηριότ... more Με τη μελέτη μας αυτή προσπαθούμε να αναδείξουμε την ιδιαίτερη σημασία της θεωρίας της δραστηριότητας και της επεκτατικής μάθησης στο σχεδιασμό και την ανάλυση δραστηριοτήτων για τη διδασκαλία των Φυσικών Επιστημών στην πρωτοβάθμια εκπαίδευση. Η επεκτατική μάθηση χρησιμοποιήθηκε α) ως βάση για το σχεδιασμό δραστηριοτήτων στο πεδίο του ηλεκτρομαγνητισμού το οποίο προσεγγίστηκε από την πλευρά της Ιστορίας και της Φιλοσοφίας των φυσικών επιστημών, και β) για την ανάλυση των διδασκαλιών. Τα δεδομένα συλλέχτηκαν με βιντεοσκόπηση των διδασκαλιών και με αρχείο σε η/υ που αποθήκευε τις απαντήσεις που έδιναν οι μαθητές στα διάφορα ερωτήματα που τέθηκαν κατά τη διάρκεια των διδασκαλιών.
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Papers by Efthymios Stamoulis
Section in Books by Efthymios Stamoulis
Conference Proceedings by Efthymios Stamoulis