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3ο Διεθνές Συνέδριο SCHOOLS as LEARNING ORGANIZATIONS Η Σχολική Μονάδα ως ένας «Οργανισμός που Μαθαίνει» Προσεγγίσεις και εφαρμογές 12, 13, 14 Σεπτέμβρη 2014, ΑΘΗΝΑTRANSCRIPT
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3
SCHOOLS as LEARNING ORGANIZATIONS
12, 13, 14 2014,
ISBN: 978-960-99494-1-5
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3 : Schools as Learning Organizations. 2014
&
MSc.
2014
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3 : Schools as Learning Organizations. 2014
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3 : Schools as Learning Organizations. 2014
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How a rural school reforms itself and develops ...................................................212
Chiotelis Ioannis .............................................................................................212
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Theodoropoulou Maria ...................................................................................212
Birbas George .................................................................................................212
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Lcole, lieu de formation de ses matres. Vers des tablissements scolaires apprenants ..........................................................................................................244
Alain Bouvier .................................................................................................244
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7 .............................................................................................................256
Developing mathematics teaching through inquiry-based practice ......................256
Barbara Jaworski ............................................................................................256
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1
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Argyris/Schoen 1978, Senge 1998).
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.
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Holtappels (2003)
,
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(. 116).
,
, , .
(Argyris and Schoen),
.
Argyris, C., & Schn, D. (1978) Organizational learning: A theory of action perspective, Reading, Mass: Addison Wesley.
Argyris, C. (1999). On Organizational Learning. 2nd Ed. Oxford: Blackwell
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Dixon, N. M. (1999). The organizational learning cycle: How we can learn
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Holtappels, H.G. (2003). Schulqualitt durch Schulentwicklung und Evaluation. Konzepte, Forschungsbefunde, Instrumente. Mnchen: Luchterhand, 248 Seiten
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Kim, Daniel H. (1993). The Link between Individual and Organizational
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Luhmann, N. (1995). . -: .
Marquardt, M.J. (1996), Building the Learning Organization, MacGraw Hill, New York, .22 -37.
Schon, D. A. (1975). Deutero-learning in organizations: Learning for. Organizational
dynamics, 4(1), 2-16.
Schreygg, G., & Noss, C. (1995) Organisatorischer Wandel: Von der Organisationsentwicklung zur lernenden Organisation. Die Betriebswirtschaft, Jahrgang 55, Heft 2, S. 169- 185.
Senge, P. (1996): Die fnfte Disziplin: Kunst und Praxis der lernenden Organisation. Stuttgart.
Senge, P.M. (1990) The Leaders New Work: Building Learning Organizations. Sloan Management Review, Fall, 7-23.
Smith, M.K. (2001, 2013), Chris Argyris: Theories of action, double-loop learning
and organizational learning, Evaluation, Index, Learning, organizational
learning, Reflective practice, Thinkers and innovators. in
http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-
organizational-learning/ .
Song, J.H. (2008). The effects of learning organization culture on the practices of
human knowledge creation: an empirical research study in Korea. International Journal of Training and Development, Vol. 12, No. 2, pp.265-
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learning organization. The Journal of Pedagogy, Pluralism, and Practice, Vol. 19, Issue 2, 559-570.
Universitt Mannheim, Sonderforschungsbereich 504, Rationalittskonzepte, Entscheidungsverhalten und konomische Modellierung http://www.sfb504.uni-mannheim.de/glossary/orglearn.htm
Visser, M. (2007). Deutero-learning in organizations: A review and a reformulation.
Academy of Management Review, 32(2), 659-667.
Wilke, H. (2004). . : . , . . (1996),
, , .6 (), ....., , .73, 78, 80.
, ., , ., , ., & , . (1999) , , . 4.2 http://ebooks.edu.gr/modules/ebook/show.php/DSGL-C122/38/221,1115/
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organizational knowledge creation,
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1996:xxvii)
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3 : Schools as Learning Organizations. 2014
1981). : ,
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1995;McLaughlin & Talbert , 2001; Scribner, Cockrell, Cockrell &Valentine, 1999).
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24
3 : Schools as Learning Organizations. 2014
/ (Murrell and Walsh 1993:295).
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3 : Schools as Learning Organizations. 2014
; critical
friend
.
,
;
, .
Argyris, C. and Scho n, D. A. (1978). Organizational Learning: A Theory of Action
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2
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O Andre Giordan
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.
, 2009
,
Wynne Harlen
Pierra Lena.
-
32
3 : Schools as Learning Organizations. 2014
.
,
.
.
1992, George Charpak Pierra Lena
Yves Quere
.
2001, Wei Yu ,
,
,
.
2002, Rosa Deves
, 250 .
2002,
Guillermo Fernandez de la Garza.
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3 : Schools as Learning Organizations. 2014
,
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Osborn, J. and Dillon, J. (2008) Science education in Europe: Critical reflections.
London: Nuffield Foundation
Harlen, W. (2009) Teaching and Learning science for a better future, School Science Review 59, 614-625
Lena, P. (2009), Big ideas, core ideas in science, some thoughts, .
-
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3 : Schools as Learning Organizations. 2014
:
,
ravanis@upatras, [email protected]
. ,
,
,
. .
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.
,
,
.
,
,
(Borko, 1994. , 2001. , 2005.
, 2005. Ravanis et al., 2010, 2011).
,
.
,
,
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-
36
3 : Schools as Learning Organizations. 2014
, ,
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(, 2011).
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., 2006). ,
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( . ., 2010. Ergazaki & Zogza, 2013). ,
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Fibonacci project (http://www.fibonacci-project.eu/)
&
,
. 2010 2013
25 (,
) 21 .
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-
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3 : Schools as Learning Organizations. 2014
.
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poster .
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(http://energyineducation.blogspot.gr/).
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project :
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:
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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
3 : Schools as Learning Organizations. 2014
. 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 : Schools as Learning Organizations. 2014
3
, , ,
, ed
, . .
,
.
.
.
. .
,
, ,
,
.
.
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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43
3 : Schools as Learning Organizations. 2014
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Gandhi, Marie Curie..
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3 : Schools as Learning Organizations. 2014
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respect diversity British Council
. British Council,
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4. ...
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.(2003), , , , 124-126
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, 23-24 ., ., (.) . (2012), ,
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. (2003), . ., , , 48
-
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3 : Schools as Learning Organizations. 2014
, . (2008), , : , 20-23
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, , 33-37 45-48 : http://respect-
diversity.org/index.php/el/. , HANDS95 : TA XERIA DEN EINAI GIA NA XTYPANE
-
48
3 : Schools as Learning Organizations. 2014
:
1 .... -...,
1 .... (...),
, .
.
, .
.
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
3 : Schools as Learning Organizations. 2014
.
.
, ,
(Vygotsky, 1987).
, .
. ,
.
.
(/)
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.
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, () (power point,
),
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Altmnnerhaus in Amsterdam M. Liebermann
Sarabande . . .
,
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(. , 1988)
,
(. Moll, 1990). ,
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-
50
3 : Schools as Learning Organizations. 2014
.
,
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. ,
, ,
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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
3 : Schools as Learning Organizations. 2014
:
1
.
.
5 , 1
, 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
3 : Schools as Learning Organizations. 2014
.
1
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( 2011).
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-
53
3 : Schools as Learning Organizations. 2014
,
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Taylor et al 2005),
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-
54
3 : Schools as Learning Organizations. 2014
.
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( 2011).
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-
55
3 : Schools as Learning Organizations. 2014
,
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-
56
3 : Schools as Learning Organizations. 2014
,
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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
3 : Schools as Learning Organizations. 2014
, , :
1 .... -...,
1 .... -...
, ,
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
3 : Schools as Learning Organizations. 2014
, ,
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Kemmis, 1986 Altrichter et al., 1993),
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-
59
3 : Schools as Learning Organizations. 2014
,
,
.
.
,
. ,
. ,
, .
,
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(Vygotsky, 1987),
. ,
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. 1988). ,
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.
-
60
3 : Schools as Learning Organizations. 2014
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
3 : Schools as Learning Organizations. 2014
(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
3 : Schools as Learning Organizations. 2014
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).
,
, - -
(,
..). (..
) ,
(,1986). ,
,
, .
,
-
63
3 : Schools as Learning Organizations. 2014
.
(,1998:17).
3. / /
,
:
,
.
,
.
(project)
.
4.
.
.
.
.
,
. ,
,
.
.
,
.
.
.
-
64
3 : Schools as Learning Organizations. 2014
.
.
5. -
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.
(),
,
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: (.. ,
) (.. , ..).
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-
65
3 : Schools as Learning Organizations. 2014
7.
. ,
, ,
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, ,
(.. ).
,
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, ,
. (, 1999).
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8.
20132014
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.
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,
.
,
.
-
66
3 : Schools as Learning Organizations. 2014
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
3 : Schools as Learning Organizations. 2014
,
.
/
(....),
:
.
, .
,
-
.
-
.
(...),
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
3 : Schools as Learning Organizations. 2014
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
3 : Schools as Learning Organizations. 2014
.
, ,
, .
,
... , . ,
, ,
, ,
(, 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
3 : Schools as Learning Organizations. 2014
, ,
( & , 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
3 : Schools as Learning Organizations. 2014
, 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
3 : Schools as Learning Organizations. 2014
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
3 : Schools as Learning Organizations. 2014
, (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
3 : Schools as Learning Organizations. 2014
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
3 : Schools as Learning Organizations. 2014
(..),
.
.
1.
2014 30
( )
.
(45 )
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.
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2.
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76
3 : Schools as Learning Organizations. 2014
..
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4.
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2014-2015
.
-
77
3 : Schools as Learning Organizations. 2014
. -
.
.
,
.
.
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
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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.
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Outdoor and Environment. Charleston, WV: ERIC Clearinghouse on Rural
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448 012).
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3 : Schools as Learning Organizations. 2014
, : -
-.
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
-
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3 : Schools as Learning Organizations. 2014
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
3 : Schools as Learning Organizations. 2014
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).
-
.( Kalantzis & Cope, 2013).
.
,
,
-
81
3 : Schools as Learning Organizations. 2014
. ,
,
,
. ,
,
(, 1996, .80).
, , , .
,
/ . ,
,
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.
, ,
,
.
, ,
,
, . ,
,
.
,
( 21 ) ,
MIS: 295450, ,
,
.
, ,
.
, ,
. ,
, -,
. ,
,
.
,
-
82
3 : Schools as Learning Organizations. 2014
,
( & , 2010).
2011-2012
(...) - ,
. ( ). ,
(11
) (16.01 ) 22
, .. !!
( , Madame
Curie/ , ),
.., .
Madame Curie -
Huynh Van Nhan Renaud,
online
. ,
, ... .
,
, - -
: .
,
,
.
, ,
,
,
, ,
.
, ,
. ,
,
.
,
( ),
-
83
3 : Schools as Learning Organizations. 2014
, ,
. ,
, ,
.
.
,
,
.
..., .
.
,
,
.
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
, . (2000). . :
, ., (2009). , :
, ., (2011). ( 21 )- ,
-
84
3 : Schools as Learning Organizations. 2014
, MIS: 295379. 18 , 2014 : http://goo.gl/QVaOZc
, . (2006). - . : Gutenberg.
( 21 )- , MIS 295450, : http://goo.gl/pQBrrv
:
http://www.paideia.org.cy/upload/analytika_programmata_2010/0.siniptikaanalitikapr
ogrammata.pdf
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85
3 : Schools as Learning Organizations. 2014
: project
, ...., [email protected]
, ...., [email protected],
, ..... & ..., [email protected]
( ),
( ), .. live steaming.
,
,
project.
:
- -
,
.
,
project, .
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
3 : Schools as Learning Organizations. 2014
presenting the project, which was completed with synchronous collaboration
between the two teachers.
2000
(),
(.. 303-304 2003). , (interdisciplinary
learning)
.
,
.
, ,
,
(Thinking schools)-
. Bob Burden,
,
,
.
Georgiades and Phillimore,
() (The Myth of the Hero Innovator),
,
(Burden, 2006).
.
.
, .
(Petrie
1976),
(Jones, Rasmussen, Moffitt 1997).
,
(Jacobs 1989). .
.
-
87
3 : Schools as Learning Organizations. 2014
(project).
,
(
2008). , ,
,
(, 2003). (
), ..
: .
.
:
.
.
Eratosthenica . ,
,
. ,
. ; ,
.
.
.
,
, (Kincheloe, Steinberg 1998).
(
). Stellarium
.
, .
, ,
.
(St. Hawking, into the Universe).
/ ,
(
2006).
.
.
-
88
3 : Schools as Learning Organizations. 2014
, ,
( ) .
Stallarium
tablets -