Papers by Nektarios Tsagliotis
Zenodo (CERN European Organization for Nuclear Research), Jan 22, 2020
We wo regardi cultivat plants i planting tested m to us b combin are get commu Keywo biodive Intr... more We wo regardi cultivat plants i planting tested m to us b combin are get commu Keywo biodive Introd The arr known and cul commu commu 1 HOOLS JOURNA ompa rden ni Melissour rene Vergak of the 6th G er-mentor, mary School act ould like to ng compan ting year-ro in the gree g mode, en many comb by older c nations can tting better unity.
Selected papers on hands-on science II, 2017, ISBN 978-84-8158-764-7, págs. 301-314, 2017
Science Education Research in the Knowledge-Based Society, 2003
The contributors to this symposium have performed phenomenographic research in different projects... more The contributors to this symposium have performed phenomenographic research in different projects. Their epistemology as well as their philosophy of science did more or less differ. It was the scope of this symposium to discuss whether this can be an obstacle or may lead to fruitful debates. After brief descriptions on the methodology of the research performed, 3 questions were discussed: (a) Is it appropriate to“borrow” and use phenomenography methods in non-phenomenological research contexts? (b) Is it justifiable to substitute the term ‘experience’ used in phenomenography by ‘understanding’, or ‘conception’? (c) How can we secure validity of phenomenographic research?
This is an inquiry about the teaching and learning of mechanical energy with a class of 35 childr... more This is an inquiry about the teaching and learning of mechanical energy with a class of 35 children in the 6 th grade of primary school in Greece. It is a classroom research approach aiming to provide insights into a particular teaching and learning environment throughout a certain period of time and to understand and describe aspects of conceptual change about mechanical energy. A 12hour teaching intervention has been designed and implemented on the basis of the "Model of Educational Reconstruction" with hands-on science experiments, activities and project work. Sixteen out of the 35 children in class have been interviewed using particular instances depicted on cards. The interviews were conducted in three phases: before and after the teaching intervention and 6 months later with a different set of cards. The findings indicate that the children have developed their conceptual understanding on mechanical energy, modifying and changing their initial conceptions within a framework of "energy change and energy degradation".
This is a brief outline of the projects undertaken by pupils of the 6 grade of the 9 Primary Scho... more This is a brief outline of the projects undertaken by pupils of the 6 grade of the 9 Primary School of Rethymno focusing on mechanical and solar energy, which have been presented to fellow pupils and teachers, as well as local citizens, in an open school exhibition, a so called “science fair”.
Open Schools Journal for Open Science, May 20, 2019
We wo regardi cultivat plants i planting tested m to us b combin are get commu Keywo biodive Intr... more We wo regardi cultivat plants i planting tested m to us b combin are get commu Keywo biodive Introd The arr known and cul commu commu 1 HOOLS JOURNA ompa rden ni Melissour rene Vergak of the 6th G er-mentor, mary School act ould like to ng compan ting year-ro in the gree g mode, en many comb by older c nations can tting better unity.
Open Schools Journal for Open Science, 2019
We would like to report and share our knowledge and practice from the school garden, regarding co... more We would like to report and share our knowledge and practice from the school garden, regarding companion planting, that is “planting together with benefits”. Under our standard cultivating year-round approach, working on "seed to seed“ activities, we prepare our seed plants in the greenhouse, later to be transplanted to the garden raised beds in a companion planting mode, enhancing the benefits of companionship and biodiversity in action. We have tested many combinations over the last 12 years, as knowledge and practice is also passed on to us by older classmates and community members and we have found out that some combinations can actually help one or more of the companions flourish. Our vegetable crops are getting better and we are happy to have more quality products to share within the community.
This is an inquiry conducted with 40 children of the 6 th grade of a Greek primary school, divide... more This is an inquiry conducted with 40 children of the 6 th grade of a Greek primary school, divided in two classes. Initially, each child constructed a simple reflective microscope using modern materials like a plastic tube and two plastic lenses (objective and eye piece), which were extracted out of single-use disposable cameras. It is actually a modified (re)construction of a microscope (approximate magnification 20x), which has been proposed by researchers of the Istituto e Museo di Storia Della Scienza of Florence. At a later phase, an extra middle lens was added to the microscope to minimize distortion, create sharper images and enhance magnification by 3-5 times. The children have been briefly introduced to the historical development of the microscope, with a focus on the life and discoveries of Robert Hooke (1635-1703), from the early years at the Isle of White till the achievements of Micrographia (1665), having him portrayed as a natural philosopher and polymath who played a...
This paper combines 4 presentations making up a symposium. Inquiry-based learning in science has ... more This paper combines 4 presentations making up a symposium. Inquiry-based learning in science has been advocated by the European Commission at both primary and secondary level of education (Rocard et al, 2007) However, changes in science pedagogy across Europe has proved to be a challenge. In addition cultural and linguistic contexts of learning and education systems across Europe vary and make the transfer of educational resources and pedagogical approaches difficult. The Pri-Sci-Net project is an FP7 Coordination and Supporting Action funded by the European Commission which works to promote the Inquiry-Based approach in Science Education (IBSE) with young primary level children across Europe. One approach through which the project is trying to promote inquiry science is through producing educational material (in the form of 45 IBSE activities) which are to be translated in different European languages. Recognising European diversity, some of these activities were then tested for cu...
Inquiry-based learning in science has been advocated by the European Commission at both primary a... more Inquiry-based learning in science has been advocated by the European Commission at both primary and secondary level of education (Rocard et al, 2007) and changes in science pedagogy across Europe has proved to be a challenge. Cultural and linguistic contxts of learning and education systems that exist. The Pri-Sci-Net project is an FP7 Coordination and Supporting Action funded by the European Commission which works to promote the Inquiry-Based approach in Science Education (IBSE) with young primary level children across Europe. One way that the project is trying to achieve this is through producing educational material (45 IBSE activities) which are translated in different European languages. Recognising European diversity, some of these activities were then tested for cultural and language adaptation in the partner countries. This paper provides the research results of an evaluation exercise carried out by some of the partners. The results provide insights into the barriers which students and teachers face in implementing the new inquiry-based approach. While there were few linguistic and cultural barriers in using the materials across different countries, the evaluation showed that the main difficulties encountered related to more general education issues: teachers' inexperience and lack of confidence in implementing the inquiry-based learning approach; the children's expectations of how learning in science should be; the structured aspect of some curricula which allowed little space for inquiry activities; and teachers' and students' uneasiness in getting used to a new mode of learning. All these aspects highlight the need for time to allow systems, teachers and students to adapt to the inquiry-based learning approach. Curricular and pedagogical changes thus need to be introduced slowly such that adjustment takes place gradually. In addition, during this process, schools and teachers need to have continuous professional support.
Tsagliotis, N. (2008). A set of 20 hands-on investigations, activities and constructions on solar energy applications. Developed under the “Solar Energy - Awareness & Action” [SEAA] Comenius school partnership project, 2005-2008., Oct 15, 2008
The “Solar Energy – Awareness & Action” [SEAA] is a Comenius 1 project with 5 partner schools fro... more The “Solar Energy – Awareness & Action” [SEAA] is a Comenius 1 project with 5 partner schools from Portugal, Spain, Italy, Malta & Greece [(Escola Antré Soares (PT), Colexio de Educación Infantil e Primaria Froebel (ES), Scuola Secondaria di 1° Grado C.B. Cavour (IT), Stella Maris College Junior School (MT) & 9th Primary School of Rethymno (EL)]. The main aim of the project has been to sensitise the pupils on issues and aspects of solar energy, within a framework of sustainable development and environmental and ecological awareness, both at conceptual and at practical-experiential level. Furthermore, the pupils have been encouraged to act as conscious citizens, construct their own devices, which work with solar energy and present them to local
communities within open science fair procedures and activities, in an attempt to inform and sensitise the general public. A thematic approach to solar energy has been planned to interweave formal, non-formal and informal teaching and learning approaches. These include investigations, hands-on activities and project work within formal and non-formal educational settings, but also within a free-choice learning environment involving outside classroom activities (e.g. on site visits
and science fairs). Shared project activities have been planned and conducted by groups of children in each partner school, encouraging pupils to learn from the experience of working on a
contributed set of ideas and projects from all participating countries. These activities, either core and/or peripheral, have been accumulated throughout the three-year project period and are presented and disseminated to the public through the SEAA website (URL: < http://9dimrethymn.reth.sch.gr/contents_en/Comenius.htm >).
In the following pages, a set of 20 hands-on investigations, activities and constructions on solar energy applications is presented, with original text and drawings. These activities have been developed throughout the three-year SEAA project period, 2005-2008. The activities include investigations with “hot boxes”, solar collectors, model greenhouses and photovoltaic cells and
motors. Constructions on solar energy applications include solar cookers (box and open panel ones), solar dehydrators, solar water heaters and solar toys, like solar toy cars and boats etc. This
appears to reflect on a core set of SEAA project activities, mainly focusing on approaches of hands-on and inquiry-based learning in science and environmental education, which have been
conducted to a great extent by all partners within the school partnership. The project activities are published, and in this way disseminated, on the SEAA project web site. They may be downloaded and used for educational purposes in schools, provided that the appropriate source of reference is kindly acknowledged.
This is an inquiry carried out in two educational settings, one in England and one in Greece, wit... more This is an inquiry carried out in two educational settings, one in England and one in Greece, with 10-11 year-old children. It is guided by a constructivist view of teaching and learning. In both studies, children's conceptions on frictional phenomena and frictional force were elicited before and after a teaching intervention and then they were compared in order to highlight some aspects of conceptual change. The Interview-About-Instances technique has been used for the elicitation of children's conceptions. Additionally concept maps, children's drawings and writing have been taken into account. It is claimed that children's preconceptions about "grip", the role of the nature of surfaces in contact and the role of "gravity" or "the force of weight", seem to be influencing their explanations about frictional phenomena. Such conceptions appear to be retained, enhanced or modified after the teaching interventions: new characteristics or properties are added or their frames of reference are extended in different contexts. Despite some language differences, there appear to be similarities in the conceptions elicited about frictional phenomena and the way conceptual change occurs.
This is a brief outline of the projects undertaken by pupils of the 6 th grade of the 9 th Primar... more This is a brief outline of the projects undertaken by pupils of the 6 th grade of the 9 th Primary School of Rethymno focusing on mechanical and solar energy, which have been presented to fellow pupils and teachers, as well as local citizens, in an open school exhibition, a so called "science fair".
This is an inquiry about the teaching and learning of mechanical energy with a class of 35 childr... more This is an inquiry about the teaching and learning of mechanical energy with a class of 35 children in the 6 th grade of primary school in Greece. It is a classroom research approach aiming to provide insights into a particular teaching and learning environment throughout a certain period of time and to understand and describe aspects of conceptual change about mechanical energy.
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Papers by Nektarios Tsagliotis
communities within open science fair procedures and activities, in an attempt to inform and sensitise the general public. A thematic approach to solar energy has been planned to interweave formal, non-formal and informal teaching and learning approaches. These include investigations, hands-on activities and project work within formal and non-formal educational settings, but also within a free-choice learning environment involving outside classroom activities (e.g. on site visits
and science fairs). Shared project activities have been planned and conducted by groups of children in each partner school, encouraging pupils to learn from the experience of working on a
contributed set of ideas and projects from all participating countries. These activities, either core and/or peripheral, have been accumulated throughout the three-year project period and are presented and disseminated to the public through the SEAA website (URL: < http://9dimrethymn.reth.sch.gr/contents_en/Comenius.htm >).
In the following pages, a set of 20 hands-on investigations, activities and constructions on solar energy applications is presented, with original text and drawings. These activities have been developed throughout the three-year SEAA project period, 2005-2008. The activities include investigations with “hot boxes”, solar collectors, model greenhouses and photovoltaic cells and
motors. Constructions on solar energy applications include solar cookers (box and open panel ones), solar dehydrators, solar water heaters and solar toys, like solar toy cars and boats etc. This
appears to reflect on a core set of SEAA project activities, mainly focusing on approaches of hands-on and inquiry-based learning in science and environmental education, which have been
conducted to a great extent by all partners within the school partnership. The project activities are published, and in this way disseminated, on the SEAA project web site. They may be downloaded and used for educational purposes in schools, provided that the appropriate source of reference is kindly acknowledged.
communities within open science fair procedures and activities, in an attempt to inform and sensitise the general public. A thematic approach to solar energy has been planned to interweave formal, non-formal and informal teaching and learning approaches. These include investigations, hands-on activities and project work within formal and non-formal educational settings, but also within a free-choice learning environment involving outside classroom activities (e.g. on site visits
and science fairs). Shared project activities have been planned and conducted by groups of children in each partner school, encouraging pupils to learn from the experience of working on a
contributed set of ideas and projects from all participating countries. These activities, either core and/or peripheral, have been accumulated throughout the three-year project period and are presented and disseminated to the public through the SEAA website (URL: < http://9dimrethymn.reth.sch.gr/contents_en/Comenius.htm >).
In the following pages, a set of 20 hands-on investigations, activities and constructions on solar energy applications is presented, with original text and drawings. These activities have been developed throughout the three-year SEAA project period, 2005-2008. The activities include investigations with “hot boxes”, solar collectors, model greenhouses and photovoltaic cells and
motors. Constructions on solar energy applications include solar cookers (box and open panel ones), solar dehydrators, solar water heaters and solar toys, like solar toy cars and boats etc. This
appears to reflect on a core set of SEAA project activities, mainly focusing on approaches of hands-on and inquiry-based learning in science and environmental education, which have been
conducted to a great extent by all partners within the school partnership. The project activities are published, and in this way disseminated, on the SEAA project web site. They may be downloaded and used for educational purposes in schools, provided that the appropriate source of reference is kindly acknowledged.