Science classes have a special meaning in all levels of education
and especially in Ellinogermaniki Agogi as they help students to
better understand the laws governing our world.
Students come in contact with physical phenomena outside school
life, at home, in the street, while playing and doing sports...
This contact though with physical phenomena isn't systematic due
to the fact that its order is coincidental and the child's primary
aim is not to critically analyse and understand it. The way to face
the phenomena isn't designed having in mind the reasons behind these
physical phenomena and the learning objectives are not pre-set.
On the contrary in school life, the curriculum/ materials that
the students are presented with are specially designed and organised
having as a base the teachers desire to achieve specific learning
basic aim of science lessons in our technologically advantaged era
is to provide sufficient education and learning skills that will
be useful throughout a student's life. To contribute to the development
of learning skills like observation and critical thinking as well
as to provide the necessary assistance for the creation of a critical
view in relation to crucial but everyday problems that have to do
As we can see from the above, science classes should have a practical
side. Science teaching should be closely linked with physical phenomena
we come across everyday. According to the theory of constructivism,
every student builds his/her perception of the world. The physical
reality is one and given, the way thought that each of us attempts
to understand it, is different. It develops as a process according
to personal encounters and other people's perceptions. Thus at a
schooling environment, more emphasis should be given at the development
of the learning skills that would enable students to form these
perceptions rather than the content of the learning material itself.
We should provide students with the chance of personal authentic
experiences that have to do with everyday observation. Furthermore,
besides the practical side of it and the development at a class
level the observation and interpretation skills in relation to the
world around us, science teaching need to transmit to the students
a certain methodology framework, a research system that is closely
linked to sciences. The development of observation skills, the creation
of a hypothesis and the research plan designed for the hypothesis
in a systematic way are taught through sciences but are also useful
tools in a number of other learning areas as well. The systematic
way of a scientific inquiry is a useful tool for students generally.
Ellinogermaniki Agogi the Guided Research Teaching model was chosen
as the most suitable teaching model for the accomplishment of the
above aims. This model uses in a number of ways experiments aiming
at the transmission of elements of the scientific methodology to
the students. Each physical phenomenon is reduced to a problem students
are called upon to solve. With the term Research in the title, emphasis
is given in the attempt to help students explore the research procedures
according to their already existing knowledge, the means available
and the methods according to their learning abilities. By what is
said above we can see that research methodology can be understood
even from a primary school student.
With the term Guided, emphasis is given to the fact that the learning-
researching course that the students take is not random or free
but it develops according to certain steps organised in a chronological
sequence. The teacher's role is to organise the students work and
coordinate their research initiatives according to this course of
action, having as an aim the understanding of learning structures
so that anything new can be fully understood.
One of the basic problems for the teaching of sciences is the lack
of linkage between the three levels of education, as there is no
continuity. In Ellinogermaniki Agogi, the teaching of sciences in
each level is organised having in mind an overall learning plan,
independent of the administrative separation of schooling into three
levels. The learning content is formulated according to the students'
age group and so is teaching. In each level, the learned content
is used and linked to new material that is going to be presented
to the students in the future.
The qualitative explanation of
the physical phenomena comes before the quantitative and formalistic
one. In this way, the teaching of sciences in Primary school
is focused mainly in a systematic observation. Students don't
face physical phenomena as random and are called upon to register
their development through methodological observation. Students
learn to organise their observations and to perform simple experiments.
Ιn Junior High School, teaching aims in the qualitative approach
of explaining phenomena with a gradual introduction into the quantitative
and formalistic approach.
In Senior High School, learning
is established with the conclusion of quantitative approach
and formalistic learning that is linked to phenomena whose qualitative
explanation has been given at a previous educational level.
Therefore students don't just learn formalism of by heart but
really understand its dimension as mathematically condensing
The science classes being taught in Primary school as well as Junior
and Senior High School are taking place in specially designed labs,
fully equipped for teamwork.
Science classes are enriched during excursions. All labs are linked
to the Internet. The development of the class is also supported
by the department's publications.