Primary Education Teachers’ Attitudes Towards and Views on Differentiated Instruction on Geography

Abstract

This paper presents the results of a study on Primary Education teachers' attitudes towards and views on the implementation of differentiated instruction on Geography. The research tool was a questionnaire with 16 open and closed questions, which was distributed to a sample of 173 teachers teaching in 45 out of 99 pilot schools throughout Greece in 2014. The results of the research have shown that: a) a large number of teachers state that they are adequately, well and very well familiar with differentiated instruction; b) most teachers believe that students' learning readiness, interests, and learning profile -combined with the use of a series of educational equipment and materials -constitute a very crucial parameter for the proper implementation of differentiated instruction; c) most teachers maintain that research in groups is a very useful teaching strategy for differentiated instruction; and d) a significant number of teachers consider lack and organisation of teaching time as the main obstacle in designing and implementing differentiated instruction on Geography.

Augmented Reality in Primary School Geography: Cognitive Goals and Usability

“…According to the New Greek Curriculum, the teaching of Geography lesson in modern primary school's concerns both natural and human geography. Its aims are to raise awareness and cultivate students' curiosity about the world (Fokides 2019;Klonari & Koutaleli, 2017;Labrinos & Bibou, 2006). Based on these innovations that the New Curriculum wants to introduce, a new digital educational material was designed based on Augmented Reality technology for the teaching of the unit entitled "Atmosphere" in the geography course in the 6th grade.…”

Η Επίδραση Της Διαφοροποιημένης Διδασκαλίας Στην Επίδοση Των Παιδιών Νηπιαγωγείου

“…Suprayogi, Vackle & Godwin, 2017. Ωστόσο, παρόλο που θεωρείται μία αποτελεσματική και πολλά υποσχόμενη διδακτική προσέγγιση, η οποία λογικά θα έπρεπε να περιλαμβάνεται στην καθημερινή διδακτική πρακτική, αντιθέτως επικρατεί η τάση για αποφυγή της από τις εκπαιδευτικούς (Cha & Ahn, 2014. Klonari & Koutaleli, 2017.…”

“…Οι εκπαιδευτικοί αποτελούν τον παράγοντα κλειδί για την εισαγωγή και διατήρηση των οποιοδήποτε αλλαγών και καινοτομιών στην εκπαίδευση (Κακανά, 2008α). Στην περίπτωση της ΔΔ, είναι γεγονός ότι οι εκπαιδευτικοί, σε διεθνές επίπεδο, δεν είναι έτοιμοι να αλλάξουν με αυτόν τον τρόπο τη διδασκαλία τους και τον τρόπο που σκέφτονται για αυτήν (Cha & Ahn, 2014. Klonari & Koutaleli, 2017.…”