Science Education in Greece

Karagiannidis, Charalampos; Karamatsouki, Angeliki; Chorozidis, George

doi:10.1007/978-981-16-6955-2_24

Cited by 2 publications

(1 citation statement)

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“…Given that the newly introduced law for the upgrading of Greek schools allows free choice of school materials from approved school textbooks (Eurydice, 2022), we suggest that textbook authors must carefully plan what they are going to include in new textbooks in order to prevent reinforcing misleading information and stereotypes. It is also suggested that various national stakeholders, such as Photodentro, which is the Greek National Educational Content Aggregator for Primary and Secondary education (Karagiannidis et al, 2022) should include appropriate visual, print, and digital media educational material, with which a more realistic view will be attributed to science and scientists.…”

Section: Educational Implicationsmentioning

confidence: 99%

Greek Upper Primary Grade Students’ Images About Science and Scientists: An Alternative Descriptive Piece of the Puzzle

Chionas

Emvalotis²

2022

Front. Educ.

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This study examined the perceptions of upper primary grade level students about science, scientists, and their work. Participants were 284 fifth- and sixth-grade students (aged 10–12) from six urban areas of Attica (Greece). An open-ended questionnaire was employed for data selection. Students’ responses were analyzed both qualitatively (through thematic analysis) and quantitatively. The findings suggest that the participants in this study hold distinct perceptions of what science is, who a scientist is, and how science is done. Although most students referred to science and scientists in a positive light, our findings suggested that they held traditional and narrow perceptions of such issues (e.g., a scientist is a brilliant, talented person who works in natural sciences, science is a contributor to human welfare, or science is a product). Our data also suggested that the students could not make a clear distinction between science and technology, concepts that were used interchangeably in our study. Educational implications that may help breaking these naïve perceptions were discussed.

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Section: Educational Implicationsmentioning

confidence: 99%