keimena_1η ergasia 2011

8/3/2019 keimena_1 ergasia 2011

1/498

\

: -

2007


2/498

: -

2007


3/498

2

- :

:

. 406 . 153 41. 210 6010782 fax 210 6016375e-mail: [email protected]

ISBN 978 960 407 181 4


4/498

3

-, , , , - , -

. . 2009/92, - .. 250/92 - (, , , , ), - . To , , , . - ..45/1999, - 16 (...) - . - - , - , - ., :

. -

. .

. -

(...) .

- ( , , ..), / / -, .

- .


5/498

4

- .

.

-.

. -

, , - , , , -.

-


6/498

5

1 .......7

- , - ......7 /: , . ..15

: -, ......24

, ...37

: - , /...........48

: . - , .....63

: , ....74

, ..81 .

(Blended Learning), , - ......95

- : . / , ., ., . ..105

-, ..118

2...132 -

, - 132 / -

, .....144

3...159 . , . ..159

, . 169 . - -

, .. 183 ,

..195 (): - -

, .....208 -

, / ...218

4.....231 , , -

..231

, -, ...242 , .....250


7/498

6

5.262 , .262 /, -

.....280

6292 , -

......292

: -; .....303 ' -

. , . .309 -

: , , , ...324

, ...332

: , - , ....341

, ....355 :

, ..366 : -

, ......380

, - - ..389

, , ..399

- - : - , ..405

(-, , ), ....417

: project , , ...426

7.....436

(e-portfolio): , - ., ...436 : , ...446 , ..457 . /, ., . ..466

-. , ...478

, .487


8/498

7

- -

- ..

,

. - , . - - , - , , , .

: , ,

, .

-

-. , - . - - , - - (Scribner & Cole, 1992). - . , - (Schaffer, 1996). .

-. -, : ,, , , , - . , - (Wood, 1999). , , (Scribner & Cole,1992). -

, , , - .


9/498

8

(ress, 1999). , , , - - , , - , - , .. (, 2003). -

-.

(, 1992). -, - . - - (Faulkner & Woodhead, 1999). - . (, 1985.Bernstein, 1991. lmes, 2001). - - . -, . .

, - - (, 2005).

- . - - . Vygotsky (1997) . -

. -.


10/498

9

, -, . - - .

, -

- , - . , - (Moll &Whitemore, 1999). , - (Edwards & Mercer, 2001). - -, , , - . , . - Mercer (2000) - - .

, , , , - (Mercer, 2000).

, , - , - . , , -, .

- - . -

- , -


11/498

10

(Mercer, 2000). , - (Wood, 1999). , (Hughes &Westgate, 1999).

(Cole & Cole, 2001). - (social competence) . . , , , , - (Schaffer, 1996). - . - , (,1996). . - , - , - (, 2002). - , . , (Asher, Oden & Gottman, 1992). -

- . - , , (Asher et al,1992).

- - , , (Damon, 1995).

, - . , - - Piaget -


12/498

11

- - , , , , , - , , , , (, 2001). -

, (Vygotsky, 1997), - (, 1994). - (Roggof, Mosier, Mistry & Gfnco, 1999). - , . , - , - . - (Hoogsteder, Meier & Elbers,1999). , - , , (Faulkner & Woodhead, 1999).

- , -, , , , , , , -

. - - , , . - , , , , , , .. - , .

- .


13/498

12

(Mercer, 2000). - - -- .

: ,

, , . , , - .

. . , - (Tharp & Gallimore, 1999). , - , - , (Wood, 1999). . - .

, , , , - (, 1987, , 2000). - , - , , - , , , -, , - , , (Moll &Whitemore, 1999. , 2002. , 2005).

- , , ,


14/498

13

. - , , , - , , (Johnson & Johnson, 1992). -

, , , , (Azmitia, 1999).

, , , .. - . - , , - , , , -, , , , , . - , , -. , - , , . , -, , , .

21 , , , , - . , - ,

. . - , - Freire, (, 1999:16) , -. , - , , , , - , , - .

, - , , -, ,


15/498

14

- .

, . (1992). : . (. , .). -: Gutenberg. . (2005). , .

(2003). - . ., . (1987). - . ., . (1996). . -: ., . (2000). . : ., . (2002). . - . : ., . (2005). . , 289-303., . (1999). . : Gutenberg., . (2001). -. . (. , ., , ., ,.). : . .(2002). . ,8-11. . (1990). , . -: .

, . (1985). . - . : .Vygotsky, L.(1997). . -(. , . & , .). : Gutenberg.Asher, S., Oden, S. & Gottman, J.(1992). , -

: . (. , .). : Gutenberg, 136-157.Azmitia, M. (1999). . , (. ). . (. , .). : , 237-271.Bernstein, B. (1991). . (. , .).: .Cole, M. & Cole, S.R. (2001). . - . (. , .). .Damon, W. (1995). . (. , .). :

Gutenberg.Edwards, D. & Mercer, N. (2001). ,

. (., .). : , 237-255.Faulkner, D. & Woodhead, M.(1999). . (., .). : .olmes, J. (2001). Introduction to sociolonguistics. Longman: New York. Hoogsteder, .,Meier, . & Elbers, .( 1999). , - (.Woodhead, M., Faulkner, D. & Littleton, K.). : ., .210-229.Hughes, M. & Westgate, D. (1999).

. (., .). : , 249-261.Johnson, D.W. & Johnson, R.T. (1992). Positive interdependence: Key to effective coopera-tion. In Hertz-Lazarowitz, R., & Miller, N. (Eds.), Interaction in cooperative groups. Cam-bridge: Cambridge University Press, 174-199.


16/498

15

: -

-

. - , . - , - .

: , , ,

- , , . - , :

; ; - ; ; , , -

, ; -

- , , - .

- : , ex kathedra , - (, 1998; Sierpinska, 2002).

(authentic learning environment) ( ) -


17/498

16

, , - - ( & -, 2004, , 2000). Bonwell & Eison (1999) - , -, -, , , . , -

(.. , , ..) (, 2000,, 2001). - , (,1999). a priori , ( , ..), - (, 1999). - (, ..,2006, , .. 2006).

,

- . , - ,

..(Brophy, 1999). - - . - ( - , ). -, - -

(, 2003) ,


18/498

17

. , , , .

(Snowman, et al. 2006, Woolfolk, 2000) -

. . , - ( ). - , . , -, , , -, , , -, , .. (Vosniadou, 2001, -, 2000, , 2003, , 2004)

, - (,2000). - , , , , (Bonwel, 1996). Bonwel (1996), - :

i) - ,

..ii) .iii) .iv) .v) .

-

, , , , , - , - , - , , , ,

, , (-, 2000, , 2003). , .


19/498

18

, , - . - , . , - , - .

-, -, , . . - L. Vygotsky, , - (, 2002; -, 1997). . - , - (, 1999).

( & , 2002,, 1999) , , , . , , . - , , ( ), ( ).

() (), , , .

: ..

. :

- . -: , , , , -

. -


20/498

19

: .. , -.

: , .

, ,

, . Johnson, Johnson and Holubec (1999) , :

: - , . - - Logo, (simulation), - , ..

: , . , , , - , , ..

: - . . - , .

: . . , ,

-.

: - , . , -. . .

,

, , - (, 2000). -


21/498

20

, - , (Brousseau, 1997,Sierpinska, 2002)

-

- . - - , , -, . - , -- , - . , , , ..

-

. , Cabri, DirectManipulation, - , - . , , - , .., , - . Mariotti (2003) , Cabri - . - dragging () Vygotsky - , . K - modeling (Balacheff, 2001).

, , - - , -, ,

, . - - , -


22/498

21

(Unesco,2002).

(Fisher 1984, Mevarechet al.,1987, Webb,1984). Johnson, Johnson and Stanne (1999)

: - , - - . - . .

. - - . - , - - , - , - . - (Bandura, 1997, - ., 2001, ,2004, Paraskeva et.al 2006). (

) ( 1997).

- ,

- - .

- (collaborative learning) - (collaborative tools, virtual software, LMS)


23/498

22

(situated learning, authentic environments).

: . .. -

Vygotsky Bruner , - (J. Lave, E. Wenger, R.J. Spiro).

- ( ) -, .

(, - , , ). , - ( ), - Vygotsky , (J. Lave, E. Wenger, R.J. Spiro)

, - .

, , (, , , -).

- (self-regulation, meta-cognitive strategies, self-management).

- (self-assessment,learning procedure, heuristics, problem solving, problem based learning).

- -

, , - - (evaluation, self-evalaution).

- , , (self-reflectivethinking skills) . , , (resources management, self-regulated learners, self-management).

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.


24/498

23

Bonwell, C. (1996). Building A Supportive Climate for Active Learning. The National Teachingand Learning Forum, 6(1), 4-7.Brophy, J.(1979). Teacher behavior and its effects.Journal of Educ. Psychology, 373-750.Brousseau, G. (1997) Theory of didactical situations in mathematics. Dordrecht: Kluwer.Fisher, G. (1984). The social effects of computers in education. Electronic Learning. 26-28.Johnson, R., etc (1985). Effects of cooperative, competitive, and individualistic goal struc-tures on computer-assisted instruction.Journal of Educational Psychology, 77, 668--677.Mevarech, Z. R., Stern, D., & Levita, I. (1987). To cooperate or not to cooperate in CAI:That is the question.Journal of Educational Research. 80(3). 164-167.Paraskeva, F., Bouta, ., Papagianni, A. (2006). ndividual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice, ., , . (2002). , , : Snowman, J. & Biehler, R. (2006). Psychology applied to teaching, Houghton Mifflin Co., N.Y.Unesco (2002). ICT inTeacher Education, a planning guide, Paris.Vosniadou S., (2001). How Children Learn, Educational Practices Series, The InternationalAcademy of Education (IAE) and the International Bureau of Education (UNESCO)Webb, . . (1984). Microcomputer learning in small group: Cognitive requirements andgroup processes.Journal of Educational Psychology, 76(6), 1076-1088.Woolfolk, A.E. (2000). Educational Psychology, 6th ed. Allyn and Bacon, Boston., . (2002). Vygotsky, . ., . (1998). -, : Gutenberg, . ( 1999). / /. , 4, 112-132., . (1997).

. III, . . . , : Gutenberg, 21-38., . (2000). , IV, . . . , : Gutenberg, 327-344., . (2000) , : Leader Books., . (2004). , . , ., ., , ., , ., & . (2006). -

, www.math.uoa.gr/me/faculty/spirou/Spyrou%209.pdf, . . (2000). , :..M, . . (1997). . : - . , : Gutenberg., . (1999). (Constructivism) .

, 4, 136-153.- ., (2001). : , , - , . , , (2003): , , .8, : 5-19 ., , . (2006). -

: . ., , . (2004). . . 21 .., : 359-372., . (1998). . , : .Sierpinska, A. (2002). Lecture Notes on the Theory of Didactic Situations. .. . - ( . ), ., (2003). , ., . (2001). . - , 5, 7 21., . (2000) : , .. , . (1999). - . : .


25/498

24

:

. ....

-

. o . - . - , - (Dillon, 1988). - . - , , - .

: , ,

-

. - - , - (Dillon,1988). - , (UNESCO, 1980, : Chin, Brown, &Bruce, 2002). -, , , . (Dohmen, 2001). -

, - , - .

, - -, . - -, , , - ,

- -.


26/498

25

. - . , (-, 2003. , 2001), .

. - , - project, - , , - (Kronenberger & Souvignier, 2005). , -, (Chin, etal., 2002). - -, (Mercer, 2000).

, - , . . , (.. Project, , - , , ..) , - (, 1998:88).

, -

, - . , - (Beck, 1998). , - : () / (Mercer, 2000:37). , , - , - - : , .


27/498

26

,

- , , - 20 (, 1984). ,

. . 20 HudoGaudig , - , - (Mueller, 1969. Dohmen, 2001). , - , , , (Mueller, ..).

H. Gaudig , - : , , - , , (Mueller, 1969. , 1983. , 1984).

-, H. Aebli (1989), , .

, , - , - . , , , - , (Aebli, 1989).

Aebli - , (, 1998). -

, - ,


28/498

27

, . , - , , (Mercer, 2000. Steinig, 1995).

-

. - , , , (Beck,1998). - , , .

(constructiv-ism) , . - , (Watt, 1996), . , - , -, (Chin, et al.,2002). , , (Columba, 2001). , (, 1984. ,2003).

, . - , . , , , - . , - , , (Beck, 1998)

, , ,


29/498

28

. . (Chin, et al., 2002). - . , , - , -

, (Beck, 1998). , , - (Elstgeest, 1996. -, 1983. , 1990).

, , , (-, 1988). , - .

- - - , - -. - (Beck, 1998. Steinig, 1995).

, - , ,

. , - - -. , - , .

;

- (-

, 1991, , 1987, , 1991. , 1990). (1985) 5 ,


30/498

29

(1995) 10-15% . (2000), - 8% . - , (Baumfield, & Mroz, 2002. Gal, 1984. Galton, et al., 1999.

Myhill & Dunkin, 2002). Mercer - , , - (2000:78).

, - - : ) - , ) - ) . - , - - - (, 2006).

, -, - , - (, 1998. , 1988. , 1988.Petersen & Sommer, 1999. Watt, 1996). , : -

. - , - (Chin, 2004. Dillon, 1988 Dillon, 1991). - , Dillon(1988) : - .

- -. , -

-, (, 1990). ,


31/498

30

, , , . - , . , ,

, - , .

. - , - , , (Chin, et al., 2002. ,1990). , - (Mercer, 2000:59)

, - - . , (Galton, et al., 1999). -,

, . - , - , . , - , , .

, . -


32/498

31

.

, , -. , - - . ,

- (, 1985), . , - , , (, 1984). . - , . - , (,1990).

. - . - - , .

, , - , .

- , , - (brainstorming) (-, 2003) - (Chin, et al., 2002). , -

. , -


33/498

32

, . . - - . - , .

, Dillon (1984) . - , . - , , Dillon : ) - , , . ) , . ) , , , , , -. ) - . ) , ) .

-

,

, . , , , , - , , (, 2004). , - - , , - (Chin, 2004). , , , ,

. , - , , -


34/498

33

(, 1990). -, , , . , , - (Galton et al., 1999). , ,

- . , -

, - - . , - , . , , - . , , , , ... , , - (, 2003). , - , . - - , ( , ) -, - (, 2001).

- - , - . - , , . - , ,, , , , - . ,

, , , , -


35/498

34

. -, , , - . , . , - (, -, , , , ..)

, - , -, - , .

- , , . , - , - (-, 2003). , - , . - , , (Aebli,1989). -, , -.

. - , , -

, -. -, - (Baumfield, & Mroz, 2002). - , . , . . -, . , - .

-, , -


36/498

35

, , - , - (Beck, 1998). , - , , .

, , . , , . , - , . .

Aebli, H. (1989). Zwoelf Grundformen des Lehrens. Klett-Cotta: Stuttgart.Baumfield, V. & Mroz, M. (2002). Investigating pupils questions in the primary classroom.Educational Research, 44(2), 129-140.Beck, T.A. (1998). Are there any questions? One teachers view of students and their ques-tions in a fourth-grade classroom. Teaching and Teacher Education, 14(8), 871-886.Chin, Cr. (2004). Questioning students in ways that encourage thinking. Teaching Science,50(4): 16-21.Chin, C., Brown, D.E. & Bruce, B.C. (2002). Student-generated questions: a meaningful as-pect of learning in science. International Journal of Science Education, 24 (5): 521-549.Columba, L. (2001). Daily classroom assessment. Education, 22 (2): 372-374.Dillon, J. (1991). Questioning the use of questioning. Journal of Educational Psychology,83(1):163-164.Dillon, J. (1988). Questioning and teaching: A manual of practice. London: Croom Helm.Dillon, J. (1984). Research on questioning and discussion. Educational Leadership,42(3):50-56.Dohmen, G. (2001). Das informelle Lernen. Die internationale Erschlieung einer bisher ver-nachlaeigten Grundform menschlichen Lernens fr das Lebenslage Lernen aller.Bonn:Gnther DohmenElsgeest, J. (1996). Die richtige Frage zur richtigen Zeit. Die Grundschulzeitschrift,96: 22-29Gal, M. (1984). Synthesis of research on teachers questioning. Educational Leadership, 42(3): 40-47Galton, M., Hargreaves, L., Comber, C., (1999). Changes in patterns of teacher interaction inprimary classrooms: 1976-96. British Educational Research Journal, 25 (1): 23-37.Kronenberger, J. & Souvignier, E. (2005). Fragen und Erklaerungen beim kooperativen Ler-nen in Grundschulklassen. Zeitschrift fuer Entwicklungspsychologie und Paedagogische Psy-chologie, 37(2): 91-100.Mercer, N. (2000). . - (. ), : .Mueller, L. (1969). Die Schule der Selbsttaetigkeit von Hugo Gaudig. Bad Heilbrunn: Klink-hardt.

Myhill, D. & Dunking, Fr. (2002). Whats a good question? Literacy Today, 33: 8-9.Petersen, J. & Sommer, H. (1999). Die Lehrerfrage im Unterricht. Ein praxisorientiertes Stu-dien- und Arbeitsbuch mit Lernsoftware. Donauwoerth: Auer verlag.


37/498

36

Steinig, W. (1995). Experten im Unterricht. Nicht Lehrer - Schueler stellen die Fragen. Pae-dagogik, 1: 41-45.Watt, D. (1996). An analysis of teacher questioning behavior in constructivist primary sci-ence education using a modification of a descriptive system designed by Barnes and Todd(1977). International Journal of Science Education, 18(5): 601-613., K. (1998). . -

. : Gutenberg., .. (2003). . -. : . . (1988). . . :, .. (1985). . . : . . (1983). . Z, 5-6: 196-197. . (1984). . .. Z, 7-8-9: 270-274. .(1988). . : . (1991). . , 14-15: 5-32., . (2001). . . : Gutenberg.-, . (2003). . : - .-, . (2003). - . , 3: 101-118., . (2001). . . -. : .

. (1987). . - . , 6: 5-22., . (1985). : , - . , 25: 77-86., . (2004). .. : . . .(1984). . -, 4:3-25, 5:63-79, 6:55-67., . (2000). .. , 426-427 (6-7): 303-312. . (1991). . , 24: 56-61.,. (2003). . . . /, 67-68:91-94., . (1995). , . . : ., , &. (.): : - (.328-367). : .

, . (2006). : . , 2: 237-261., . (1990). . , 18-19:160-171


38/498

37

, , , , . - . ,, , , , , -. .

: ,

H o ,

- , . , .

- , . , -, , , , .

, .

- (Johnson / Johnson, 1993:1:7, -, 1998: 36 - 38).

, -

, , , -

-. , - .


39/498

38

. , , , (- Cousinet, . , 1976: 59, 60). -

. - , (Johnson / Johnson, 1993: 3:7). , , - (, 1987: 20)., , , (- Leechor, . Terwell et. al., 1994: 221).

-

. , - . , - ( ,, , -, .) (, 1987: 24).

. - , . (.. -

, , ) (Meyer, 1987: 45, Sharan,1985: 336, 336).

, . - - . , .

, (Slavin, 1996: 62).


40/498

39

- , - , 20, , K. Kafka, , . K. Lewin - . Kafka - ,

. - M. Deutsch, D. Johnson R. Johnson (Johnson / Johnson, 1993: 3:5).

, - . - , , , - , - , - (, 1987: 22, , 1992: 33).

, , , , , , , , , - (Jacques et.al., 1998: 30 - 34, Lyman et.al, 1993: 72). , -, , - (Slavin,1996: 50).

,

.

, , . - (Johnson / Johnson, 1993: 3:7).

, - . . , -

- , . -


41/498

40

, - , - (Meyer, 1987: 254 260).

. - -

- , - (Slavin, 1985: 12).

- . - . o o - , . , -. - . - (, 1987: 160,Piaget, 1979:191, 192).

- (-, .), : , , - , , - ( , ,, ), ,

, , , - , , , -, , (, 2001: 97, , 1982,, 1996: 40 63, Johnson / Johnson 1985: 106- 119, Lou /Abrami, 1996: 423 458, Slavin, 1996: 55, Stevens / Slavin, 1995: 321 351, / , 2001: 83, Johnson / Johnson, 1980: 134,Johnson / Johnson, 1993: 3:3..

19 (Meyer, 1984: 66). -


42/498

41

- - (, 1980: 18). , B. Otto, G. Kerschensteiner, P.Petersen, O. Decroly, R. Cousinet, .... A. Makarenko, ... C. Fr. Parker, J. Dewey, W. Kilpatrick, C. Washburne, .Lewin, M. Deutsh, R. Lippitt. 1970 -

D. Johnson, R. John-son R. Slavin, S. Kagan , S. Sharan Y. Sharan . , . -, . , . , . . (-, 2001: 24 29).

- (, , ) ( - . . , 1995: 58, 100 2006: 60). - , - (... - .., 2002).

, - . , - , , (Stodolsky, 1984: 120).

, . . 2 4 , , , . , . - , . - .

. - -


43/498

42

(Graves , 1992: 70, Lyman et.al., 1993: 23, s,1987: 30).

-

. - , ,

, , , .

, . - . - 3 4 . - , - , , , .

- . , , - , . 6 , - - . , - ( - 1989: 35, Bennett / Dunne, 1992: 114,Jaques, 1987: 291, , 1976: 64).

,

, , , , ..

. , - (Johnson / Johnson, 1975: 92).

- . , (..

: , , , ) , - , -


44/498

43

. , - . - (Johnson / Johnson, 1993:2:9).

. ,

, , (Bennett / Dunne,1992: 128, 129).

. . (Foxman,1989: 151, 152). , , , . , , - ( ). , - (Graham, 1990: 20 -25). - . , , - (Taylor, 1971: 36).

, - . -

, , , , - . . , - , . : - , ( -), , . , , (,

, .). , , , , , ,


45/498

44

(Bennett / Dunne, 1992: 32, Lou / Abrami, 1996: 428,Meyer, 1987: 93, Taylor, 1971: 36).

- ( ). , .. , , - , , - , . -

. - (Kelly, 1976: 46).

-

. . , -, , , - , - - . - :

: : - - - - - -

: : , , -

- (, 1987:70, 71, Lyman et.al., 1993: 30 340).

, , :

,

. . - - (, ), , , . - : - .

. - . - , , - . -

. , : , - ,


46/498

45

, , , - -.

. - . , : 1 , 2

, 3

, 4

(, 1987: 134, 135, Meyer, 1987:149, 150).

, - . , . - . , . - , - , - -. - (Bennett / Dunne, 1992: 135, 136, ,1998, 152 154, Stodolsky, 1984: 115,).

, . . . , , -. , .

. , - , , , .

, . , , - , - , . - ,

: - ; ; ; -; ; ; -


47/498

46

; ; . (, 1987:148 - 152, Lymanet.al., 1993: 34, 113, Meyer1987: 150, 211, 212). - - , - .

- -

. : - , - . , - - . - (-, .). - , - . - , - , , - (Bennett / Dunne, 1992: 135, 136, Kerry / Sands, 1982: 38,39, , 1988: 13).

, - . - . , -, (Dishon/ OLeary, 1989:47, 48).

, - .

- , . (1989). . : ., . (2001) . . : ., . (1982). . : ., . (1996). - . . 79, 40 - 63., . (1987). . : ., .-,. (2001). , -

- (. 79 84). : ...., . (1987). - . .,.(1980). ., . (1987). . : .


48/498

47

, . (1998). . : .Meyer, E. (1984). (. . ). 8, 66 -100.eyer, E. (1987). . ., (. . )./: ., . (1992). . . . . . 18, 33 - 34.Piaget, J. (1979). (. . ). : ., .(1976). . , . - , . (1995, 1 ) (2006, 2 ). / , : ., . (1988). . .... - .. (2002). .Bennett,N.-Dunne, E. (1992). Managing Classroom Groups. London: Simon & Schuster Educ.Dishon,D.-OLeary, W. (1989).A Guidebook for Cooperative Learning. Florida: Learning Pub-lic.Inc..Foxman, J. (1989). Communicating Mathematical Ideas. London.Graham, S. (1990). Communicating low ability in the classroom: Bad things teacherssome times do. In S. Graham / V. Folkes (eds.), Attribution theory: Applications toachievement, mental health and interpersonal conflict(pp. 17-36). Hillsdale,New Jersey: Lawrence Erlbaum.Graves, L. (1992). Cooperative Learning Communities.Journal of Education, 174,2,57 - 79.Jaques, D. (1987). Group Teaching. In M. Dunkin (ed.), The International Encyclopediaof Teaching and Teacher Education (pp. 288 298). Pergamont Books.Jacques, N./Wilton,K./Townsend,M.(1998). Cooperative learning and social acceptance ofchildren with mild intellectual disability.Journal of intellectual disability research, 42,29-36.Johnson, D./Johnson, R.(1975). Learning Together and Alone. Minnesota: Prentice Hall Inc..Johnson, D. / Johnson, R. (1980). Group Process. In J. McMillan, The Social

Psychology of School Learning (pp. 130 - 141). New York: Academic Press.Johnson, D. / Johnson, R. (1985). The Internal Dynamics of Cooperative Learning Groups. InR. Slavin (ed.), Learning to Cooperate, Cooperating to Learn (103-124). NY: Plenum Press.Johnson,D./Johnson,R.(1993). Cooperation in the Classroom. Minnessota: Johnson Holubec.Kelly, A. (1974). Teaching Mixed Ability Groups. London: Harper and Row.Kerry, T./ Sands, M. (1982). Handling Classroom Groups. London: Macmillan Education.Lou, Y./Abrami, P. (1996). Within Class Grouping. Review of Educ. Research. 66,4,423-458.Lyman, L. / Foyle, H. / Azwell, T. (1993). Cooperative Learning in the Elementary Class-room. West Yorkshire: National Education Association.Sharan, S. (1985). Cooperative Learning in Israeli Junior - High - School. In R. Slavin(ed.), Learning to Cooperate, Cooperating to Learn (pp.336-344). New York: Plenum Press.Slavin, R. (1985). An Introduction to Cooperative Learning Research. In R. Slavin (ed.),Learning to Cooperate, Cooperating to Learn (5-15). New York: Plenum Press.Slavin, R. (1996). Cooperative Learning. Boston: Allyn and Bacon.Stevens, R./Slavin,R. (1995). The cooperative Elementary School: Effects on students

achievement, attitudes and social relations.American Educ.Research Journal. 66,4 ,321-351.Stodolsky, S. (1984). Instructional Process in Peer Work Groups. In P. Peterson (ed.), TheSocial Context of Instruction (110-123). Orlando: Academic Press.Taylor,J.(1971). Organizing and Integrating the Infant Day. London: George Allen and UnwinTerwell, J. / Herfs, P. / Mertens, E. (1994). Cooperative Learning and AdaptiveInstruction in a Mathematics Curriculum.Journal of Curriculum Studies. 26, 2, 217 - 233.


49/498

48

:

. / M. ,

. - - . .

: , , -.

-

. - ,

, , , . , -

- , - (Johnstone & Al-Shuaili, 2001). O - ,

. , (Lazarowitz & Tamir, 1995).

, - - (Gott & Duggan, 1996). - (LSE- -) :

,


50/498

49

(Sere ..,1998).

:) .) .) .

- . ; - -, , - . , , - . , - ;

Sutton (1985) , - . , - .

Kerr (1963) 1961 , - , , - , , - -

. . :

. , , -. . . . -. . -

. . .


51/498

50

(Lynch & Ndyetabura, 1983, Kempa &Ward, 1988, Gunstone, 1991). err .

, - . Domin (1999), , - . - (expository - verification laboratory), - (inquiry laboratory), (discovery laboratory) (problem-based laboratory).

-: , . - , - . -, . , -, . - - - (deductive) . - , . - (inductive). - , . -

.

( , ). . - -.

- . -

, .


52/498

51

, . -, - , . , - , - .

. - . , , (Garratt, 1997), - , - .

- - . - , - . - , , . , . (Garnduff & Reid, 2001, Nicholls,1999), -.

. , - .

, . .

Lagowski (1990) - -, - . - , , , . , , , -

. Johnston Al-Shuaili (2001)

, -


53/498

52

. - , .

Montes Rockley (2002) , - ..., :

. .

-, , - - . , standards (Na-tional Science Education Standards, National Research Council, Washing-ton DC, 1996). -.

- . - , - -.

. - , - .

- -. . - , .

- .

-. - , -


54/498

53

- . , .

Montes Rockley (2002) , , ... , -.

. - , - . . , - .

. , , , . Raths .. (1986) . , , , , , .

, . - -, . , - .

Johnstone Al-Shuaili (2001) - . .. - , , , . - - , .

.


55/498

54

. - .

- -

National science education standard . - .

- (inquiry experiments)(Spencer, 1999, Domin, 1999). , .

Montes Rockley (2002) 15% , 8-12 ( -) - 5% - . - - .

, (Wright,1996). . , . .

- Duggan Gtt (1995) - - -. , , , -. - Bloom (1980), , .

Wright (1996) -, , -

, .


56/498

55

, , -, .

, . - - . ,

, - , (Domin 1999).

, - , , - 1992. (, 1997) . - , . - (Lefour & Meheut, 1996), , - .

1996, , - , , , (BOEN, 1996). - - . - -

2000-01. Laugier Dumon (2003)

. o (social-constractivism). . Piaget, , -. - () , Vygotsky.


57/498

56

- - , (Dupont, 1992, Furio Mas ., 1994). . -

- , , , , - - .

(situations - problems) . - , -

. -.

, , (Furio Mas ., 1994, Millar,1996).

N .

, .

, .

, -. -, - , - - .

- - .

-

.


58/498

57

. - , - .

-,

, . - - project . - -, .

. , , - .

- . . .

. . - . -. - (Laugier &Dumon, 2003).

, -, - -

. - Schneeberger (1999) -


59/498

58

.

- , , . ,

/ .

. - . - . , , - .

- . , , - . , - , - .

-

. (isomor-phisme) . Furio Mas .. (1994) , , - .

, , . , .

Laugier (1998) , - , ,

-, , , ,


60/498

59

. - .

, , - , . ,

.

-

. - - .

, , . . , .

. Brousseau (1998)

- . - .

, , . - , , .

- . - .

-

, - ,


61/498

60

.

. . - , , .

- .

(cogni-

tives), (affectives) (psychomotors) - . , - - - .

- - - - . - - . , - , - - (Allen ., 1986).

, - , , - . . .

, - .


62/498

61

- . - , , , , .

-

. - .

- . , .

Allen, J. B., Barker, L. N., Ramsden, J. H. (1986). Guided inquiry laboratory. Journal of

Chemical Education, 63 (6), 533-534. hors srie No. 1 du 13/02/97, No. 45 du 12/12/96, No. 6 du 12/08/99 Programmedu cycle central du collge.Brousseau, G. (1998). Thorie des situations didactiques. La Pense Sauvage, Grenoble.Domin, D. S. (1999). A review of laboratory instruction. Journal of Chemical Education, 76(4), 543-547.Duggan, S., Gott, R. (1995). The place of investigations in practical work in the UK NationalCurriculum for Science. International Journal of Science Education, 17, 137-147.Dupont, M. (1992). Quelques problmes poses par lvaluation des raisonnements en sciencechez les lves.Aster, 15, 121-144.Furio Mas, J. Barrenetxea, J. I., Reyes Martin, J. V. (1994). La rsolution de problmescomme recherche. Une contribution au paradigme constructiviste de lapprentissage dessciences.Aster, 19, 87-102.Garnduff, J., Reid, N. (2001). Enhancing Undergraduate Chemistry Laboratories: Pre- and

post-laboratory exercises. The Royal Society of Chemistry, London.

Garratt, C. J. (1997). Virtual investigations: ways to accelerate experience. University Chem-istry Education. 1, 19-27.Gott, R., Duggan, S. (1996). Practical work: its role in the understanding of evidence in sci-ence. International Journal of Science Education, 18 (7), 791-806.Gunstone, R. F. (1991). Reconstructing science from practical experience. In Practical Sci-ence, ed. B. Woolnough, Open University Press, Milton Keynes.Johnstone, A. H., Al-Shuaili, A. (2001). Learning in the laboratory; some thoughts from theliterature. University Chemistry Education, 5, 42-51.Kempa, R. F., Ward, J. E. (1988). Observational thresholds in school chemistry. International

Journal of Science Education, 10 (3), 275.Kerr, J. F. (1963). Practical work in school science: An account of an inquiry into the natureand purpose of practical work in school science teaching in England and Wales, LeicesterUniversity Press, Leicester.Lazarowitz, R., Tamir, P. (1995). Research on using laboratory instruction in science. InGabel, D. (Eds) Handbook of research on science teaching and learning (pp. 94-128). Mac-

millan N.Y.Laugier, A. (1998). La reprsentation de la raction chimique dans les niveaux macroscopi-que et microscopique. Contribution au reprage des obstacles epistemologiques. Un exempleen classe de seconde. Thse de lUniversit de Pau et des Pays de lAdour.


63/498

62

Laugier, A., Dumon, A. (2003). Rsolution de problme et pratique exprimentale: analysedu comportement des levs en dbut seconde. Chemistry education: Research and prac-tice, 4(3), 335-352.Lefour, J. M., Meheut, M. (1996). Les nouveaux programmes de chimie du secondaire.LActualit Chimique, Juillet-aout, 5-9.Lynch, P. P., Ndyetabura, V. L. (1983). Practical work in schools: an examination of teachersstated aims and the influence of practical work according to students.Journal of Research inScience Teaching, 20 (7), 663-671.Millar, R. (1996). Investigations des lves en science : Une approche fonde sur la connais-sance. Didaskalia, 9, 9-30.Montes, L. D., Rockley, M. G. (2002). Teacher perception in the selection of experiments.

Journal of Chemical Education, 79 (2), 244-247.Nicholls, B. (1999). Pre-laboratory support dedicated software. University Chemistry Educa-tion, 3, 22.Raths, L. E., Wassermann, et al. (1986). Teaching of thinking: theories, strategies and ac-tivities for the classroom. Teacher College, Columbia University, New York.Schneeberger, P. (1999). La pratique exprimentale dans la classe : Une tude de cas enpremire S. Actes du colloque de lARDIST L actualit de la recherche en didactique dessciences et des techniques (pp.173-177). ENS Cachan, Paris.Sere, M. G., Leach, J., Niedderer, H., et al. (1998). Improving science education: Issues andresearch on innovative empirical and computer-based approaches to labwork in Europe, FinalReport.Sutton, A. (1985).An introduction to assessment and evaluation processes and procedures.University College, Gardiff.Spencer, J. N. (1999). New directions in teaching chemistry: A philosophical and pedagogicalbasis.Journal of Chemical Education, 76 (4), 566-569.

Wright, J. C. (1996). Authentic environment in analytical chemistry using cooperative meth-ods and open-ended laboratories in large lecture classes.Journal of Chemical Education, 73(9), 827-832.


64/498

63

: - . -

-

() - , , , . , , - , - , . - . - ( ) - . , , , . , , . /, - .

: , , ,

Jerome Bruner(1961)

(discovery learning), , - - -, , . - Bruner, , , . (,2002). , - , ( ) , - .

Bruner , , , - - (spiral organization), . , - , - , , . (cognitiveapprenticeship), Collins Brown Newman

(Collins, Brown, & Newman, 1989), ,


65/498

64

. : . - Bruner, () - , , - . , , ( Bruner)

, ., Bruner (-), (Klahr and Dunbar 1988). - , - - .

- ( ).

Shannon (1948) - - . - ( , , , ) , , (Markman & Dietrich 2000). - , - . - -

.

-

-.

, (.. ). , , - , .

,

.


66/498

65

. , , -// , - , -

-. , , . - (Jonassen, 2000).

.

- - -. :

, -

,

-

. (,2006, Sedig et al., 2001)

- -- ( / , ) (Jonassen et al.,1993)

- - (Sedig et al. 2001)

( -


67/498

66

- ) - . - (Alessi and Trollip's 1985):

( ), (procedural simulations) ,

(situational simulations ) ( ) (processsimulations) . , .

, :

. - : , , .

. : () () - , -. - , -,

.

. - - : - (self-driven) , .

, -

.

. .

, - (.. ) .

, , .. - , .

:


68/498

67

) , ) (fidelity) ) - .

, . - : ( , . ), - (..

, ..) (.. ). -

- ( ), - / , - - (Leung,A, 2003). - - - (De Hoog, De Jong,& De Vries, 1991).

- , - , - (Alessi & Trollip, 1985; Reigeluth & Schwartz, 1989). - . , , , -

, . - .

-

) , ) , ) , ) , - , ) ) .(de Jong, .. 1998). -

. - Lajoieand Derry (1993), -


69/498

68

- , , - .

- (scaffoldings) - - . - -

(deJong, 2006). - : ( - ), ( , .. , .), ( ), / ) .(Quintana et al 2004)

: - (De Jong & Njoo 1992, Friedler, Nachmias, and Linn 1990). - . (Njooand De Jong 1993 , Reimann 1991).

- .

: - - (Van Joolingen & de Jong, 1993). - - . - (Pltzner & Spada,

1992). - ( )


70/498

69

- (.. , , -, , )

, - - . - (

) . - ( , - ), - . - - (, ) - - - .

) - (, , ) ) ( ). , - - , - - .

, ( , ,

), , .(de Jong et al., 1996 , Swaak, van Joolingen & de Jong, 1998). (Zele,Hoecke, & Wieme 2003).

. .. - , , - , - . Shute and Glaser(1990) 30 -

: -, - , .


71/498

70

- . - , . - . (Veenman 1993). - -

Veenman (1993), .

-

, (de Jong, 1998) : , , , - . , , - - - (Chinn & Brewer

1993), -

, - - (Lawson, 2002). - (Keselman,2003). , - , (Schaubleet.al 1995). , (Lewis et.al

1993), - (Manlove et.al 2006).

- - .

-

, -

- - .

(, , )


72/498

71

, , ( ), - , .

. - - , -

. - - .

, - (exploratory models), - (expressive models) (Bliss et.al 1996). / , , - :

1. - ; ;

2. - ; ;

3. ;

4. - (verification) (validation); -/ ;, - /;

5. -

, - / (Psycharis, S., Makri-Botsari, E. &Paraskeva, F 2006).

- .

Alessi, S.M., & Trollip, S.R. (1985). Computer based instruction, methods and development.Englewood Cliffs, NY: Prentice-Hall.Bliss J. (1996). Externalizing thinking through modeling: ESRC tools for exploratory learningresearch program, in Vosniadou, S., De Corte, E., Glaser, R. & Mandl, H. (eds.), Interna-tional perspectives on the design of technology-supported learning environments, 25-40,New Jersey: Lawrence Erlbaum Associates.

Bruner, J.S. (1961). The act of discovery. Harvard Educational Review, 31.Chinn, C.A., & Brewer, W.F. (1993). The role of anomalous data in knowledge acquisition: Atheoretical framework and implications for science instruction. Review of Educational Re-search, 63, 1-51.


73/498

72

Collins, A., Brown, J. S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching thecrafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, Learning andInstruction, Hillsdale, NJ: Lawrence Erlbaum Associates.de Jong, T., Hrtel, H., Swaak. J., & van Joolingen, W. (1996). Support for simulation-basedlearning; the effects of assignments in learning about transmission lines. In A. Daz deIlarazza Snchez & I. Fernndez de Castro (Eds.), Computer aided learning and instructionin science and engineering Berlin, Germany: Springer-Verlag.de Jong, W.R. van Joolingen, J. Swaak, K. Veermans, R. Limbach, S. King & D. Gureghian(1998). Self-directed learning in simulation based discovery environments,Journal of Com-

puter Assisted Learning, 14.de Jong, T., & Njoo, M. (1992). Learning and Instruction with computer simulations: learningprocesses involved. In E. de Corte, M. Linn, H. Mandl & L. Verschaffel (Eds.), Computer-based learning environments and problem solving (pp. 411-429). Berlin, Germany: Springer-Verlag.de Jong T(2006) Computer Simulations: Technological Advances in Inquiry Learning, Sci-ence.de Hoog, R., de Jong, T., & de Vries, F. (1991). Interfaces for instructional use of simula-tions. Education & Computing, 6, 359-385.Friedler, Y., Nachmias, R., & Linn, M.C. (1990). Learning scientific reasoning skills in micro-computer-based laboratories.Journal of Research in Science Teaching, 27.Jonassen, D., Mayes, T., McAleese, R. (1993).A manifesto for a constructivist approach touses of technology in higher education. In Duffy, T.M., Lowyck, J.,Jonassen, D.H. (1993). Designing Environments for Constructive Learning (vol. 105, pp.189-212). Berlin: Springer-Verlag, NATO ASI Series, Series F: Computer and Systems sci-ences.Jonassen,,D,H. (2000). Computers as Mind tools for Schools: Engaging critical thinking. Co-

lumbus.OH:Merrill/Pentice-HallKeselman, A (2003) Supporting inquiry learning by promoting normative understanding ofmultivariable causality.Journal of Research in Science Teaching, vol. 40 , Issue 9Manlove, S., Lazonder, A.W., & De Jong, T. (2006). Regulative support for collaborative sci-entific inquiry learning.Journal of Computer Assisted Learning, 22(2).Markman, A. B., Dietrich, E., (2000). In Defense of Representation. Cognitive PsychologyKlahr, D., & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Sci-ence, 12.Lajoie S. & Derry S. (1993). Computers as cognitive tools. Hillsdale, NJ: ErlbaumLawson, A.E. (1978). The development and validation of a classroom test of formal reason-ing.Journal of Research in Science Teaching, 15, 11-24.Leung, A.C.K (2003). Contextual issues in the construction of computer-based learning pro-grams.Journal of Computer Assisted Learning 19 (4), 501516.Lewis, E.L., Stern, J.L., & Linn, M.C. (1993). The effect of computer simulations on introduc-tory thermodynamics understanding. Educational Technology, 33.

Njoo, M., & de Jong, T. (1993). Exploratory learning with a computer simulation for controltheory: Learning processes and instructional support.Journal of Research in Science Teach-ing, 30.Pltzner, R., & Spada, H. (1992). Analysis-based learning on multiple levels of mental do-main representation. In E. de Corte, M. Linn, H. Mandl & L. Verschaffel (Eds.), Computer-based learning environments and problem solving. Berlin, Germany: Springer-VerlagPsycharis, S., Makri-Botsari, E. & Paraskeva, F.(2006) A Computer Simulation: Before orAfter the Instruction?. International Journal of Learning. Volume 12, Issue 8.Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). Ascaffolding design framework for software to support science inquiry.Journal of the LearningSciences, 13(3).Reigeluth, C.M., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations.Journal of Computer-Based Instruction, 16Reimann, P. (1991). Detecting functional relations in a computerized discovery environment.Learning and Instruction, 1.Schauble, L., Glaser, R., Duschl, R. A., Schulze, S., & John, J. (1995). Students' understand-ing of the objectives and procedures of experimentation in the science classroom. The Jour-nal of the Learning Sciences, 4.Sedig, K., Klawe, M., Westrom, M. (2001). Role of Interface Manipulation


74/498

73

Style and Scaffolding on Cognition and Concept Learning in Learnware.ACM Transactions onComputer-Human Interaction, 8 ( 1), March 2001.Shannon, C .A Mathematical Theory of Information, Bell System Technical Journal, 27(1948),Shute, V.J., & Glaser, R. (1990). A large-scale evaluation of an intelligent discovery world:Smithtown. Interactive Learning Environments, 1.Swaak, J., van Joolingen, W.R., & de Jong (1996). Support for simulation based learning;The effects of model progression and assignments on learning about oscillatory motion . En-schede, The Netherlands: University of Twente, Centre for Applied Research on Education.Van Joolingen, W.R., & de Jong, T. (1993). Exploring a domain through a computer simula-tion: traversing variable and relation space with the help of a hypothesis scratchpad. In D.Towne, T. de Jong & H. Spada (Eds.), Simulation-based experiential learning. Berlin, Ger-many: Springer-Verlag.Veenman, M.V.J. (1993). Intellectual ability and metacognitive skill: Determinants of discov-ery learning in computerized learning environments. PhD thesis. Amsterdam: University ofAmsterdam.Zele, V, Toon Van Hoecke, & Wieme ,W An electronic learning environment for physicslaboratory work: EUROCON 2003 Ljubljana, Slovenia, . (2002). , : . . ., . (2006): - (). , -

. 2006. ( )


75/498

74

:

-

, -

. , , ., - , , .

: , , , -

, - (projects)

-

. - - , - ( , ).

-, , , , , .

, -

, , . -

, , .

, - , - :

, - , , - ,

-

, , , , (, 2002),


76/498

75

-, -.

, - , , () - () 10% -

. , - . :

, ,, (Lather, 1991), -- ,

, - , ,

, , , ,

, - , ,

, , ( , , , , ),

, , , ,

(. , 2002).

- - , , , (. , ., , ., 2006). :

, - ,

,

, - ,


77/498

76

, - .

- , -, , ,

. , , .

, : . -

, .: ,

. , .

. ( -

, , .).

. : . -

( , - ).

-.

, , , .

( ).

. . . . ..

( -).


78/498

77

, , -, , - , . , , .

, , , / , (,2003).

(3) , - :

1

.

; ; ; -

;2

: ; ; ;

3

. /

4

, (, - , , , , , , .).

:... :.

: : , , ,


79/498

78

: 2

. , -

, (,2001) - .

- :

, -

, , - - . -, -, , , , -.

( )

( ). :

, - , - : - .

( , , ) (- , , - , ).

-. , , , , , , .


80/498

79

- , - , , - .

. :

. . poster - .

.

/ -, .

.

/ .

( -, , , , , , - .).

- ( ), - . , - - , - , , - .

, - (,2003), - , - , - , -, .

, - , -, -

, , ,


81/498

80

. , - -, , .

:

, - -,

,

.

(.....) - (...) , (2002). : - ., . (2003). Portfolio (European Language Portfolio, Portfolio Eu-ropen des Langues, Europisches Sprachenportfolio). : Eiffel., . (2001). , - , 5. : ., . (2002). : , , 6. : ., ., , . (2006). . , - , . : ., . (2002). . - . : .Lather, P. (1991). Getting Smart: Feminist Research and Pedagogy with / in the Post-modern. New York: Routledge.


82/498

81

..,

. , -

. - , , , . , . , - , .

: , ,

;

project method 1918 W. Kilpatrick, John Dewey. Frey (1999), , - . (1998) , - , , , - . , (2002), - , -, , .

, Helm & Katz (2002) . - , . - - , - . , - , , (, & , 2006: 87). -, -


83/498

82

, , - , (Katz & Chard, 2004).

H - (, 2004). project 20 ,

, - ., , . , , . - , , , . , - , Hernndez (2000), , - , , . - 20 .

; , -

20 , JohnDewey (Decroly, Freinet," ", Kerschensteiner ..). (, 2002. -

, 1999. , 2006. , 2005). (learning by doing), , , , Dewey - . - Piaget , - - , Vygotsky, -

. - Bruner -


84/498

83

.

(Helm & Katz, 2002. , 2002. , 2006). - , , , , -

. , , - (, 1998., 2006). , - , , , , - - .

; -

, - , - , .

-, . -

. , , , . , - (Hernndez & Ventura, 1992). - - , (Katz & Chard,2004. , 2002). - - .

, - , -


85/498

84

(, 2006). , . , , , - . , , - , -

, -, - ( ) .

- . , , (,2006). , , . -, , , , , , . Loris Malaguzzi (Edwards, Gandini & Forman, 2000) . , , - . , - Malaguzzi, - .

-, .

, -, , , , , , -, .. , - -, .

) . , (-, 2006).

.


86/498

85

, - (, 2002). - : ) , ) , ) , - , )

, ) ) (, 2006). - , . , . , - , - - , - . - , . , , , - .

) . - , - , , , - - (, 2006). Reggio Emilia.

- , , - .

) . - , - (, 2006). - , ,

. , ,


87/498

86

, - (Helm & Katz, 2002).

) . - (, 2006). , -

- , ., - -. , , - , -.

. , , (-, 2002). , . - - . , Malaguzzi (Edwards et. al., 2000), -, , - -

, . . . - .

. - . , -, , , ., ,

, . , -


88/498

87

, - (Hernndez & Ventura, 1992).

. , . - -, , - , -

. , . - -. , , , - , . - . : (Dahlberg, Moss & Pence, 1999). - , - -, - . - , , , - . - - - , . - -

. - - .

- , - . -.

-

:


89/498

88

, , , . , , -, , . , -

, , - (Edwards et. al., 2002). , , . - . , . - , , - , -. , (Hernndez & Ventura, 1992). , - . . - -, - . , - . .

- . :

- Reggio Emilia , .

- - (Katz & Chard, 2004).

, - -


90/498

89

. - .

- - ,

(Helm & Katz, 2002)., " ", , , (, 2005).

, ( , - ..) . , - - (, 2002) - .

-

- - , - , - . - , , . , - . - - . , , , Malaguzzi (2002), .

-

, - , (, 2006). -

(Hernndez, 2000). ,


91/498

90

, - . : , . ,

, - , - . , - , , - , -. , , - , , -. - , - . - , . - , - , .B : . , , -

(,2006). - - . - , (.. - ). , - , - .

-, , - , , , , ,


92/498

91

. , , - , - . . - - .

: , . - - -. - , - . - . - . , - , - , .

Katz Chard (2000) , - . - , , - , - , (, 2006.Clark, 2006). - . - , -

, . - (, 2005).


93/498

92

.

. , , . -

, , , . - . , , . - (Katz & Chard, 2004).

. . Rankin (Edwardset. al., 2000: 341), - - : . - , , - . , - .

: -;

: ) , , ) - , , ) ,

)


94/498

93

. - :

, ,

, - , -,

, , -,

, ,

, -

, - , .

, , , , , , , " "- , , (, , -, ..), ( ) (, 2005).

, - (2002), .

, , . - , . - . - , , , - , , . , , ,

.


95/498

94

Clark, . (2006). Changing Classroom Practice to Include the Project Approach. Early Child-hood Research & Practice, 8(2).Edwards, L., Gandini, G., Forman, G. (2000). Reggio Emilia: . : .Frey, K. (1999), Project -

. . .Helm, J. . & Katz, L. (2002). project . -. . .Hernandez, F. & Ventura, M. (1992). La organizacin del currculum por proyectos de

trabajo. El conocimiento es un caleidoscopio. Barcelona:GraHernandez, F.(2000). Los proyectos de trabajo: la necesidad de nuevas competencias paranuevas formas de racionalidad. Educar, 26, 39-51.Katz, L. & Chard, S. (2004). project: . . ., . (2002). . , - . . ., ., , . & , . (2006). . . . , ., . (2004). . . . . (2002). Project. , . . ., . (2002). . - . : ., . (2006). : . . . .(1999). . ., . (2005). .http://www.psed.duth.gr/SFYROERAKEIM.html., . (1998). : Pro-

ject . : Gutenberg.


96/498

95

.

(Blended Learning)

-

( Blended

Learning). (lended) , - ( - ) (E-Learning). , . , .

: (Blended Learning),

(Jigsaw), (Webquest).

-

. - - . , -

. : , , , , - - - , , .

, - - . -

, , . -


97/498

96

- , . , - - .

. , . , , -, (Magnus,2001).

- . , - -

-, , - (Ballstaed, 1997). , - -, . -, (World Wide Web) (Schirmacher, 2000).

- -. - (, , ) - - . , , (Blumenstengel, 1998).

-

- - , : ; ; ,

; -, ; (Fontana,1996).


98/498

97

. , .

(Behaviorism): - -.

. - (Edelmann, 1996).

(Cognitivism): - , . - . , , . . (Edelmann, 1996).

(Constructivism): - . - , -, , , , -. - , -, , - (Edelmann, 1996).

- , . , -

-. - - (,2000).

(E-learning) -

. . -

- . - (E-Learning)


99/498

98

.


100/498

99

(Blended Learning) (lended) -

, ( - ) - - - (Sauter,

2004). - - - - . - ( ) -. , - - (Reinmann, 2005).

... - - (E-Learning) . (Sauter, 2004) - :

1. - , .

2.

.3.

.4. H

.5. , -

- , .

-

. , - : - - - -


101/498

100

- . :

(rainstorming) (Jigsaw Classroom) (Webquest ) (rainstorming) Alex F. Osborn

(www.brainstorming.co.uk). - - , . , . - , (Bugdahl, 1995).

(Jigsaw Classroom) (. 5)

Elliot Aronson Texas(http://www.jigsaw.org/). - . . - (, 2004). - :

1. 0 3, 4 5 -

2. ,

3. -

4. - .

5. .

6. . (Webquest) (Webquest) Bernie

Dodge San Diego (http://webquest.sdsu.edu/). - -

(Gerber, 2004). - :


102/498

101

- .

- -

,

. , - - . , , , (Ludwig, 2005).

/

. . , , . , . , - -. , , , -

.

3-4 . . , , - , , . , , , - . ,

- . - .


103/498

102

, - . - (, 2003).

- : ( ).

1: [] -

( 1: , 2: , 3: , 4: ) . , - , . - (Brainstorming) [1.1]. -

[1.2] - [1.3]

2: [ ]

, . - . O .

3: []


104/498

103

- - , , - -

[3.1]. [3.2]. - - [3.3].

4: [ ] , -

- . - - - . - , , .

5: [ ]

. - (. 10) .

, -, -. . , . - : 1. /, 2. , 3. , 4. , 5. , 6. , 7. , 8.

.


105/498

104

- . . ,

, , . , - - . - , - . , .

Ballstaedt, S.-P. (1997). Wissensvermittlung: Die Gestaltung von Lernmaterial, Weinheim:Ballstaedt, S.-P. (1997). Wissensvermittlung: Die Gestaltung von Lernmaterial, Weinheim:Psychologie Verlags Union.Blumenstengel, A. (1998), Entwicklung hypermediale Lernsysteme, Ber-lin:WissenschaftverlagBugdahl, V. (1995). Kreatives Problemlsen im unterricht. Berlin: CornelsenEdelmann, W. (1996), Lernpsychologie, WeinheimFontana David (1996), , : Gerber, S. (2004), Einfhrung in die WebQuest-Methode, berblick fr Eilige,http://www.webquests.de/eilige.html ( 02.2007)Ludwig, K. (2005), Was ist ein WebQuest? - Die Methode auf einen Blick, http://www.lehrer-online.de, ( 02.2007)

Magnus Stephan (2001), E-Learning: Die Zukunft des digitalen Lernens im Betrieb, Wiesba-den: GablerReinmann, G. (2005), Blended Learning in der Lehrerbildung. Grundlagen fr die Konzeptioninnovativer Lernumgebungen, Lengerich: Pabst Science PublishersSauter A. (2004), Blended Learning. Effiziente Integration von e-learning und Prsenztrai-ning. Mnchen: Luchterhand,Schirmacher, W (2000), Netzkultur, In: Die neue Gesellschaft, 12,682-685 (2000), , : , ., (2004), , : . , . (2003),

2.0, http://www.ecedu.upatras.gr/modelscreator/, ( 02.2007)


106/498

105

- : -

12

. . .. .

, , ...

, , - . , - - - . , -

, - - () - , - -.

: , , - ,

-

, -, -

, . . , , , - . . - , . -

- . - , -


107/498

106

. , - , -.

-

( ) - () - , , . , , -. 80 . - - , - (/) - (Cuban, 2000;2001). Vosniadou & Kollias (2001) -, - , , , -, , .

- , - ( - ) -

(Freeman,1995). Wien (1995) , . (scripts of action) , - (teaching world). . , --, , - .

/

-.


108/498

107

. / . Baki, (1995;2000). , , . -, . aki Logo,

Logo - , - . Logo . Fullan (1982) - : , - . (2000), Fullan (1982) - : () (.. / ), () -, .., (constructivist) , () (.. , - , .) .

, - - (-), (action research),(Carr & Kemmis, 2000. Corey, 1953. Kemmis, 1985. Lewin, 1946) - - . - , John Elliott, , (Elliott, 1991),

. , - - , (.., -) (.., ) (.., ) (McNiff, 1988).

,

, , -

( & --, 1995):


109/498

108

, , .

, , , . , - , . ,

, - , , .

, , . - - , - .

(.....) (...) (- ..) , , - . , , - ....., - (). ( ), - -

( ..):i) . / -

, , . .

ii) . , -, - - .

iii) . , ,

. -


110/498

109

, . - , - . ,

. -, - .

- ,

- , , -, . - - - , - (Oja & Pine 1989) . - - -. - (Cohen& Manion, 1997; 2000):

,

(professional learning) ,

,

( ) - ,

, -, .

- (Cohen & Manion,1997; 2000):

,

- ,


111/498

110

/ / / , .. / / -/ , (Carr & Kemmis, 1986).

, - (Holly & Whitehead, 1986):

-,

, -

,

- - .

- (. 1) - (Ferrance, 2000. Scott, 1999):

( ) , (

) -,

-,

,

()

.

- -

-. , - - . - (Ferrance,2000. Scott, 1999),

, , , 1.

1. -


112/498

111

1.: - ( : Hadjileontiadou et al, 2004).

-

(- ) -

- . - / - - : (- , - /, - ) (collaboration) (cooperation) : - (task) (coordination) ( /) -

, - - - - - - , ,

- .

( -)

- , : - / (.., ) - ( - , .).


113/498

112

-

Documents

keimena_1η ergasia 2011