Our participation related with our research group work on Renewable Energy Education in non-formal learning environments and is a follow-up of similar actions at the Patras Science Festival and the Achaia Fest. There was a great response, as during the three days of the exhibition many children with their families showed great interest and visited our laboratory.
- Energy in Education
- Laboratory of Didactics of Science, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
- The research and educational group “Energy in Education”, aims to a reliable design, systematic evaluation and valid dissemination of educational activities related to teaching the concept of energy and its social uses. The group operates under the supervision of Department of Educational Sciences and Early Childhood Education of Patras University and is open to partnerships with teachers of all levels of education, researchers on the subjects of energy and science education as well as with staff of various non-formal educational institutions who wish to contribute to the promotion, implementation and dissemination of its objectives. The group's activities include, or will include, workshops in pre-service and in-service training of teachers, events spreading the work of the group and development of international partnerships with similar groups.
Sunday, May 12, 2019
Participation of “Energy in Education” group at the 6th Technology Transfer Exhibition - Patras Innovation Quest (Patras IQ)
Sunday, October 29, 2017
IGasES is an open source educational simulation for the teaching and learning of the First Law of Thermodynamics (FLT) for ideal gases. It addresses to novice learners of upper secondary school and university beginners. It integrates four levels:
- The tags of the names and short explanations of four thermodynamic processes: isothermal, isochoric, isobaric and adiabatic. The tag is chosen by a single click.
- The digital representation of the above processes with the selection of expansion/compression or heating/cooling depending on the process (chosen by a single click). In order for the phenomenon to evolve, click the Play button (up right).
- The energy chain model of the selected process, which is a graphic representation of the energy changes the system undergoes. This field appears by clicking the Arrow button, down and left on the screen. In order for the energy chain to evolve, click the Play button (up right).
- The mathematical formula of the FLT (chosen by a single click, if not selected already), which allows calculations. This field appears by clicking the Arrow button, up and left on the screen.
IGasES is a user-friendly physics educational simulation, therefore we believe that there is no need for further instruction in order to run it successfully. However, as a minimum scaffolding measure, error messages appear on the screen whenever the process selection and the inserted values are not compatible nor complete.
In case there are questions on IGasES we will be happy to answer them through posted messages on this blog or via e-mail. Also feedback on the simulation use is very welcome.
Monday, May 29, 2017
Our group participated at the 1st Patras Science Festival (http://www.patras-science-festival.gr/) which was organized by the educational organization SciCo and the Hellenic Open University in Patras (10-13 May, 2017).
On Wednesday, May 10, fifteen students of the 1st grade of a secondary school participated at the “Energy Lab". Small groups of students worked as "scientists in progress" on activities to address the problem of transfer and measurement of energy for lighting, movement and heating on simple technological systems. These activities prepare young students to consider both the scientific and social aspects of the crucial matter of energy use.
On Saturday, May 13, Prof. Dimitris Koliopoulos gave a speech titled “Energy in Education” which was attended by teachers and university students. The subject of the speech was the presentation of the goals and the work of the group.
We thank warmly the 3rd year university students of the Department of Educational Sciences and Early Childhood Education Angeliki Dimopoulou, Maria-Melina Eudaimon, Maria Efthimiou, Emmanouela Kanellou, Eugenia Balabani, Kalliopi-Markella Nichlou, Georgia Polychroni and Stavroula Tsoulogianni, who participated actively in these activities with voluntary work.
Tuesday, February 2, 2016
"Designing an educational computer simulation for the thermodynamic processes of ideal gases: epistemological and didactical approaches" Master Thesis by Kalliopi Meli
The main focus of this research is the developing of a computer simulation for the teaching and learning of the thermodynamic processes of ideal gases using the first thermodynamic law for the students of the second year of upper secondary school. The simulations aims to bridge teaching and learning for the above mentioned chapter of school physics. A series of fields have been investigated, as they interact with each other during the developing of educational material. On the one hand, the epistemological approaches and, on the other hand, the didactical approaches for the modeling of epistemological knowledge have been both scrutinized. Additionally, the research refers to the special advantages of the simulations for the learning and teaching of physical sciences and to the variety of simulations categories that came up through their practical use during the last decades. Regarding the simulation of the thermodynamic processes, the paper includes an analysis of its interface characteristics, as well as of its epistemological and didactical characteristics. Furthermore, the simulation, as a mean of teaching and learning of the thermodynamic processes and the first thermodynamic law, has been evaluated by students, who have acquainted to the software during a pilot application of it in their classroom.
Monday, December 7, 2015
“A didactical approach of large-scale electricity generation systems at the elementary school level” Journal article by N. Sissamperi & D. Koliopoulos
This work refers to the organising principles and content of a didactical intervention (addresses to children aged 11-12) related to the concept of energy on large- scale electricity generation systems (thermoelectric power plants, hydroelectric power plants, wind farms, photovoltaic farms). These organising principles refer to: (a) the structure and the content of school knowledge of the teaching subject where we distinguish four levels of approach: the phenomenological, the technological, the scientific and the environmental level, (b) the constructivist approach of teaching and learning science which is based on the assumptions that children in the age of 11-12 years using the linear causal reasoning and the systemic thinking will be able to construct a semi-quantitative energy model that is proper to the description and the explanation of large-scale electricity generation systems, and (c) the pedagogical context based on the practice of problem situations and the socio-cognitive approach of teaching. There will also be presented the didactical aims and some elements of the content of didactical intervention which derive from the basic organising principles above mentioned.
Saturday, December 5, 2015
Friday, May 16, 2014
This meeting is addressed to preschool and primary teachers in order to inform them about energy matters and how they could incorporate in their teaching the subject of energy and particularly the subject of renewable sources of energy. The meeting includes two parts. In the first part researchers on renewable sources of energy from the University of Patras (Greece) will be reported in the research they conduct and the dissemination of the produced knowledge in the society and the education. Also, researchers in science education will introduce the notion of didactical transformation of this knowledge in knowledge suitable for children of early ages. In the second part, various teams of teachers and science education researchers will present teaching programs with regard to the energy and the renewable sources of energy for the early childhood and primary education in Greece. The aim of these presentations is to show that with suitable teaching interventions it is possible that even children of very small age could build qualitative or semi-quantitative energy conceptions for various natural and technological phenomena.
See also Energy day conference
Ν. Farasopoulos, Educator of elementary school, U4Energy award
Β. Stavropoulos, Teacher in secondary education, PhD Candidate, University of Patras
D. Koliopoulos, Professor of Department of ESECE, University of Patras
Is education in sustainable energy possible from the very early years?