METHODS OF TEACHING IN VARIOUS EDUCATIONAL SCIENCES Erasmus Project

Project Title

METHODS OF TEACHING IN VARIOUS EDUCATIONAL SCIENCES

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; Quality Improvement Institutions and/or methods (incl. school development); Disabilities – special needs

Project Summary

During the Secondary Education period, the intellectual development of children is completed. Child psychologists believe that adolescents go through the stage of active (empirical) intelligence, to the stage of formal (abstract) intelligence. This practically means that children up to the age of 11-12 think based on their experiences. They perceive and understand nature and society as they live it with realistic, objective data. After the age of 12 an explosion occurs mentally. Suddenly teenagers are not only based on their experience and their thinking can travel far beyond what they have lived and experienced. They develop what we call abstract thinking, which goes beyond the narrow daily experience, and has, of course, the adolescent ability / ability to approach infinity. They make logical assumptions, check them for validity, make correlations, think inductively, that is, draw conclusions about a situation based on what they know about another analogous / similar situation. All this mental explosion is baffling teenagers.

Mathematics, Literature, Physics-Chemistry and Arts are the sciences and their relevant courses usually operate in abstract thought. And that’s right. The positive scientist works with abstract elements and numbers are abstract concepts. When he does his various calculations, he doesn’t think about specific things at all. And yet the basis of research in the sciences is not abstract concepts, but the concrete things on which he first worked to reach those concepts.

It should be emphasized that Deficits in Mathematics and Physics have two major components of Dysmorphism, Μalnutrition and Dyslexia, and as we move up the academic ladder the problems and expressions are redundant.

Teaching and learning through Art and on the Spot observation – education contains: experiencing, analyzing, relieving anxiety to acquire knowledge and cultivating the senses / skills with the ultimate goal of socializing the student (and their teachers) with the vehicle creativity and communication.

Furthermore, the theory of multiple types of intelligence (MTI), formulated in 1983 by Howard Gardner, argues that intelligence is not a single entity, but consists of at least eight quite different types that co-operate and work together. Each human being has a unique combination of the degree of development of his or her types of intelligence, which can be developed as they are the product of not only heredity but also of social influence.
In a related study on subjects: History, Geography and Social and Political Education in the period 1982-2015, it was found that two main types of intelligence are promoted to Greek high school students: 48.3% of logistics and mathematics. and interpersonal with 15.2%. Space intelligence is next with 8.1%, while music and aesthetic are at the bottom with 0.6% and 0.1% respectively.

Students’ diminished opportunities to develop the full range of MI that is necessary in their lives create negative emotions, such as low self-esteem, rejection, lack of motivation, confusion, and the like.

This is why it is extremely important for school activities to cultivate as much as possible from the types of MI in order to meet the needs of all students, and not only those who have developed a greater degree of linguistic and logical mathematics, which seem to dominate to all the subjects taught in school.

Thus, as a general feature of our approach, we consider the fact that, students have the opportunity to relax and experience various experiences at a purely personal level. Experiences realized through artistic expression and analysis cultivate the soul, body and mind, because they are above all linked to freedom of expression and communication.

Based on the above, our proposal has been addressed on five (5) supplementary Thematic Objectives (T.O.) as follow:
– Motives on Mathematics
– Motives on Architecture
– Motives on Music and Traditional Dance
– Motives on Visual Arts, Fashion
– Motives on Physics – Chemistry and Nature
Five partners are also members of this consortium from the following countries:
– Greece (co-ordinator)
– Spain
– Germany
– Italy and
– Netherlands

In this frame, each partner – country will develop five groups of students (at least 5 children per group plus one teacher with relevant specialty to the thematic objective). In the groups shall be included and students with “Deficits” (if possible).

For each Thematic Objective a different partner will be Co-ordinator and will be responsible for collecting the relevant works from the others in order to build a unified report. That is, five different reports will be created throughout the project.

EU Grant (Eur)

Funding of the project from EU: 14305 Eur

Project Coordinator

4o GYMNASIUM OF NEW SMYRNI & Country: EL

Project Partners

• IES Fuente Grande
• Werner-Heisenberg-Gymnasium
• OSG De Ring van Putten
• 2° Istituto Comprensivo “G. Bianca” – Avola(SR)