EUROPEAN EDUCATIONAL CONFERENCE

“TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE

Research, Education, Training for the cultivation of the future science, environmental, digital literate students CRETE (Heraklion, Rethymnon, Chania), 6-11 December 2017

ABSTRACTS AND PROGRAMME BOOK

Crete, Greece 2017

EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

e-book

Kalathaki Maria Regional Directorate of Primary & Secondary Education of Crete, Office of School Advisors in Chania

Chania, Crete Greece, December 2017

2017

ISBN 9789609926263

Conference Webpage: https://teachscisch.wordpress.com/

TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE

6-11 December 2017, Heraklion, Crete – GREECE

Maria Kalathaki

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

About Conference Youth Education and Training is the investment of the societies for the future. Teaching in Schools with Creativity and Innovation is National and European Strategy targeting to the economic development and progress of local societies. European Union, in accordance to the international academic trends, direct the transformation and reconstruction of Science Curricula and Teaching Methodologies from the traditional of teacher-centered lessons to student-centered learning events. There is the need, Research, Education, and Training to cooperate locally, think and work globally in order to cultivate the future science, environmental, digital literate students. The School Advisors for Science Teachers of West Crete and Engineers (Civil Engineers, Architects, Topographers) of Peripheral Administration of Primary & Secondary Education of Crete, the Scientific & Technological Park of Crete (STEP-C) of Foundation of Research & Technology Hellas (FORTH), the Centre for Political Research & Documentation (KEPET) of University of Crete, the 1st Public Vocational Training Institute (IEK) of Heraklion, the Physicists’ Association of Crete, the Science Laboratory Center of Rethymnon, the Secondary Education Directorate of Chania and the Municipality of Platanias Chanion organize the Educational Conference “Teaching Sciences in Schools with Creativity and Innovation: transforming the Theory into Practice” 6-11 December 2017 in Crete. The Conference takes place in the framework of the Educational-Training Project “Mediterranean sea Connects Us” (Mesogeios-Isalos Grammi) and addressed to Executives of the three levels of Education, Research Institutes, Governing Bodies, Organizations and Companies who invest to the future of the Young People. They are invited representatives from the fields of Education, Training, Research, Entrepreneurship, Governance and Policy, to present initiatives and plans in a peer conference, sharing knowledge and experience, wisdom and visions, with teachers of Crete. The participants to the Conference are both trainers and trainees in English and Greek Language. Participation is optional, with the expenses to be covered individually by the participants. The Conference is dedicated to Kritsotakis Emmanuel, Scientific and Pedagogical Chief Guidance, Department of Secondary Education, Regional Administration of Primary & Secondary Education of Crete, Greece who supported all the international initiatives of Science Training in West Crete during his tenure and died in August 2017.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

Thematic Fields STEM Education and Youth Entrepreneurship, Design Thinking, Science and Engineering practices, Science Communication and Media Literacy, Professional Development, Lifelong Learning and Training, Learning Content Management, Research Strategies, Sustainable Development and Education, Development Infrastructure Projects, Leadership and Governance, Health Initiatives in Schools

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

Chairman of the Conference

Tsigkris Miltiadis, Head of the Science Laboratory Center of Rethymnon, Crete

Coordinator Kalathaki Maria, School Advisor for Science Teachers, West Crete prefecture, Director of the Regional Training Center of Heraklion, Regional Administration of Primary & Secondary Education of Crete, Greece, Mobile: 00306946500408, [email protected]

Venue The Conference’s Venue is the building of the REGIONAL TRAINING CENTER OF HERAKLION (RTC-Her), Estavromenos, Heraklion https://sites.google.com/site/pekirakl/ which is situated in the Campus of the Technological Educational Institute (TEI) of Crete https://www.teicrete.gr/en (200m from the Entrance of the Technological Educational Institute (TEI) of Crete, close to TEI Dormitory) In the same building of the Experimental Secondary Schools of Heraklion https://www.google.gr/maps/place/Model+Experimental+General+Lyceum+of+Heraklion/@ 35.3104019,25.1073651,16z/data=!4m5!3m4!1s0x0:0x9e49f12b9cbb5e83!8m2!3d35.31074 23!4d25.1027553?hl=en and the 1st Public Institute of Professional Training of Heraklion (1st DIEK-Her) http://1iek- irakl.ira.sch.gr/ https://teachscisch.wordpress.com/venus/

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

Organizing Committee

1. Alogdianaki Marianna, Interconnection Office of the Technological Education Institute (TEI) of Crete 2. Archontaki Nektaria, Chemist, Teacher of Vrysses Gymnasium, Chania, Crete 3. Demetriou-Hatjichristou Chrysoula, Inspector of Mathematics, Cyprus 4. Fountoulakis Antonios, Teaching and Laboratory Staff of the Electrical Engineering Department, Technical Education Institute (TEI) Crete 5. Kalathaki Maria, School Advisor for Science Teachers, West Crete prefecture, Director of the Regional Training Center of Heraklion, Regional Administration of Primary & Secondary Education of Crete 6. Kokolaki Zacharania, Kindergarten, Directorate of the Regional Training Centre of Heraklion, Crete 7. Kornilaki Erika, Director of the 1st Public Institute of Professional Training of Heraklion, Crete, Greece 8. Malandraki Kleanthi, Physicist, Director of the Gymnasium of Profitis Helias, President of the Physicists’ Association of Crete 9. Malandraki Sofia, Dentist, ex-President of the Parents’ Association of Chania, Crete 10. Paraschou Thodoris, Geologist, Teacher of 4th Gymnasium of Chania, Greece 11. Saitakis Artemis, Director of the Scientific & Technological Park of Crete (STEP-C) of the Foundation of Research & Technology Hellas (FORTH) 12. Schoinoplokaki Evangelia, Chemist, Teacher of Kisamos Gymnasium of Chania, Greece 13. Tsigkris Miltiadis, Head of the Science Laboratory Center of Rethymnon, Crete 14. Xanthos George, Assistant Professor of the Technological Education Institute (TEI) of Crete, Scientific Coordinator of the Interconnection Office of TEI Crete

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

Scientific Committee

1. Archontaki Nektaria, Chemist, Teacher of Vrysses Gymnasium, Chania, Crete 2. Argiropoulou Eleftheria, Assistant Professor of Pre-school Education, University of Crete, Greece 3. Cakmakci Gultekin, Associate Professor, Faculty of Education, Department of Science Education, Hacettepe University, Ancara, Turkey 4. Cavas Bulent, Prof.Dr., Dokuz Eylul University, President, International Council of Associations for Science Education (ICASE), Buca-Izmir, Turkey 5. Chaimala Foteini, Postdoc Researcher, Educational Research & Evaluation (ERE) Group, Institute of Applied & Computational Mathematics (IACM), Foundation for Research and Technology Hellas (FORTH), Heraklion, Crete 6. Chaniotakis Nikolaos, Professor of Chemistry, Dean of the School of Sciences and Engineering, University of Crete, Greece 7. Demetriou-Hatjichristou Chrysoula, Inspector of Mathematics, Cyprus 8. Drakaki Maria, Sociologist, PhD Candidate at the Department of Political Science of the University of Crete and Researcher at the Centre for Political Research and Documentation (KEPET)/UCRC of the University of CreteFountoulakis Antonios, Teaching and Laboratory Staff of the Electrical Engineering Department, Technical Education Institute (TEI) Crete 9. Garancini Gian Andrea Paolo, Appointed Counselor for Tourism in Heraklion Municipality, Crete 10. Kadir Demir, Associate Professor of Science Education, Associate Editor of School Science Mathematics, MSE- Department of Middle and Secondary Education, College of Education & Human Development, Georgia State University, Atlanta, USA 11. Kalathaki Maria, School Advisor for Science Teachers, West Crete prefecture, Director of the Regional Training Center of Heraklion, Regional Administration of Primary & Secondary Education of Crete, Greece 12. Kassimati Aikaterini, Associate Professor of ASPAITE, Scientific Head of the Annual Program of Pedagogical Training of the Higher School of Pedagogical and Technological Education (ASPAITE) 13. Kornilaki Erika, Director of the 1st Public Vocational Training Institute (IEK) of Heraklion, Crete, Greece 14. Matsopoulos Anastasios, Associate Professor in University of Crete 15. Meogrossi Piero, Architect, Speciale Soprintendenza Beni Archeologici Roma (SSBAR)/ Ministero Beni Culturali (MIBACT), Rome, Italy 16. Paraschou Thodoris, Geologist, Teacher of 4th Gymnasium of Chania, Greece 17. Saitakis Artemis, Director of the Scientific & Technological Park of Crete (STEP-C) of the Foundation of Research & Technology Hellas (FORTH) 18. Schoinoplokaki Evangelia, Chemist, Teacher of Kisamos Gymnasium of Chania, Greece 19. Tsigkris Miltiadis, Head of the Science Laboratory Center of Rethymnon, Crete 20. Ucar Sedat, Associate Professor, Faculty of Education, Elementary Science Education, Cukurova University, Adana, Turkey 21. Xanthos George, Assistant Professor of the Technological Education Institute (TEI) of Crete, Scientific Coordinator of the Interconnection Office of TEI Crete 22. Zaneka Stergiani, Greek Literature Teacher of 1st Lyceum of Chania, Crete

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

CONFERENCE Program PROGRAM WEDNESDAY 6 DECEMBER Amphitheatre of 1st Lyceum of Rethymnon

SESSION 1. OPENING OF THE CONFERENCE CHAIR Giannela Stella 16.30 WELCOMING AND INTRODUCING OF THE PARTICIPANTS

SESSION 2. CHAIR Tsigkris Miltiadis 17.00 Giannela Stella ACTIONS-PROFESSIONAL ORIENTATION PROGRAMS IN THE CENTERS FOR COUNSELING AND VOCATIONAL GUIDANCE (KE.SY.P.) OF SECONDARY EDUCATION 17.15 Meogrossi Pierro, LE FORME PREFERITE DELLA MENTE: FROM THE LABORATORIUM IN VENICE TO LABORATORIUM PALACE ITTAR AT HERAKLION ….…THROUGH THE LAB N.A.N._NUTRIMENTI IN ROME 2017 17.30 Drakaki Maria, YOUTH IN GREECE IN THE ERA OF THE CRISIS: THE STATE OF PLAY 17.45 Demetriou-Chatzichristou Chrysoula THE ROLE OF TEACHER IN STUDENT ASSESSMENT IN CYPRUS EDUCATIONAL REFORMATION 18.00 Kasimati Aikaterini FOSTERING 21ST CENTURY SKILLS THROUGH AN AUTHENTIC LEARNING AND ASSESSMENT FRAMEWORK 18.15 Kalathaki Maria THE TEACHERS’ TRAINING IN THE REGIONAL TRAINING CENTERS OF GREECE-25 YEARS EXPERIENCE 18.30 Round Table TRAINING AND RE-TRAINING OF SCIENCE TEACHERS, Coordinator: Tsigkris Miltiadis 19.30 CONCLUSIONS AND SUGGESTIONS

THURSDAY 7 DECEMBER 2017 Polykendro of Platanias Municipality, Chania SESSION 3. CHAIR Malandrakis I 09.00 Arrivals of the Students and Teachers. Welcoming by Simandirakis Panagiotis, Appointed Counselor for Education of Chania prefecture, Region of Crete 09.30 Malandrakis I THE VISION FOR THE EDUCATION OF PLATANIAS MUNICIPALITY TO AVOID THE STRONG CONCEQUENCES OF THE ECONOMICAL CRISIS-WHAT THE STUDENTS NEED FROM THEIR LOCAL COMMUNITY- DISCUSSION WITH THE PARTICIPANTS (in Greek) 10.30 Zormpas Konstantinos & Kalogerakis Antonios, DEVELOPMENT OF ENVIRONMENTAL CONCEPTS AT THE ORTHODOX ACADEMY OF CRETE (OAC)

11.00 BRAKE WITH THE MUSIC SCHOOL OF CHANIA

SESSION 4. CHAIR Kalathaki M 11.30 Demetriou-Chatzichristou C, THE ROLE OF PROJECT IN STUDENT ASSESSMENT IN MATHEMATICS AND SCIENCE EDUCATION

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

12.00 Adamidis A & Students of Lyceum Voukolies, APPLYING THE KNOWLEDGE OF CHEMISTRY AND BIOLOGY OF THE LYCEUM TO PRODUCE BIODIESEL FROM USED COOKING FATS AND SPIRITS OF FALLEN ORANGES 12.15 Meogrossi P, THINKING BEYOND THE USUAL: THE SUNLIGHT DISVEILS THE MINOAN HEALTH DOUBLE CODE (How to read the Labrys …. How to walk inside it …. How to get out by the Mithos) (in English)

13.00 BRAKE

SESSION 5. CHAIR Chatzichristou Chrysoula 15.00 Kalathaki M, TRANSFORMING THE SCHOOL SCIENCE LABORATORIES INTO CIVIC TECH HUBS FOR SHARING KNOWLEDGE AND IDEAS (In Greek) 15.30 WORKSHOP with the subject ‘UTOPIA & REALITY’. Coordinator Piero Meogrossi (in English and Greek) 16.30 DISCUSSION, CONCLUSIONS, SUGGESTIONS FOR SCIENCE FUTURE TEACHING IN SCHOOLS

FRIDAY 8 DECEMBER 2017 1st Public Institute of Vocational Training in Heraklion-Library

SESSION 6. CHAIR Saitakis Artemis 14.30-15.30 WORKING LUNCH ON "BUILDING PARTNERSHIPS IN STEM EDUCATION & TRAINING FOR YOUTH ENTREPRENEURESHIP" 15.30 Honorary Reception Ceremony for the Volunteers of the LIBRARY OF REGIONAL TRAINING CENTER OF HERAKLION, donors of books and services -Kalathaki Maria, CREATING THE LIBRARY FOR DIDACTICS AND PEDAGOGY IN THE REGIONAL TRAINING CENTRE OF HERAKLION’, A CASE STUDY

Regional Training Center of Heraklion-Classroom of History SESSION 7. CHAIR Kalathaki Maria 16.00 Chaimala F SUPPORTING STEM TEACHERS’ COMPETENCE DEVELOPMENT THROUGH INQUIRY BASED LEARNING: THE ELITE PROJECT APPROACH 16.30 Argyropoulou E, APPROACHES TO DEVELOP ETHICAL LEADERSHIP IN SCHOOLS’ 17.00 Podaras D, Plaiti W, Polychronaki T HELLENIC CENTRE FOR MARINE RESEARCH: AIMING TOWARD, A STUDENT CENTERED, INNOVATIVE AND INTERACTIVE TEACHING OF MARINE SCIENCES 17.30 Tzianoudakis G, Tzianoudakis L YOUNG ENTREPRENEURSHIP IN CRISIS SEASONS: LESSONS AND COMPLICATIONS

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

SESSION 8. CHAIR Dimitriou Polyxeni 17.45 Tsigkris M WE START FROM SCIENCE, LIKE…S.T.E.M. 18.00 Nadaban L NON–FORMAL TECHNIQUES IN TEACHING 18.15 Tsagkatakis I THE PHILOSOPHY OF “VRISKOUMENO” IN THE CRETAN NUTRITION 18.30 Owens G FROM LINEAR B TO THE PHAISTOS DISC 18.45 Discussion with Erasmus Students hosting by the Technological Educational Institute of Crete about the importance of students mobility in the framework of Erasmus projects 19.00 STARS OBSERVATION with the Team of Astronomy of the University of Crete

21.30 DINNER

SATURDAY 9 DECEMBER 2017 Regional Training Center of Heraklion-Science Laboratory SESSION 9. CHAIR Ucar Sedat 10.00 Fountoulakis A, Manouras F, Maroukli M A STEM SCHOOL PROJECT: ABOUT EVERYTHING UNDER THE SUN 10.15 Ucar S A MODEL OF TEACHING TIDES 10.30 Dimitriou P THE ROLE OF THE LEADERSHIP OF THE INSTITUTION OF VOCATIONAL TRAINING AND ITS IMPACT ON THE MOTIVATION OF ITS EDUCATIONAL STAFF 10.45 Paraschou T INQUIRE BASED LEARNING AND EXPERIMENTS WITH DAILY MATERIALS. THE EXAMPLE OF TOOTHPASTE 11.00 Archontaki N CHEMISTRY CREATES LIQUEUR- AN EDUCATIONAL SEMINAR IN SCHOOL 11.15 Schoinoplokaki E MAKING HANDMADE SOAPS AT HOME AND SCHOOL LABORATORY

11.30 BRAKE

Regional Training Center of Heraklion-History Classroom SESSION 10. CHAIR Cakmakci Gultekin 12.00 Lampakis S DISASTER RESPONSE SKILLS AND ATTITUDES IN TEENAGE POPULATIONS: A SURVEY ON ADOLESCENT POPULATIONS 12.15 Rovithis M EFFECTIVE TEACHING SKILLS—HOW TO BECOME A BETTER EDUCATOR FOR HEALTH RELATED COURSES 12.30 Demetriou–Hadjichristou C, THE LAKATOSIAN METHOD FOSTERS TRANSITION FROM THE ALTERNATIVE CONCEPTIONS TO THE SCIENTIFIC CONCEPTS: AN EXAMPLE IN GEOMETRY OF THE COGNITIVE CONFLICT MAP BASED ON LAKATOSIAN METHOD. 12.45 Tsoutsoudakis A HIGH SCHOOL STUDENTS ON THEIR WAY TO SCIENCE–THE BEAMLINE FOR SCHOOLS COMPETITION 13.00 Zacharioudaki A DIOSCORIDES PEDANIUS, FATHER OF PHARMACOLOGY 13.15 Andreadis E, Xiraki Sofia SACRED? TRIANGLES OF ANTIQUITY 13.30 Meogrossi P, MEDITERRANEAN HERITAGE: A NOSTOS FROM CRETE TO ROME

14.00 BRAKE

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

SESSION 11. CHAIR Kalathaki Maria 15.00 Workshop Coordinated by Kalathaki M & Nadaban Laura RETHINKING ON ESSEL: a European Project for collaborative didactic research and entrepreneurship in Education

SESSION 11. EXCURSION TO EAST CRETE - Agios Nikolaos, Lasithi CHAIR Tziotis Stavros 16.00 Excursion to Agios Nikolaos, Elounda, Spinalonga

21.30 DINNER

SUNDAY 10 DECEMBER 2017 Regional Training Center of Heraklion SESSION 12. CHAIR Kadir Demir 09.30 Michailidi A, Eleftheriou M, Siligardou F SCIENTIX THE COMMUNITY FOR STEM EDUCATION IN EUROPE 10.00 Venetis C, Pentheroudakis G and Tsigris M “LAB-MADE” INSTRUMENTS IN BIOLOGY TEACHING 10.15 Chalkiadakis C WALKING AROUND THE SOLAR SYSTEM 10.30 Mavromatakis G A SIMULATION OF THE HUMAN DIGESTIVE SYSTEM 10.45 Altas E AN EXPERIENCE OF PARTICIPATING IN A ESA ROBOTICS TEACHER TRAINING WORKSHOP 11.00 Vogiatsi E, Deiktaki A, Katsarou V STUDENTS4EUROPE: EDUCATING/TRAINING STUDENTS AS CITIZENS THROUGH THE SIMULATION OF THE EUROPEAN PARLIAMENT, SCIENTIFIC LITERACY AND ACTIVE CITIZENSHIP 11.15 Zaneka S ASCLEPIUS AND THE HEALING CHARACTER OF THE TEMPLES OF ASCLEPIUS

11.30 BRAKE

SESSION 13. CHAIR Chaniotakis N 12.00 Kadir D EXAMINING USA’S VISION OF STEM EDUCATION: ISSUES, CHALLENGES, AND PROMISES 12.30 Cavas B FROM “SCIENCE IN SOCIETY (SiS)” TO “SCIENCE WITH AND FOR SOCIETY (SWAFS)”: CHALLENGES AND IMPLEMENTATIONS IN EUROPEAN SCIENCE EDUCATION 13.00 Cakmakci G ENGINEERING PRACTICES IN EDUCATION: DESIGN THINKING 13.30 Ucar S THE CONNECTION BETWEEN THE STEM AND ENTREPRENEURSHIP EDUCATION

14.00 BRAKE

SESSION 14. KEYNOTE SPEECHES CHAIR Cavas Bulent THE FUTURE OF SECONDARY EDUCATION TEACHERS’ TRAINING IN SCIENCE EDUCATION: INTERNATIONAL TRENDS, CHALLENGES AND INITIATIVES’  Teacher training and beyond: Prof.Dr.Bulent Cavas, Dokuz Eylul University, Turkey, ICASE

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

 Strengths and weaknesses in teacher training and challenges in USA: Assoc.Prof.Dr.Kadir Demir, Georgia State University, USA  Strengths and weaknesses in teacher training challenges in UK: Assoc.Prof.Dr.Gultekin Çakmakçı, Hacettepe University, Turkey  Preparing the new generation of Science Teachers: Chaniotakis Nikolaos, Dean of the School of Sciences & Engineering, University of Crete  Beyond the teacher training: Professional Developments of Teachers: Assoc.Prof.Dr.Sedat Uçar, Çukurova University, Turkey  Research tendencies on Science Teachers’ Training: Foteini Chaimala, Postdoc Researcher, Educational Research & Evaluation (ERE) Group, Institute of Applied & Computational Mathematics (IACM), Foundation for Research and Technology Hellas (FORTH), Greece  The past and the unknown future in teacher training in Greece: Maria Kalathaki, Director of the Regional Training Center of Heraklion, Greece

SESSION 15. AWARD CHAIR Tsigkris Miltiadis 16.00 Award of honorary diploma for the retirement of the Head of the Laboratory Science Center of Chania Mr Markogiannakis Dimosthenis

SESSION 16. GUIDED TOUR IN THE HISTORICAL CITY OF HERAKLION CHAIR Papastefanaki Anna 17.30 Papastefanaki A, Pantelaki E HISTORICAL BUILDINGS & DETERMINATIONS IN THE CITY OF HERAKLION

FREE NIGHT

MONDAY 11 DECEMBER 2017 In the Laboratories of the Technological and Educational Institute of Crete

SESSION 17. CHAIR Xanthos Georgios 09.30 Mavromatakis F, LABORATORY OF ENERGY AND PHOTOVOLTAIC SYSTEMS 10.30 Papadakaki M, LABORATORY OF HEALTH & ROAD SAFETY

SESSION 18. CHAIR Kalathaki Maria 11.30 Ververidis Ph. Guide in the TEI FARM. 12.30 CONCLUSIONS & SUGGESTIONS CLOSING OF THE CONFERENCE, DEPARTURE OF DELEGATIONS The diet of meetings is a voluntary affair of many locals The participation is optional

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

CONFERENCE Discussants

1. Adamidis Adam, Chemist, Teacher in General Lyceum of Voukolies Chanion 2. Altas Evaggelos, Physicist, Teacher in 3rd Gymnasium of Rethymnon, Crete 3. Andreadis Emmanouel, Geologist, Teacher in Gymnasium Neas Kydonias, Chania, Crete 4. Archontaki Nectaria, Chemist, Teacher in Gymnasium of Vryses, Apokoronas, Crete 5. Argyropoulou Eleftheria, Assistant Professor [Organization, Management and Leadership in Education], University of Crete, Rethymnon 6. Cavas Bulent, Prof.Dr., Dokuz Eylul University, President, International Council of Associations for Science Education (ICASE), Buca-Izmir, Turkey 7. Çakmakçı Gultekin, Assoc.Prof.Dr., Hacettepe University, Ancara, Turkey 8. Chaimala Foteini, Postdoc Researcher, Educational Research & Evaluation (ERE) Group, Institute of Applied & Computational Mathematics (IACM), Foundation for Research and Technology Hellas (FORTH), Heraklion, Crete 9. Chalkiadakis Konstantinos, Physicist, Teacher in 3rd Gymnasium of Rethymnon, Crete 10. Chaniotakis Nikolaos, Dean of the School of Sciences and Engineering, University of Crete 11. Deiktaki Anastasia, Teacher of Social Sciences, Experimental Lyceum of Rethymnon, Crete 12. Demetriou-Hatjichristou Chrysoula, Inspector of Mathematics Secondary Education of Cyprus 13. Dimitriou Polyxeni, Teacher-Economist, Adult Education, Director of Institute of Vocational Training of Epanomi, Thessaloniki 14. Drakaki Maria, School Advisor for Primary Teachers of Heraklion, Crete 15. Drakaki Maria, Sociologist, PhD Candidate at the Department of Political Science of the University of Crete and Researcher at the Centre for Political Research and Documentation (KEPET)/UCRC of the University of Crete 16. Eleftheriou Maria, Scientix Ambassador, STEM Secondary teacher, Heraklion, Crete 17. Fountoulakis Antonios, Physicist, Computing Science, Department of Electrical Engineering, Technological Educational Institute of Crete 18. Garancini Gian Andrea Paolo, Appointed Counselor for Tourism in Heraklion Municipality, Crete 19. Gianella Stella, Adviser on School Vocational Guidance, Center for Counseling and Vocational Guidance (KE.SY.P.) of Rethymnon, Crete 20. Kadir Demir, Associate Professor of Science Education, Associate Editor of School Science Mathematics, MSE- Department of Middle and Secondary Education, College of Education & Human Development, Georgia State University, Atlanta, USA 21. Kalathaki Maria, School Advisor for Science Teachers, West Crete prefecture, Director of the Regional Training Center of Heraklion, Regional Administration of Primary & Secondary Education of Crete 22. Kalogerakis Antonios, Head of the Institute of Theology and Ecology, Department of the Orthodox Academy of Crete (OAC) 23. Kampourakis Lampros, Appointed Counselor for Education of Heraklion prefecture, Region of Crete

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

24. Kasimati Aikaterini, Associate Professor, School of Pedagogical and Technological Education (ASPAITE), Athens 25. Katsarakis Nikolaos, Professor, New Rector of the Technological Educational Institute (TEI) of Crete 26. Katsarou Vasiliki, Teacher of Social Sciences, Experimental Lyceum of Rethymnon, Crete 27. Lampakis Stylianos, Doctor, National Ambulance, Crete 28. Malandrakis Ioannis, Mayor of Platanias Municipaly, Chania, Crete 29. Manouras Faidonas, Teacher in Lyceum of Archanes, Heraklion, Crete 30. Maroukli Maria, Mathematician, Teacher in Archanes Lyceum, Heraklion, Crete 31. Mavromatakis Fotis, Professor, Laboratory of Energy and Photovoltaic Systems, Technological and Educational Institute of Crete 32. Mavromatakis Georgios, Biologist, Teacher in Alikianos Gymnasium, Chania, Crete 33. Meogrossi Piero, Architect, Speciale Soprintendenza Beni Archeologici Roma (SSBAR)/ Ministero Beni Culturali (MIBACT), Rome, Italy 34. Milathianaki Marilena, Primary Teacher, Regional Administration of Primary & secondary Education of Crete 35. Michailidi Afroditi, Scientix Ambassador, STEM Secondary teacher, Heraklion, Crete 36. Nadaban Laura, Linguistic Inspector, Arad County School Inspectorate, Romania 37. Owens Gareth, International Relations Office of Technological Educational Institute (TEI) of Crete 38. Pantelaki Eleftheria, Greek Literature Teacher in Archanes Gymnasium, Heraklion, Crete 39. Panteri Maria, Psychologist, Deputy Psychologist at the Center for Diagnosis, Differentiation & Support (KEDDY) of Heraklion, Crete 40. Papadakaki Maria, Professor, Laboratory of Health & Road Safety, Technological and Educational Institute of Crete 41. Papastefanaki Anna, Greek Literature Teacher in Meleses Lyceum, Heraklion, Crete 42. Paraschou Theodoros, Geologist, Teacher in 3rd Lyceum of Chania, Crete 43. Pentheroudakis Georgios, Biologist, Teacher in Experimental Lyceum of Rethymnon 44. Plaiti W, Cretaquarium 45. Podaras dimitrios, Cretaquarium 46. Polychronaki Thaleia, Cretaquarium 47. Rovithis Michael, Lecturer in Nursing Department, Technological Educational Institute (TEI) of Crete 48. Saitakis Artemis, Director of the Scientific & Technological Park of Crete (STEP-C), Foundation of Research and Technology-Hellas (FORTH), Heraklion, Crete 49. Schoinoplokaki Evaggelia, Chemist, Teacher in 1st Gymnasium of Kisamos, Chania 50. Siligardou Fotini, Scientix Ambassador, STEM Secondary teacher, Heraklion, Crete 51. Tsagtakakis Ioannis, Chemist, Trainer at the 1st Public Institute of Vocational Training (IEK) of Heraklion, Crete 52. Tsigkris Miltiadis, Chemist, Head of the Science Laboratory Center of Rethymnon, Crete 53. Tsoutsoudakis Astrinos, Physicist, Teacher in General Lyceum of Gazi, Heraklion, Crete 54. Tzianoudakis Georgios, owner of the Cretan Organic Olive Oil Company ‘Cretanthos’, Rethymnon, Crete

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

55. Tzianoudakis Leonidas, Chemist, Retired Teacher of Secondary Education of Rethymnon, Crete 56. Tziotis Stavros, Geologist, Teacher in Meleses Gymnasium, Heraklion, Crete 57. Ucar Sedat, Associate Prof. Dr., Cukurova University, Faculty of Education, Department of Mathematics and Science Education, Elementary Science Education, Saricam-Adana, Turkey 58. Venetis Konstantinos, Biologist, Member of the Pedagogical Team of SLC-R 59. Ververidis Philipos, Professor, Dean of the School of Technology for Farming and Food of the Technological and Educational Institute (TEI) of Crete 60. Vogiatsi Eirini, Teacher of Greek Language, Experimental Lyceum of Rethymnon, Crete 61. Xanthos Georgios, Assistant Professor and Scientific Coordinator of the Interconnection Office of Technological Education Institute (TEI) of Crete 62. Xiraki Sofia, Mathematician, Teacher in Gymnasium Neas Kydonias, Chania, Crete 63. Zacharioudaki Adroniki, Doctor of Haematology, ex-Director of the Blood Bank of the General Hospital of Chania Crete 64. Zaneka Stergiani, Greel Literature Teacher in 1st Lyceum of Chania, Crete 65. Zormpas Konstantinos, General Director of the Orthodox Academy of Crete, Colibari, Chania

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

Websites of the Conference Participants

Arad School County Inspectorate http://www.isjarad.ro/

Cavas Bulent International Council of Associations for Science Education (ICASE) www.icaseonline.net http://people.deu.edu.tr/bulent.cavas

Kalathaki Maria http://kalathakimaria.org/

Laboratory Centre of Natural Sciences of Rethymnon http://ekfe.reth.sch.gr

Paraschou Thodoris http://toperiballontikosxoleio.blogspot.gr/ http://fysikaiamata.blogspot.gr/p/blog-page.html

Regional Administration of Primary & Secondary Education of Crete http://kritis.pde.sch.gr/

Secondary Education Directorate of Chania Prefecture http://didechan.blogspot.gr/

Secondary Education Directorate of Rethymnon Prefecture http://dide.reth.sch.gr/

Ucar Sedat http://cukurova.academia.edu/SedatUcar

1st Public Institute of Professional Training of Heraklion http://1iek-irakl.ira.sch.gr/

Center for Research and Studies in Humanities, Social Sciences & Pedagogics (KEMET), Department of Political Science, University of Crete http://www.keme.uoc.gr/index.php

Region of Crete http://www.crete.gov.gr/

Regional Training Center of Heraklion (RTC-Her) https://sites.google.com/site/pekirakl/ https://pekherinitiatives.wordpress.com/

School of Pedagogical and Technological Education (ASPAITE) http://www.aspete.gr/index.php/en/

Cakmakci Gultekin, Associate Professor, Faculty of Education, Department of Science Education, Hacettepe University, Ancara, Turkey http://gultekincakmakci.weebly.com

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

ABSTRACTS

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

APPLYING THE KNOWLEDGE OF CHEMISTRY AND BIOLOGY OF THE LYCEUM TO PRODUCE BIODIESEL FROM USED COOKING FATS AND SPIRITS OF FALLEN ORANGES

Adamidis Adam

Τhe school is required to trigger the thought, creativity and initiative of students and future citizens, by enabling their direct and active participation in each and every phase of the educational process. In order to realize this goal a connection needs to be established between the knowledge provided by the curriculum and the modern everyday needs as well as the student’s individual skills and interests. Taking the above into consideration we investigated the necessity of alternative energy sources, and particular the conversion of frying oil into biodiesel and the exploitation of fallen oranges for bioethanol production. Applying the knowledge of Chemistry and Biology of the Lyceum to produce Biodiesel from used cooking fats and spirits of fallen oranges.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

AN EXPERIENCE OF PARTICIPATING IN A ESA ROBOTICS TEACHER TRAINING WORKSHOP

Altas Vangelis

Last two years, ESA (European Space Agency) organises workshops for lower secondary school teachers, from ESA Member States, which invited to apply to a new and unique training module on robotics. The workshop takes place at ESA’s ground station located in Redu, Belgium. During the 2-day workshop, teachers learn how to use space robotics to explain physics and technology curricular subjects, with the objective of discovering and mastering new tools and inquiry-based practices for STEM teaching and learning at school. The workshop participants guided through activities that can be performed in the classroom: creating robots using LEGO Mindstorms tools and using them to perform a mission to Mars’ with specific discovery objectives. The states of matter, light, computer programming, data collection and analysis, as well as the technology behind telecommunications, are among the subjects that touched and investigated.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

SACRED? TRIANGLES OF ANTIQUITY

Andreadis Emmanouel, Xiraki Sofia

The research was carried out in Gymnasium of Neas Kydonias Chanion, Crete, by the Environmental Team of the School during the school year 2016-2017, guided by the Teachers of Geology and Mathematics. It is a study on the location of the sanctuaries in antiquity. The location of temples and their sanctuaries form imaginary geometric formations that defy logical interpretations and well- framed registration frames. Two isosceles triangles have stolen all the glory, raising conspiratorial theories on energy magnetic fields and much more, triangulation seems to be a generalized practice of Greek life. The didactic research tries to answer if their position was accidental or following some rules, also to investigate if there are any other evidence.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

CHEMISTRY CREATES LIQUEUR- AN EDUCATIONAL SEMINAR IN SCHOOL

Archontaki Nectaria

In the Gymnasium of Vryses, in January 2017 took place an Educational Seminar of Chemistry under the title "CHEMISTRY OF MIXTURES AND JAMES IN SCHOOL AND HOUSE" organized by the school community, coordinated by the Teacher of Chemistry. Students of 13-15 years old became trainees first and trainers after in an inquiry based Science lesson procedure to learn from the past to maintain in the future the traditional knowledge and wisdom. The laboratory initiative took place in the framework of the Educational-Training Program ‘Natural Remedies’ which carried out in west Crete, in school Science Laboratories, where tradition went hand in hand with the culture and Chemistry created liqueurs... Students from Gymnasium of Vryses, under the guidance of their Science Teacher, taught to other invited teachers and locals how to prepare many types of liqueurs. The preparations lasted many months, with high expectations in an upper educational and cultural level. The purpose of the Seminar was to highlight the important role of Chemistry in the quality of our everyday life, at school and at home. Students, Teachers and Parents attended lectures, participated in discussions and prepared Liqueurs in a beautiful atmosphere of Education and Entertainment, in the wake of Christmas and Snow.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

APPROACHES TO DEVELOP ETHICAL LEADERSHIP IN SCHOOLS

Argyropoulou Eleftheria

This paper is built on the assumption that practices and decisions in schools stem from ethical values and principles. Teachers and Principals embody these values in their work. Leadership is not seen as a phenomenon concerning only Principals; it is viewed in a wider spectrum, including teachers. As a result, the development of ethical leadership addresses both teachers and Principals. Three major frameworks are chosen to be discussed and analyzed here. The aim of the paper is to show that effectiveness in modern schools cannot be based on indicators and rational management models but it should be the output of the moral tasks achieved through the collective energies and intelligence of ethical educators and ethical school leaders.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

ENGINEERING PRACTICES IN EDUCATION: DESIGN THINKING

Cakmakci Gultekin

Engineering practices have been given prominence in recent policy documents and curriculum (e.g. NGSS Lead States, 2013, MEB, 2017). Accordingly, effective pedagogical approaches are needed for integration of epistemic practices of engineering into education. In this session, participant teachers will practice these practices within a hands-on activity, which uses design thinking methodology. This aims to empower teachers by enhancing their knowledge, skills, and dispositions of engineering practices in their classroom practices. References: NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press. MEB (Turkish Ministry of National Education) (2017). Science Curriculum, Grades 3-8. Ankara: MEB Board of Education.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

TEACHER TRAINING AND BEYOND

Cavas Bulent

This keynote speech focuses on the teacher training challenges and issues in service teacher trainings and beyond. The paper will explain the issues in relation to the quality, transformation of knowledge, effectiveness, methodology and approaches of in-service teacher training. For the beyond of the teacher training, lack of professional development, and continuous support to equip teachers to face challenges while teaching will also be discussed.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

FROM “SCIENCE IN SOCIETY (SiS)” TO “SCIENCE WITH AND FOR SOCIETY (SWAFS)”: CHALLENGES AND IMPLEMENTATIONS IN EUROPEAN SCIENCE EDUCATİON

Cavas Bulent

European Union Framework Programmes are prepared and organized by the European Commission within the frameworks (FP6, FP7, Horizon 2020) provided by special legislation and through a strategic programming process integrating EU policy objectives in the priority settings. This paper focuses on the EU policy objectives of science and technology education and its project implementations. The paper presents how specific approaches used in the framework programmes to ensure that all societal actors work together during the whole science education research and innovation process. Several funded EU projects (PARSEL, PROFILES, ENGINEER, ARK OF INQUIRY) and their success stories are shared in order to recognize the impact of the EU Framework Programmes on the society.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

SUPPORTING STEM TEACHERS’ COMPETENCE DEVELOPMENT THROUGH INQUIRY BASED LEARNING: THE ELITE PROJECT APPROACH

Chaimala Foteini

Good practice nowadays increasingly views teachers as lifelong learners: teachers need in the same time to ‘learn how to teach’ and to ‘teach how to learn’. Science, Technology, Engineering and Mathematics (STEM) teachers in particular are expected to equip future citizens to have a better understanding of science and technology if they are to participate actively and responsibly in science- informed decision-making and knowledge-based innovation (EC, 2015). This requires complex combinations of knowledge, skills, values and attitudes leading to effective practice. In this context, the ELITe -Enhancing Learning in Teaching via e-inquiries (2016-2019) - ERASMUS+ project aims to support STEM teachers’ professional learning for competence development. The ELITe’s approach propagates the adoption of the inquiry-based (IB) methodology in professional learning activities, under the assumption that training through IB methodology supports the enhancement of STEM teachers’ knowledge, skills and attitudes. The main tangible outcome of the project is the design of an evidence-based framework for STEM teachers’ competence development via inquiry methodology aiming to inform curriculum design for STEM secondary teachers’ continuous professional development and learning. The focus of this presentation will be on current developments of the ELITe project pertaining to the preparation, implementation and evaluation of the project’s ‘STEM learning in teaching’ approach that will be tested in 4 EU countries namely: Greece, the Netherlands, Bulgaria and Spain. Presented will be:  insights on the space for intervention for supporting STEM teachers’ competence development in the 4 EU countries– as identified through documentary analysis of national policy documents, teacher training curricula and students STEM curricula and as expressed by educational stakeholders in the course of a negotiation process between policy, policy mediation and practitioners;  an overview of the design of the professional learning activities through IB for STEM teachers that will be implemented and evaluated in the course of the project– scope, thematic, methodology outline and expected learning outcomes;  proposed indicators for evaluating the impact of professional learning activities for STEM teachers competence development- on the basis of EC (2013) framework on supporting teachers’ competence development. The work presented aims to provide a basis for a dialogic process between research, policy mediation and practice, towards a renewed approach and curriculum for STEM teachers’ professional learning.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

WALKING AROUND THE SOLAR SYSTEM

Chalkiadakis Constantinos

It is common in science to manipulate quantities so big or so small that they are totally out of every day’s experiences. The solar system’s dimensions, the distances between the planets and their radii have values incomprehensible by the pupils. That’s the reason why we use mechanical models (orreries) or illustrations drawn in scale. But in the solar system’s case it is not easy to construct models with accurate analogies in both distances and planets dimensions. You need a lot of space to represent these quantities proportionally. For example if the sun had a 4m diameter, then Mercury would be a marble of 1,4cm diameter 16,6cm away and Neptune would be a ball of 13cm diameter 12,9km away. To solve this problem there has been designed an Android application, which uses GPS technology. The goal of this application is to help 6th and 7th grade students to realize solar systems dimensions by means of physical experience. Using the application we can create a virtual solar system with the scale defined by the user. Then as the user is moving around, the smartphone’s or the tablet’s GPS locates the position of the planets and informs the user, when she is reaching each planet’s path. An instructional intervention is proposed based on this application. In the intervention the pupils become producers of scientific information. They are asked to design a poster for each planet, containing a drawing of the planet in scale, and include information about it. After that they have to transform the virtual solar system model to a real one by placing the posters into space therefore “materializing” the digital model.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

THE ROLE OF TEACHER IN STUDENT ASSESSMENT IN CYPRUS EDUCATIONAL REFORMATION

Demetriou-Chatjichristou Chrysoula

Συνοπτικά θα αναφερθούν: (α) ο Σκοπός της αξιολόγησης του μαθητή (β) η Αναγκαιότητα της αξιολόγησης του μαθητή και (γ) οι Αρχές ενός δυναμικού μοντέλου αξιολόγησης του μαθητή ώστε να διαφανεί και να διασαφηνιστεί ο ρόλος και τα χαρακτηριστικά της αξιολόγησης στην εκπαιδευτική διαδικασία, οι τρόποι, οι τεχνικές και οι μεθόδους αξιολόγησης των μαθητών οι αρχές ανάπτυξης διαφορετικών τύπων έργων, οι τεχνικές διατήρησης δεδομένων αξιολόγησης και πρακτικές αξιοποίησης τους και τέλος θα αναφερθούν οι πρακτικές που μπορούν να εφαρμόσουν, ώστε να ανταποκριθούν αποτελεσματικά στις ανάγκες των νεοεισερχομένων εκπαιδευτικών σε θέματα σχετικά με την αξιολόγηση των μαθητών.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

THE ROLE OF PROJECT IN STUDENT ASSESSMENT IN MATHEMATICS AND SCIENCE EDUCATION

Demetriou-Chatjichristou Chrysoula

Αναπτύσσονται οι τρεις βασικοί άξονες (αναλυτικά προγράμματα-συνεχής αξιολόγηση και αυτοαξιολόγηση διαδικασιών και αποτελεσμάτων-τετραμηνιαία ετήσια διαμορφωτική και συγκριτική) στους οποίους στηρίζεται το πλαίσιο του συστήματος αξιολόγησης των μαθησιακών αποτελεσμάτων μέσα από τη επιστημονική τεκμηρίωση στη βάση της σύγχρονης διεθνούς έρευνας, εμπειρίας και πρακτικής. Αναφορά στο νέο αναβαθμισμένο ρόλο των συνθετικών εργασιών τύπου Project στην αξιολόγηση μαθητή στα Μαθηματικά και τις Φυσικές επιστήμες και η σημασία τους στην αξιολόγηση μαθητή.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

THE LAKATOSIAN METHOD FOSTERS TRANSITION FROM THE ALTERNATIVE CONCEPTIONS TO THE SCIENTIFIC CONCEPTS: AN EXAMPLE IN GEOMETRY OF THE COGNITIVE CONFLICT MAP BASED ON LAKATOSIAN METHOD

Demetriou–Hadjichristou Chrysoula

The study explores the effect of teaching the surface area of a cone (SAC) using the Lakatosian heuristic method on students’ conceptual change. It was found that the Lakatosian heuristic method helped students’ transition from their alternative conceptions of the SAC to a scientific conception. The Cognitive Conflict Map based on the Lakatosian method and the implications of the finding for teaching are discussed. Such implications concern the definition of the concept of the solid cone which was learnt by heart. Therefore, due to the traditional method where students do not build the definition of the concept they do not realize that it differs from the SAC. As a result they have difficulty in realizing how the cone is constructed/deconstructed from 2-dim to 3-dim and vice versa that differs from the creation of the SAC. Their misconception about how the two spaces are related makes them unable to find relations between them, which is a key to prove the SAC in order to achieve their scientific concept.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

THE ROLE OF THE LEADERSHIP OF THE INSTITUTION OF VOCATIONAL TRAINING AND ITS IMPACT ON THE MOTIVATION OF ITS EDUCATIONAL STAFF

Dimitriou Polyxeni

The issue of effective leadership in the workplace is an important part of working psychology, especially in recent years when crisis conditions shape competitive and rapidly changing situations in workplaces click on the small magnifying glass Effective leadership within the Directorate of a Vocational Training Institute (IEK) is a constant demand, since a number of factors, such as the constant rotation of the specialties and the hourly trainers involved in the training, hamper the development of the potential of the employees and the administrative staff, the creation of the collective spirit, the building of a collective vision, the launching of a common perspective, and the formation of a healthy working culture. Where the essence of the role of a Lead Director appears, the productive effect reflects the exploitation of forces, thus highlighting features such as innovation, self-interest, voluntary participation in a common vision. Leaders need to motivate their partners to be more effective and efficient, and especially to do so voluntarily. For this reason, it must provide incentives and mobilize its partners with a variety of tools and techniques. Some of these are participation in decision-making, education and professional development, initiative, reward and moral rewards, recognition of efforts, good working conditions, etc. It is clear that when the motivation given by the leader to his / her partners covers their basic and vital needs, then this can activate the action and the prospect within their workplace with significant and beneficial results On the basis of the above it is documented the essential and crucial role that an IEK Director can play against the substantive motivation towards his / her educational staff, with the main aim of their professional development for the benefit of all trained students at IEK.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

YOUTH IN GREECE IN THE ERA OF THE CRISIS: THE STATE OF PLAY

Drakaki Maria

The presentation deals with the current state of play regarding Youth in Greece within the era of the Recession (Issues of Life Course, Unemployment, Employability and the Dimension of Counseling and Vocational Guidance). It, initially, analyses in brief the current state of play in terms of Education, Vocational Education & Training (VET) Lifelong Learning (LLL) and youth unemployment both in Greece and European Union, providing comparative insights. Based on the findings of the Research Project “NEETs2” (EEA Grants GR07/3757), it proceeds in the analysis of the impact of the ongoing recession on key determinants of life course and employability of youth in Greece, focusing on counseling and vocational guidance as a major mean for the strengthening of youth employability towards their social inclusion. In this context, based on the findings of the abovementioned Research Project, a set of proposed targeted measures/actions are presented at national and regional level for policy makers, structures and services related to the fields of education, training-reskilling, LLL and youth social inclusion aiming at the management of youth vocational guidance. While, it is presented a second one proposed set of general guidelines and targeted actions in the fields of education, training, LLL and employment (alternative learning and occupational choices and pathways) for Greek youth aiming at: a) their vocational guidance planning or re-planning, b) the acquisition or/and the upgrading of their skills and competences and c) the empowerment of their employability, towards their (re-)integration into labour market and their social inclusion.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

A STEM SCHOOL PROJECT: ABOUT EVERYTHING UNDER THE SUN

Fountoulakis Antonios, Manouras Faidonas, Maroukli Maria

Monitoring climate data was always very important for several sciences. During the past few years with aid of electronics and computers climate monitoring became accessible to anyone. In the framework of an environmental school project, we build an automatic weather station at a low cost but full functional. During that procedure our students get familiar with physical quantities like temperature, relative humidity, atmospheric pressure, insolation, etc. In addition, the students increase their expertise in computing and programming as they programmed the station. Our Automatic Weather Station based on Arduino platform and is programmed to recording data every 10 minutes and made them accessible throw the network. The Weather station can monitor and record Air temperature, Relative Humidity, Air Pressure, luminosity, Rain and Soil Moisture.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

PROJECTS-ACTIONS FOR THE PROFESSIONAL ORIENTATION Προγράμματα-Δράσεις για τον Επαγγελματικό Προσανατολισμό

Giannela Stella Γιαννέλα Στέλλα

Η Επαγγελματική Συμβουλευτική είναι μια πολυδιάστατη προσπάθεια στήριξης των ανθρώπων στην αντιμετώπιση των δυσκολιών που σχετίζονται με το σύνολο των επαγγελματικών τους επιλογών. Τα Κέντρα Συμβουλευτικής και Προσανατολισμού (ΚΕ.ΣΥ.Π.) που είναι δομές της Δευτεροβάθμιας Εκπαίδευσης σχεδιάζουν και υλοποιούν δράσεις και προγράμματα προκειμένου να βοηθήσουν μαθητές Γυμνασίων και κυρίως Λυκείων να έρθουν πιο κοντά σε σπουδές και επαγγέλματα. Με την Ατομική Συμβουλευτική, την Πληροφόρηση και τη χορήγηση Τεστ Επαγγελματικού Προσανατολισμού γίνεται προσπάθεια ανίχνευσης των ενδιαφερόντων που έχουν οι μαθητές ώστε να κατευθυνθούν σωστά μέσα στο Λύκειο αλλά και αργότερα στις διαθέσιμες επιλογές Εκπαίδευσης & Κατάρτισης. Τον ίδιο στόχο έχει και η διοργάνωση Ημερίδων για γονείς και μαθητές στις οποίες Επαγγελματίες παρουσιάζουν το επάγγελμα τους. Παράλληλα τα Προγράμματα Αγωγής Σταδιοδρομίας, οι διδακτικές επισκέψεις σε Ιδρύματα της Τριτοβάθμιας Εκπαίδευσης και σε Ερευνητικά Κέντρα διευρύνουν τους ορίζοντες των μαθητών και τους βοηθούν να γνωρίζουν εκ των προτέρων τι θα συναντήσουν και με τι θα ασχοληθούν στις μεταγενέστερες σπουδές τους. Τα τελευταία χρόνια κερδίζει έδαφος η βιωματική μάθηση και γίνονται προσπάθειες ώστε οι μαθητές είτε «εικονικά» να λειτουργήσουν στο πλαίσιο μιας επιχείρησης είτε με βιωματικό τρόπο ως «επαγγελματίες για μια μέρα».

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

EXAMINING USA’S VISION OF STEM EDUCATION: ISSUES, CHALLENGES, AND PROMISES

Demir Kadir

This presentation will be focused on providing an overview of the large-scale state and nationwide initiatives and policies geared towards improvement and implementation of STEM teaching and learning practices in K-16 in USA. Specifically, the presentation will deliver a summary of the commonly utilized STEM teaching and learning practices; the inequities that exist in STEM education along racial and ethnic, linguistic, cultural, socioeconomic, gender, disability, and geographic lines; and the status of college and career readiness (economic competitiveness and national security). The presentation will conclude with highlighting the issues, challenges, and promises of the STEM initiatives and policies aiming to transform STEM education in USA.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

THE TEACHERS’ TRAINING IN THE REGIONAL TRAINING CENTERS OF GREECE-25 YEARS EXPERIENCE

Kalathaki Maria

In the last half of the previous century, when Teacher Education and Training is more organized and targeted treated by the Greek State, the Schools of Training for Primary and Secondary Teachers were initially established. After them, the Regional Training Centers, the Organization for Teachers Training, the Institute of Computer & Publishing Technology Diofantos, the School Advisors and the Support Educational Structures offered Training opportunities to the local school staff, along with Postgraduate Curricula of Higher Education Institutions. The Low 1566/1985 proposed mandatory forms of training for teachers, the Introductory training for newly appointed teachers of Primary and Secondary Education, the Yearly for those who have completed five years in-service to inform them about scientific and educational developments, the Periodic training when curricula change, and Others in regional an Pan-Hellenic level. Training Seminars, Programs and activities of great number, variety and specialty by Trainers for trainees carried out in the last 50 years in Greece, funded by the Government Budget. In the survey of the Greek Pedagogical Institute, in 2010, which investigated the training needs and priorities of the Greek Teachers in, less than half of the asked teachers positively evaluated the training programs that they had attended, with minor variations by Region, Level and Specialty, in terms of content, methodology and organizing.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

TRANSFORMING THE SCHOOL SCIENCE LABORATORIES INTO CIVIC TECH HUBS FOR SHARING KNOWLEDGE AND IDEAS

Kalathaki Maria

The issue of transforming the School Science Laboratories into civic tech hubs for sharing knowledge and ideas is much discussed in recent years among the Science Teachers of Secondary Education in Greece, since the last 10 years many initiatives have been undertaken by the Greek Ministry of Education in the field of Science teaching in Schools, focusing in Science Laboratory and ICTs use. Though all students have their own knowledge since beginning, most knowledge is scattered, and the students cannot understand how to apply the scattered knowledge into practice, especially under various contexts. A research on Youth Education & Entrepreneurship which carried out by the EU focused on the development of entrepreneurial learning for young people aged approximately 13-19 years who attend Secondary Education schools or colleges. It seeks to address three questions: a. is entrepreneurship treated as a key competence at school? b. how open are schools to "incursion" from the "business world"? c. have there been any "revolutions" in the education/training system? If so, how far have those fundamental changes gone? In accordance with the targets of Erasmus+, in Science Education, we need to make the schools an open space where to discuss about and build up the future post 2020. We want to achieve more, reach out further and be even more inclusive. We want to do this together, and transform the School Science Laboratories into civic tech hub of sharing ideas.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

CREATING THE LIBRARY FOR DIDACTICS AND PEDAGOGY IN THE REGIONAL TRAINING CENTRE OF HERAKLION, A CASE STUDY

Kalathaki Maria

The exploiting the archival material of the Regional Training Center of Heraklion (RTC-Her), with region the Primary and Secondary Education of Crete), collected from various places of the building during the recent reconstruction of the existed infrastructure, leaded to the construction of a Library of Didactic and Pedagogic Content in the Regional Training Center of Heraklion (region of Crete). The principal material (books, manuals of Laboratory Devices and PCs, videocassettes, CD-ROMs, DVDs, Training Notes, Slides, etc) was cataloged in EXCEL sheets and concentrated in bookshelves, with the folders of the Archive of the old Academy and School of Primary and Secondary Training of Teachers which functioned before the establishment of the RTC-Her in 1992. The effort of creation of a Library with Pedagogic and Didactic Books, in printed form, started more intensive in May 2017, when addresses queries for donating books and voluntary support to many Scientists and Institutions. Τhe most of them responded positively and directly to the request. The first donors of Books were the Pedagogical Institute of Cyprus, the Technological Educational Institute of Crete and the 1st Public Institute for Vocational Training of Heraklion. In the Honorary Ceremony of the Educational Conference “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE” and the Educational Congress ‘FROM EDUCATION AND TRAINING TO THE PROFESSIONAL LIFE: INTERNATIONAL TRENDS AND PROSPECTS’, which took place simultaneously in the RTC-Her at 8th December 2017, volunteers and Donors of books were honored for their contribution to the ‘LIBRARY FOR DIDACTICS AND PEDAGOGY’ OF RTC-Her.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

THE PAST AND THE UNKNOWN FUTURE IN TEACHER TRAINING IN GREECE

Kalathaki Maria

The Low 1566/1985 introduced firstly mandatory forms of training for teachers of Primary and Secondary Education which could carrying out by various organizations and Bodies, of many specialties and forms, in many places, with variety of content, methodologies and trainers. In the last 25 years, the 16 Regional Training Centers had the duty to download and decentralize the educational policies to the regions of Greece, to the newly appointed and permanent teachers. According to the Presidential Decree 250/1992, the Ministry of National Education and Religious Affairs may assign to the Pedagogical Institute or to a research institution the evaluation of the training work of the Regional Training Centers, at national level. The results of surveys on the efficiency of the training programs and the satisfaction of the Trainers have not published and discussed thoroughly. In the last 5 years, since the Ministry of Education has applied only three short-term Seminars guided, centrally designed and directed, less than 1000 School Advisors have shouldered the full weight of the Primary and Secondary teachers’ training all over the Country, those the abolishment has been announced, without any evaluation report for their work. In the continuously reforming of the educational system in Greece by the governments that take over the power, new lows were created for the executives’ selection but not for the evaluation of the work that they offered, conclusions and proposals for the training needs. Also, as there is no evaluation for the teachers in schools, there is no data about the effectiveness and the educational demands of the school education. Additionally, the economic crisis has dramatically restrict the expenses for the school education of the families the local authorities and the Government. In order, the students of the last class of Lyceums to participate successfully to the Pan-Hellenic Exams for the entrance to the University, many of them receive private lessons, in many times quite costly. Since, the changes in the training landscape are connected to the educational reforming of schools, this period is in progress the reconstruction of the School Education, following that of Higher Education.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

FOSTERING 21ST CENTURY SKILLS THROUGH AN AUTHENTIC LEARNING AND ASSESSMENT FRAMEWORK

Kasimati Aikaterini

The skills that 21st century society requires are many and can be described in a variety of ways. Indicatively, we can respond flexibly to complex problems, effective communication, information sharing, constructive cooperation in problem solving, effective use of technology and the production of new knowledge. Changes in the educational context are therefore necessary: how learners learn and how schools work, what changes need to be made in evaluating and linking it to teaching. The term "skills" is used in general to describe what one knows, what a person understands and what a person can do. By the term authentic learning we mean "the normal practices of a culture where the meanings and goals are social constructions and negotiations between old and new members of a community. This is a pedagogical approach that allows learners to explore, discuss and construct multidisciplinary scenarios and relationships around issues that concern them. The 21st century skills need to be fostered through an authentic learning and assessment framework. Means of capturing and expressing the assessment result can be: grades, portfolio, scale classified criteria conceptual map, a calendar, a force field and others.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

DISASTER RESPONSE SKILLS AND ATTITUDES IN TEENAGE POPULATIONS: A SURVEY ON ADOLESCENT POPULATIONS

Lampakis Stylianos

Even if large scale natural disasters are rare for our country, it is interesting to exchange knowledge and experience with other countries which have applied this type of projects, such as the Kingdom of Bahrain, Croatia, Italy, Cyprus, Greece, Pakistan and Egypt. We participate in a multi country survey based on a structured questionnaire with 30 questions regarding general knowledge (10) and special skills (20) to form a base lane on teenage skills to respond after or during disasters. 150 students from Chania prefecture participate. Results show a lack of basic skills or attitudes like meeting point of family, Means of identification, Switching off utilities at the mains, Making water safe Process, 4 hours refrigeration rule etc. As climate changes affect more and more our country, we must seriously consider a more intensive intervention to High schools curricula in order to provide teaching opportunities to address disaster topics. It is suggested that all of the community and the parents should be actively involved in disaster awareness and preparedness. A multiagency approach is proposed to determine a minimal knowledge and skill set with which adolescents should be equipped before completing their secondary education. A systematic literature review shows that the best results are obtained by combining theoretical and practical activities in school, family, community, and self- education programs.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

A SIMULATION OF THE HUMAN DIGESTIVE SYSTEM

Mavromatakis Georgios

The digestive system plays an important role in the operation of the human body. It provides the body with energy and nutritional ingredients. Students find difficult to understand how the digestive system functions because most of its parts are located inside the human body. The simulation of the digestive system helps students to comprehend: 1. The parts of the digestive system (the course food follows into the human body) 2. The liquids who take part in the digestion of food. 3. The length of the small and large intestines

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

LE FORME PREFERITE DELLA MENTE: FROM THE LABORATORIUM IN VENICE TO LABORATORIUM PALACE ITTAR AT HERAKLION ….…THROUGH THE LAB N.A.N._NUTRIMENTI IN ROME

Meogrossi Piero

The Laboratorium Venice took place in the center of Venice on November 2017 showing the topic ‘Le forme preferite della mente’ : this first event represents the actng of every Lab- gallery as announced in the interviews and the lecture ‘To live Aldo Rossi through the places’ ….for promoting through Europe and in the Mediterraneum with “the Ambra road” so to land to Crete again. Then the Venetian lab architectural testimonial becomes at first the professional formula to act a glocal Mediterranean cultural goal able to put in connection the main Greek and Italian cultural centers open to an European commun antique vision so to involve people to follow a commun story telling historically integrated. More the Lab NAN Nutrimenti at Rome and the Lab HUB in Palace Ittar at Heraklion when open on next June will coordinate a larger program based on the history of Crete and Rome so to act the “southern Crete developing model” describing how to organize the modern environment by promotion of the villages of Lentas-Miamou. A specific model project (“a Contemporary Cluster for promoting Art & Science events in Crete”) will be test over there by workshops in touch with the experiences of Roman and Venetian Labs because they follow the same Creten Health Code: it must inspire international people and experts in different disciplines and sectors …..(scientists & artists; empreneurs & restorers; artisans of marble, iron, glass, ceramic, wooden furniture; touristic & agriculture operators…./AGROPOLIS team). In order to draw a straight line of connections by the NeoAntiqueNow (N.A.N. philosophy) and in the laboratories as presented in my lecture, they will promote together not only the glorious memory of the past but more it will possible the project for a participated restoration of the old villages supporting them easier by the European Med NET model : new goals to show through the concrete realizations all measured by the Double Ax code practiced in antiquity and in the Labs at Crete, at Rome, at Venice. More Information on the NAN Lab www.ilsognodiroma.it; www.laboratorium-venezia.com ; www.palaceittar.com (not yet available) More Information on the website: https://www.laboratorium-venezia.com/gallery

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

THINKING BEYOND THE USUAL: THE SUNLIGHT DISVEILS THE MINOAN HEALTH DOUBLE CODE (How to read the Labrys …. How to walk inside it …. How to get out by the Mithos)

Meogrossi Piero The research moves from Minoan culture and supports my discoverings about the original topography of Roma (1987-2017). The archaeological sites linked each other describe a sort of net map enlarging a commun Mediterranean goal: how to get and to drive Health over the Time-Space geography of human-beings (by the Disk of Phaistos , by the Omphalos of Delphi, by the Forma Urbis Romae …..…) www.ilsognodiroma.it The natural earth-sky phaenomena drive the main role of East-West direction which marks every landscape by crossing the sunlight roads in suborder to the Double Ax read as an holistic knowledge instrument for measuring the antique environment. Then the island itself of Crete and the ancient Roman topographical design become the testimonials of a Minoan memory able to set up by mithos the morphology between hearth and sky: that way of measuring Health Code on earth was adopted by Mikenean who founded the city-state of Rumi-Rome in VIII century so to renew the Greek confederation. Almost all the ancient sites of Crete island and the Roman archaeological data become role-models accorded to the Double Ax diagram whose topologic laws mark local measures, design land-maps, compose the environment of cities, disveil natural and physic values, let clearest the hidden geographical paths and labyrinthes historically spreaded everywhere. In any case the Double Ax code being the support for the historical topography governs the natural energy too over the Mediterranean sites (see the antique longitude 0, the N-S Axis over Aegean sea centred in Crete): such symbolic and pragmatical dialogue measures the natural Health laws and put in balance on earth the human needs in relation to the environment. The Greek explorers selected during the open sea navigation time testimonial places first in Megali Ellas and later in Rome to drive beyond the Creten the holy model and the geographical Aegean memory relating cultural values and models to export through their mythological story tellings. More the planning code fixed in Rome appears similar to the model explained near by the Lion promontory of Lentas in southern Crete below the Asterousia environment , the last check point of European continent geography because over there the natural sunlight phaenomena show a sort of “energetic gate” which lets clearest every slightest wreck. The Lentas archaeological site (with its hellenistic Asklepios temple and the closed Miamou village) maybe are the Minoan sanctuary-areas where Zeus and Europe landed to enlarge by mythos the energetic order of Creten island and to export it beyond the Aegean territories.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

MEDITERRANEAN HERITAGE: A NOSTOS FROM CRETE TO ROME

Meogrossi Piero

The research works on the discoverngs of new data about Rome in the Mediterranean depending on the Minoan Heritage . ‘The Nostos from Crete to Rome’ becomes then the Mediterranean story telling to restart up from the island of Crete the historical values of the topic sites to rediscover and to visit. The Cretan geographical model becomes occasion to reduce the distances from the memory of Rome and Venice, places strongly depending on the history of island of Crete, on its mountains and valleys, on the archaeological documents and the Minoan palaces and villages to give them new references and goals. The contemporary vision of the ancient Ikos-Nomos over the Cretan environment moves towards a social program to let more and more cleared by the code of Disk of Phaistos as strategic occasion to promote cultural attention for developing for visitors a different tour . That Minoan documents (all based on the Double Ax code) can support yet today the touristic Crete and offer to Europe and world visitors a different Aegean story telling able to link the meaning of the past and the present Mediterranean to promote a new economy too. The documents differently investigated about the environment could manage new investments towards a philosophical method NeoAntiqueNow, an integrated model to be practiced in Crete like exemplar way of living to restart with the local people their agro activities, to restore the ruined villages for a commune environment , to offer different economical goals to visitors. The dialogue between past and present through a planned and targeted cultural enhancement can act visual art and visual cultures experimenting the Mediterranean “ROLE MODEL” by the promotions of three European laboratories : in Crete, in Venice, in Rome. In the central area of southern Crete the Lentas Miamou villages (with the Mesarà surroundings beneath Asterousia mounts) will promote cultural actions (international workshops), original programs about Cretan heritage (art events describing the Minoan health code hidden in the Disk of Phaistos), historical measuring and references to value differently the Cretan landscape and its places. The «contemporary cluster gallery» of Palace Ittar at Heraklion will promote projects and cultural events to be presented in all the main capitals of Europe so to confirm the International Holistic Center to realize at Lentas-Miamou , a memorial «commun cluster» to revirth the Mikenean world in Crete before landing to Megali, to Rome ... after the five centuries domination of Venetian. An unitary cultural system goal will move and drive the Net EU programs for promoting specific projects supported by the antique Creten environment based always on the Double Ax shape-order....

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

SCIENTIX THE COMMUNITY FOR STEM EDUCATION IN EUROPE

Michailidi Afroditi, Eleftheriou Maria, Siligardou Fotini

Scientix is the community for Science education in Europe. It promotes and supports European collaboration in STEM (science, technology, engineering and maths) teaching, research and policy. It is funded from the European Union’s H2020 research and innovation programme and coordinated by European Schoolnet (EUN), a Brussels-based consortium of thirty ministries of education. Scientix was recently selected as one of the 100 top educational innovations worldwide. The educational portal scientix.eu is available in all 24 languages of the European Union. It offers resources for innovative and engaging teaching and best practices to attract pupils to science and related professions. Also available are the Scientix repository for teaching materials, free translation of teaching material on demand, partnership opportunities with other European countries, opportunities to attend online training courses (webinars and MOOCs) Beside good practices dissemination and scenarios for student career orientation into STEM related fields, Scientix also offers educators chances of professional development. Presenters are the three Scientic Ambassadors in Heraclion, Crete. They will present in detail Scientix and the Scientix project gallery. They will analyze the benefits for educators, students and stakeholders involved and how to be a part of the community.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

NON – FORMAL TECHNIQUES IN TEACHING

Laura Nădăban

"It is difficult to make a clear distinction between formal and informal learning as there is often a crossover between the two." (McGivney, 1999)

This paper aims at highlighting the important role held by techniques specific to non-formal education. In an educational system in which gaining knowledge is decreasing progressively in its importance and shifting clearly towards teaching –learning based on competences, non-formal techniques help both in completing theory and the more traditional way of teaching and in cutting off the stress caused by marks. Education plays an important role in development. Out of school programmes are important to provide adaptable learning opportunities and new skills and knowledge to a large percentage of people who are beyond the reach of formal education. Non-formal education began to gain popularity in the late 1960s and early 1970s. Today, non-formal education is seen as a concept of recurrent and lifelong learning.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

FROM LINEAR B TO THE PHAISTOS DISC

Owens Gareth

Minoan Crete constitutes the first literate civilization of Europe and the beginning of European recorded history. In 1878, Minos Kalokairinos carried out pioneering excavations in the West Wing of the Palace of Knossos and discovered the first Linear B tablet. In the first month of excavations at Knossos in 1900, Arthur Evans discovered 3 Bronze Age Scripts, Minoan "Cretan Hieroglyphic" and Linear A, and Mycenaean Linear B, thus bringing Minoan and Mycenaean Crete into the historical period. These three scripts were syllabic in nature and were used for both administrative and religious purposes. The rulers, priests, scribes and bureaucrats of Knossos used these writing systems for approximately 800 years to keep tax archives, to list personnel and agricultural products and to record religious offerings. The decipherment of Mycenaean Linear B in 1952 by Michael Ventris added 7 centuries to the history of the Hellenic language. Using Linear B it is possible to begin to approach an understanding of the Minoan script and language.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

PROVIDING PSYCHOLOGICAL SERVICES TO THE SCHOOL COMMUNITY: THE ROLE OF SCHOOL PSYCHOLOGIST IN MODERN EDUCATION

Panteri Maria

The needs and the modern social problems make it necessary to provide psychological services to the school community, as the multifaceted role of the school cannot be achieved without its cooperation with other professionals. The goal of all those involved in education is to improve student’s quality of life, to improve their academic performance and to prepare them for the requirements of the future profession. The term “school psychologist “refers internationally to professionals who provide psychological services within the school context. They specialize in the provision of services to children, youth, as well as to their teachers and parents. However, in recent years, due to the changing social conditions, the roles and responsibilities of school psychologists have changed significantly. From the students' assessment as their main task, roles and tasks include counseling for students, teachers and parents, dealing with crises in the school community, career guidance, and interconnection with the community and professional bodies. Purpose of the bibliographic review is to investigate the views and attitudes of school teachers and managers towards the role and work of the school psychologist and to compare them with the views of school psychologists themselves. A common finding of many researchers about teachers' beliefs and expectations toward school psychologist’ s services is that although the school psychologist is considered as an expert in student assessment, there is also a strong desire for an expanded role, with counseling and training to the teachers themselves. Key words: psychological services, school psychologist, beliefs, attitudes, school community

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

INQUIRE BASED LEARNING AND EXPERIMENTS WITH DAILY MATERIALS. THE EXAMPLE OF TOOTHPASTE

Paraschou Theodoros

In the beginning of the 21st century, students had difficulties realizing that there is a natural condition which forms their daily experience, even when they listen, watch and live this experience. School should manage students’ experiences giving the scientific interpretation of it. Enquiry based learning helps students to re-evaluate their existing/established ideas, as individuals or in a team and to debate the differences between existing and former knowledge. Through this, students reinforce/strengthen their perception to emphasize critical thinking. The first model of our knowledge about nature, which uses materials, is the experiment. Experimentation is the connection between humans and nature. Sometimes, an experiment has so many difficulties and is so detailed that could be totally phenomenal. For this reason, when someone uses daily materials in experimental processes, it helps students to realize scientific truth. Toothpaste is a product that everyone uses daily. We know how and why we use it, we know where to buy it, but almost no one knows the ingredients. Students, working with their own materials, re- establish the previous knowledge, giving new solutions to their questions. They combine natural materials, they learn more about the chemistry and the origin of those natural materials and they compare the former with the new staff. Finally, they fabricate their new products in order to make experiments on it. Students who are introduced into new experiences could develop an active role as citizens of a global village.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

HELLENIC CENTRE FOR MARINE RESEARCH: AIMING TOWARD, A STUDENT CENTERED, INNOVATIVE AND INTERACTIVE TEACHING OF MARINE SCIENCES

Podaras Dimitris, Plaiti Wanda, Polychronaki Thalia

The Hellenic Centre for Marine Research (HCMR), the largest marine science research foundation in Greece, is a governmental organization whose aim is to study and explore the aquatic environment and all aspects that may affect it. HCMR carries out scientific and technological research, develops and applies corresponding experiments, tries to disseminate and implement the produced results. HCMR's facilities are dispersed at 3 locations (at Anavyssos in Attica, at Gournes of Heraklion Crete - complex building of Thalassokosmos - and on the island Rhodes) and is comprised of three research Institutes and two aquaria: Institute of Marine Biology, Biotechnology and Aquaculture (IMBBC) Institute of Marine Biological Resources and Inland Waters (IMBRIW) Institute of Oceanography (IO) CRETAquarium (the largest and most modern aquarium in Greece) Hydrobiological Station of Rhodes (the first aquarium in Greece, operating since 1963) In addition to its scientific role and its marine research and exploration aims, one of HCMR's fundamental goals is reaching out to the public and diffusing the scientific knowledge concerning the marine world, especially the Mediterranean, in an effort to increase awareness. This is accomplished through its 2 aquaria with their corresponding educational department staff as well as HCMR's Education Unit (EdU), comprised by a team of marine scientists from the various institutes that devote part of their time for the realization of this goal. More specifically with student groups of Primary and Secondary Education that visit the various HCMR facilities and participate in the educational programs offered, the aim is to increase the understanding of the aquatic ecosystems' mechanisms and functions, to communicate the current problems and issues of the marine/aquatic environment as well as the effects of the various anthropogenic activities In addition more specialized and focused science training of under-graduate and post-graduate students is carried out through short-term rotations, or long–term thesis related work. In this educational role HCMR tries to use innovative and hands-on methods using all possible senses in order to accomplish better comprehension in a hope of contributing toward a better sustainable ecosystem management in the future... because: "In the end we will conserve only what we love; we will love only what we understand; and we will understand only what we are taught." (Baba Dioum, 1968).

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

EFFECTIVE TEACHING SKILLS—HOW TO BECOME A BETTER EDUCATOR FOR HEALTH RELATED COURSES

Rovithis Michael

Teaching is complex and demanding work that requires highly specialized skills and knowledge to impact significantly on student learning especially when teaching concerns medical courses. Modern pedagogy in education regards students as active participants in the shaping of the learning and teaching environment, not as passive absorbers of knowledge. In order to be effective, teachers need a deep understanding of their subject area, knowledge of how students learn specific subject matter and a range of strategies and practices that support student learning. There is strong evidence that active learning methods enhance the effectiveness of teaching and instruction in a way that imparts deep understanding of concepts. Together active learning and digital - online technology innovation are particularly successful in improving students’ learning. Yet, not all students or staff are digital natives. It is important that we use online and digital technology carefully in our learning and teaching environment, in combination with blended learning techniques and interactive teaching methods. A combination of both the conventional and newer curricula may provide the most effective training for students.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

MAKING HANDMADE SOAPS AT HOME AND SCHOOL LABORATORY

Schoinoplokaki Evaggelia

First little chemistry to help understand the process. Oils (liquids) are fatty acids esters of glycerol. Glycerin is a trivalent saturated alcohol that can be combined with three different fatty acids and make an ester. Adding sodium hydroxide, the saponification of the esters is carried out according to the following reaction. RCOOR’ + NaOH → RCOONa + R’OH ( Glycerin ) And now the recipe for the practical part of making soap. The following dosage is recommended for olive oil (if we want to use other oils, the amount of NaOH is also changed) 1350gr olive oil, 175gr NaOH, 500 gr H2O. I add the sodium hydroxide to the water slowly stirring and allow to cool to 40 degrees (caution the dissolution of NaOH in the water is a strong exothermic phenomenon). Heat the oil to 40 degrees and pour the caustic soda solution into the warm oil. Stir until the mixture cools (container is plastic). If we want, we can add flavor or color. Empty in a mold and the next day, as long as it is soft, cut it to the desired size. Let's mature for eight weeks.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

THE PHILOSOPHY OF “VRISKOUMENO” IN THE CRETAN NUTRITION

Tsagkatakis Ioannis

In the ‘60s, the Cretans had undoubtedly developed a certified, product of various studies, miraculous model of nutrition that offered great health, wellbeing and longevity. The hidden philosophy behind is the “vriskoumeno”1 that means “what already exists” and it is available in the rich Cretan land [the word “vriskoumeno” comes from the Hellenic verb “vrisko” (βρίσκω), whose meaning is also “acquire by tradition, inheritance”]. This may include the famous “ntakos”: barley rusk, grated tomato, famous Cretan cheese “xynomizithra”, olive oil and olives, sprinkled with oregano and some salt accompanied perfectly with the local spirit “raki” (“stress fighter”). Or, other natural, non- processed, foods: large amount of wild vegetables, abundant fruits, surprising amounts of legumes (meat group), nuts, wild mushrooms, snails, honey and “petimezi” (molasses), instead of sugar and much more healthy ingredients. Let us not forget that, according to the Eastern Christian Orthodox tradition, fasting was prescribed for a period of 180-200 days per year, with the abstention from food of animal origin. “Oligophagia” and tough manual labor complete the puzzle, all making possible weight loss. However “vriskoumeno” is not only food but a way of living: the closed family relationships, religion with Mass attendance and praying, special idiomatic language, unique social celebrations, festivals with impressive traditional dances, history from ancient times to second world war, ways of artwork and much more. In this study it will be presented how the “vriskoumeno” may enter our lives, not only as an inheritance, but also as a choice and thus become part of a more healthy philosophy of living.

1 Speech by A. Stefanakis, Vice President of Agrοnutritional cooperation of Region of Crete, 4/11/2017

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

HIGH SCHOOL STUDENTS ON THEIR WAY TO SCIENCE–THE BEAMLINE FOR SCHOOLS COMPETITION

Tsoutsoudakis Astrinos

CERN is offering high-school students (aged 16-20) from around the world, with at least one adult supervisor, the chance to create and perform a scientific experiment on a CERN accelerator beamline. They only have to think of a simple, creative experiment and submit their written proposal and short video. Before going to CERN the winning teams will have the opportunity to work together with CERN scientists on their ideas on how to use the beam line and plan out their particle physics experiment. This is an ideal opportunity to expose today’s cutting-edge physics to tomorrow’s scientists. Students will be using a beam of particles from the “Proton Synchrotron” accelerator along with a set of various detectors. The fourth edition (2017) of the Beamline for Schools competition, reached a total of 41 countries with the impressive number of 181 proposals received. The Senior High School of Gazi, a regional but well distinguished school, was very proud to see its CURIEosity team, a team of 6 female science enthusiasts, rank among the best 10 teams of the world. The team supervisor was Astrinos Tsoutsoudakis, physics teacher.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

YOUNG ENTREPRENEURSHIP IN CRISIS SEASONS: LESSONS AND COMPLICATIONS

Tzianoudakis G, Tzianoudakis L

It is a common belief that theory differs from practice. On the other hand, theory paves the way for practice. How does the experience of a young graduate who decided to pass from theory into practice and start up a family business in the middle of a hard economic crisis, looks like? This presentation aims to clarify, through personal experiences, the preconditions needed to start up your own business and point out the dangers and challenges of this attempt. We would like to present what we learned and what we suffered from. The ideas and the behaviors that we loved and adopted on contrary to the practices we rejected in order to survive in the inhospitable environment of crisis and competition.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

THE CONNECTION BETWEEN THE STEM AND ENTREPRENEURSHIP EDUCATION

Sedat Ucar

Knowledge and skills a person should hold change with the development of science and technology impressively. 21st century skills define the most important skills a person should have in contemporary society. Entrepreneurship is one of the skills which are widely emphasized by 21st century skills and by many other documents published by European Council. For instance, one of the eight key competencies for lifelong learning is “sense of initiatives and entrepreneurship”. European Council defines entrepreneurship as “an individual’s ability to turn ideas into action”. Turning ideas into action requires some knowledge and skills which could be obtain in school setting. Therefore, entrepreneurship education has become popular concepts in many educational systems. Several approaches have been adopted to integrate entrepreneurship education into school subjects. In this paper, different teaching strategies to integrate entrepreneurship into school curriculum will be presented and integration of entrepreneurship into science subjects through STEM activities will be explained.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

A MODEL OF TEACHING TIDES

Sedat Ucar

Tides are one of the several phenomena experienced by many people all over the World. Although many people experience tides, they have difficulties to explain the scientific explanation behind this natural event. A good explanation of tides required to understand the Earth, Moon, and Sun’s revolution in space, in addition to a good understanding of gravitational force and centrifugal forces. Since the understanding of tides requires linking several concepts to generate explanation, a simplified model will be presented to teach this complex phenomenon. In this teaching model we will use web based real life data which is collected from the American oceanography web page. By using the real data we will be modeling with balloons, rope, small balls to explain causes of tides in ocean. I believe you experience tides in Crete so that it would be a situated teaching approach.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

“LAB-MADE” INSTRUMENTS IN BIOLOGY TEACHING

Venetis Constantinos, Pentheroudakis George and Tsigris Miltiadis

In Biology, many concepts that teachers are being asked to instruct are complex or require sophisticated and expensive instruments, that make the whole process of teaching them difficult in an ordinary school lab, with basic equipment. In the Laboratory Center of Natural Sciences (EKFE) in Rethymno we were able to develop and setup experimental procedures using simple materials that can help us approach such concepts and make them easier to comprehend. The benefits of teaching with the help of these constructions are multiple, as the involvement of the pupils in constructing these setups can help them understand the role of experiment in science and the nature of science in general and at the same time develop skills like team working. Four such experimental setups are discussed in this project: A simulation of the diffraction experiments that lead to the discovery of the double-helix structure of DNA with a spring and a laser-pointer. The construction of a spirometer and the measurement of the lung air volume. A device out of a bottle and led lights that can help us see the dilation and contraction of the pupil of the eye upon the change of the luminous intensity of the light that reach the eye. The construction of a calorimeter for the determination of the energy value of various food ingredients.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

STUDENTS4EUROPE: EDUCATING/TRAINING STUDENTS AS CITIZENS THROUGH THE SIMULATION OF THE EUROPEAN PARLIAMENT, SCIENTIFIC LITERACY AND ACTIVE CITIZENSHIP

Vogiatsi Eirini, Deiktaki Anastasia, Katsarou Vasiliki

In the context of modern democratic societies, important issues concerning global environmental and social problems associated with basic human rights of a universal nature are constantly negotiated, thus leading to decisions that need to be taken. Therefore, it is education’s high priority, to formulate a 21st century emancipated and cultured citizen who will speak up and take over his responsibilities for matters that affect his world and everyday life. In this direction, it is essential for students to acquire a level of scientific literacy that allows them to perceive the humanistic and cultural dimensions of science and to formulate a critical attitude regarding the management of scientific knowledge. On the other hand, it is necessary for students to develop oral and communicative skills by taking advantage of the principles of rhetoric education, as an art and technique of public discourse. Simulation of the European Parliament is an activity implemented by «Students4Europe Group» under the general framework: “Educating students as citizens through the simulation of the European Parliament”, which is one of the Creative and Excellence Clubs running at the Experimental Lyceum of the University of Crete. We consider that this activity shapes the necessary and appropriate learning environment for developing the above skills. Through "role play”, participating students can practice on expressing public discourse, which is in turn articulated with substantiated argumentation, based on structural principles of scientific reasoning and freed from standard interpretation constructions of the world/reality and commonly accepted views. Key words: scientific literacy, active citizenship, public speech

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

DIOSCORIDES PEDANIUS, FATHER OF PHARMACOLOGY

Zacharioudaki Androniki

I am going to present you, the big Greek physician, pharmacologist, botanist and author. He wrote five important books one is the very important saved DE MATERIA MEDICA. His methods were practiced in Medicine more than 1500 years. Βetween 50-and 70 Dioscorides wrote a five volume book in this native Greek Περί ύλης Ιατρικής. Known in Western Europe more often by its Latin title, DE Materia Medica (on Medical Material), which became the precursor to all modern Pharmakopeias. In contrast to many classical authors, Dioscorides works were not rediscovered in the Renaissance because his book was never left circulation indeed with regard to western Materia Medica, though the early modern Period Dioscorides' text eclipsed the Ippokratic corpus. In the medieval period DE MATERIA MEDICA was circulated in Greek, Latin, Arabic, translations, while being reproduced in manuscript forms through the centuries, it was often supplemented, with comentory and minor additions, from Arabian and Indian sources. The most famous of these is the lavishly illustrated, VIENNA DIOSCURIDESPRODUCED IN Konstantinople in 512-513ad.Denseg illustrated Arabic copies survive from the 12 and 13 centuries while Greek manuscripts survive today in the ATHOS monasteries. The MATERIA MEDICA is the prime historical source of information about the medicines used by the Greeks, Romans and other cultures of antiquity. Dacian, Thracian, Roman ancient Egyptian and North Africa (Carthaginian) name from some plants which otherwise would have been lost. The work present about 600 plants in all. Αt the description are sometime thing obscurely phrases. De Materia Medical formed the core of European Pharmacopeia through the 19 Century, suggesting that the timelessness of Dioscorides work resulted from an empirical, tradition based in a trial of error that it worked From generation after generation despite social and cultural changes and changes in the medical theory.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

ASCLEPIUS AND THE HEALING CHARACTER OF THE TEMPLES OF ASCLEPIUS

Zaneka Stergiani

Asclepius was the god of medicine. He was also the patron god, and reputed ancestor, of the Asclepiades, the ancient guild of doctors. Asclepius was raised by the centaur Chiron who instructed him in the art of medicine. He grew so skilled in the craft that he was able to restore the dead to life. Asclepius was depicted as a kindly, bearded man holding a serpent-entwined rod. Snakes were associated with Asclepius and symbolised regeneration, as snakes were thought to live both below and above ground and were also connected to prophecy as they knew the hidden secrets below ground. The god had several sanctuaries across Greece; the most famous was at Epidaurus. Temples to Asclepius were erected throughout the ancient Mediterranean. Those seeking healing would make pilgrimages to the sites and might perform prayers and sacrifices, make monetary gifts, or spend the night in the temple. At Epidaurus there was also the columned Abato or Enkoimeterion in which patients, after having gone through several purification rituals, slept overnight and awaited dreams where the god would appear and offer cures and remedies. The cures would then later be self- administered or carried out by resident priests in the more complex cases. According to the Greek and foreign bibliography, the therapeutic ability in Asclepius is also described as effective in injuries and fevers and algae, where they used surgical remedies, medicaments, spells, herbs, and other means. The most common way was, however, by enkoimesis. The patient had to sacrifice an animal and sleep in the evening on his skin. The whole process of fasting, meditations, cleansing, proper orientation and soul and spirit, and even with the patient's faith and the instructions of the priests, led to a night of revelation. In various ways, the god, who may have appeared in the patient's dream, showed the patient the way and the kind of treatment he needed to follow. In the morning the sick man spoke the dream to the priests and they deciphered it. Then he left, having made a thank-you offer to god. In these sanatoriums there were temples of Asclepius or any other goddess or hero, heroine - dedicated buildings in the form of hostels, fountains, forests, theaters, baths and more. So sleep and dream was the means of healing. In ancient mysteries sleep was typical and was a sort of symbolic temporary death, during which the initiator was experiencing significant experiences, then returning again, reborn. In fact, the initiatory sleep took place alongside springs, rivers and running waters, something that we also encounter in the Enkoimeterion. Thus it was not a coincidence, but a part of the mysterious knowledge that was being used for the benefit of the people, who was interested in getting well from illnesses. Sometimes, god’s holy animals, snakes, and dogs, clogged the patients to heal them. Patients were easily convinced, as they were under the influence of the substances. Self- assertion and faith played a dominant role in the whole affair. In some mysterious way, in many cases, patients were doing well. Thus it was not a coincidence, but a part of the mysterious knowledge that was being used for the benefit of the people, who were interested in getting well from the diseases. They were subjected to Revival, Redefining, and eventually to a kind of Renaissance. Certainly the cells were in a state of rehab all night. The human body was resettled. Sleeping near water, the source of life in the earth, was the imitation of the regenerative death of the patient, as for the ancients, the Hypnos was considered a brother of Death. In sleep, the patient was seeing god and he was being cured by a wonderful intercession or listening to what he had to do to heal. At the Temples of Asclepius patients were treated for nervous, psychological, dyscrasic, stomach, dermal, light surgical procedures, ophthalmic and rheumatic diseases. Reports of the treatments that Asclepius performed had been found in many writers. But apart from miraculous therapies, there were also miraculous illnesses, such as a pregnancy lasting three years. Still, even when the treatment accorded with modern medicine or the common sense, it is always performed by the God through a dream miraculous.

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

DEVELOPMENT OF ENVIRONMENTAL CONCEPTS AT THE ORTHODOX ACADEMY OF CRETE (OAC)

Zormpas Konstantinos & Kalogerakis Antonios

The Orthodox Academy of Crete (OAC) has developed a series of educational programs regarding the environment by following faithfully the Messages of His All Holiness the Ecumenical Patriarch Bartholomew I, the “Green Patriarch”. Because of the seriousness of the phenomenon of climate change, the OAC has decided to take action and reduce the emissions of greenhouses gases of its buildings by installing photovoltaic panels 50kW, which cover up to 80% of OAC’s energy needs. At the same time, the OAC has caused new series of discussions on how we should produce our energy in the local communities with respect to the environment. Up-till-now OAC has organized six international scientific conferences about cooperative energy companies and all of them were open to the public, including teachers and students. Especially for pupils from all over Crete, the OAC has organized an interactive recycling laboratory, so that the pupils by themselves could produce their own recycled paper and understand the basic concepts of recycling, together with the models of renewable energy sources. Furthermore, the OAC disseminates good practices for saving energy at the everyday school life by student-centered discussions based on the principles of STEM (Science, Technology, Engineering and Math). Also, the pupils are welcome to visit OAC’s Museum of Cretan Herbs, get inspired by the Professor’s Jacques Zaffran herbs collection and come up with ideas on how to protect the nature. All these concepts of the environmental thematic field have their special importance during the OAC’s 50 years of service, as OAC’s vision is to prepare the pupils – in a holistic way – in order to achieve a sustainable future. Keywords: environment, education, STEM, renewable energy sources, recycling, Cretan herbs

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EDUCATIONAL CONFERENCE “TEACHING SCIENCES IN SCHOOLS WITH CREATIVITY AND INNOVATION: TRANSFORMING THE THEORY INTO PRACTICE”, Crete 6-11 December 2017

CONFERENCE’S PHOTOS

PHOTO GALLERY by Cavas Bulent: https://www.facebook.com/bulent.cavas.1/media_set?set=a.10159531596335562.1073741911.699 415561&type=3

PHOTO GALLERY by Kalathaki Maria: https://photos.app.goo.gl/mhr5WKB3kC8J8QMj1

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