2nd Semester - Creative experimentations with Mathematics, Science, Technology and Environment in formal and informal educational settings

ECTS Units: 
Karasavvidis Ilias
Tsevreni Irida
Chronaki Anna
Siatras Anastasios
Ampatzidis Georgios




Creative Experiments with Mathematics, Natural Sciences, Technologies and Environment in Formal and Informal Education Practices


in case the credits are awarded in separate parts of the course e.g. Lectures, Laboratory Exercises, etc. If the credits are awarded uniformly for the entire course, enter the weekly teaching hours and total credits




Teaching activities include teaching the unit once a week






(URL) https://eclass.uth.gr/courses/ECE_P_107/


Learning results

The learning outcomes of the course are described, the specific knowledge, skills and abilities of an appropriate level that the students will acquire after the successful completion of the course.

Consult Appendix A

Description of the Level of Learning Outcomes for each study cycle according to the Qualifications Framework of the European Higher Education Area

Descriptive Indicators for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Annex B

Comprehensive Guide to Writing Learning Outcomes

Upon successful completion of the course, the student will be able to:

Understands mathematical concepts as critical knowledge for the reconstruction and de/construction of dominant forms of regularity in physical and social space with the aim of including alterity and difference.

Redefine the terms "excellence" & "equity" in scientific literacy.

It argues in the context of social scientific issues.

Designs instructional messages based on multimedia learning principles.

Recognizes the pedagogical principles of designing an ecocentric environmental education program.

General Skills

Taking into account the general competences that the graduate must have acquired (as indicated in the Diploma Annex and listed below) in which / which of them is the course aimed at

Search, analysis and synthesis of data and information, using the necessary technologies

Autonomous work


Work in an interdisciplinary environment

Respect for diversity and multiculturalism

Respect for the natural environment

Demonstrating social, professional and ethical responsibility and sensitivity to gender issues

Exercise criticism and self-criticism

Promotion of free, creative and inductive thinking


The course aims to introduce students to the modern concepts of education in the cognitive areas of Mathematics, Natural Sciences, Technologies and the Environment, as they are shaped by recent research in the related fields. The relationship of creativity with the above cognitive areas is highlighted and the role and relationships between teachers, students, learning objects and educational material or actions are redefined in this light. More specifically, the course aims to introduce students to various In particular, the objectives are specified as follows:

In the Mathematics section

investigation and expansion of the nature of mathematical concepts in contexts of contact with space, place, the body, constructions, arts, play, etc.

understanding of mathematical concepts as critical knowledge for the reconstruction and de/construction of dominant forms of regularity in physical and social space with the aim of including otherness and difference

focus on pedagogical design issues for the co-production of mathematical activity as an ethical/aesthetic event with an emphasis on social justice and the democratization of education.

Unit of Natural Sciences

highlighting students' perceptions and teaching practices in the teaching of ecology

presentation of the use of narrative in science teaching

students' familiarity with argumentation in the context of socio-scientific issues

highlighting contemporary considerations and considerations in literacy in the natural sciences

redefining "excellence" & "equity" in scientific literacy.

In the Information and Communication Technologies section

"reading" and "writing" digital multimodal messages

understanding dimensions of new media sculpture

familiarity with the Theory of Multimedia Learning

designing instructional messages based on multimedia learning principles

understanding of theories of digital play and learning

delving into empirical research examining the contribution of digital gaming to learning

In the Environment section

the approach of ecocentric currents of ecological thinking, pedagogical research and practice and teaching methodology in the context of the interdisciplinary dialogue conducted on the human-nature relationship

familiarity with the ecocentric paradigm in environmental education with a focus on enhancing empathy for the non-human world.


delivery method

Face to face, Distance learning etc.

Discussion, exercises, lecture, article study, video viewing.


Use of T.P.E. in Teaching, in Laboratory Education, in Communication with students

Use of ICT in teaching (eclass, slide presentation software, educational software, video conferencing software).

Use of ICT in communication with students (email, eclass).


The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Literature Study & Analysis, Tutorial, Internship (Placement), Clinical Exercise, Art Workshop, Interactive Teaching, Educational Visits, Study Preparation (Project), Writing Paper / Assignments, Artistic Creation, etc. etc.

The student's study hours for each learning activity as well as unguided study hours according to ECTS principles are listed


Semester Workload





Literature study & analysis


Writing a paper



Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Deductive, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Report / Report, Oral Examination, Public Presentation, Laboratory Work, Clinical Patient Examination, Artistic Interpretation, Other / Others

Explicitly defined evaluation criteria are mentioned and if and where they are accessible by students.

The evaluation of the students is done in the Greek language. The evaluation of the students is done by the preparation of group or individual work. Assignments are graded using explicitly defined evaluation criteria


Suggested Bibliography:

- Related scientific journals:

Mathematics Unit

Gellert, U. and Jablonka, E. 2007. Mathematisation and DeMathematisation: social, philosophical, and educational ramifications. Sense Publishers.

Pinxten, R. 2016. MultiMathemacy: Anthropology and Mathematics Education. Springer.

Chronaki, A. 2018. Mathematics out in the wild. Journal of Research in Mathematics Education

Chronaki, A. (2011a). Disrupting development as the quality/equity discourse: Cyborgs and subalterns in school technoscience. In B. Atweh, M. Graven, W. Secada and P. Valero (Eds.). Mapping equity and quality in mathematics education (pp. 3-21). Springer.

Chronaki, A. (2018). The Unbearable Lightness of Dis|appearing Mathematics: Or, life and reason for the citizen at times of crisis, The Mathematics Enthusiast, 15(1), 8-35. https://doi.org/10.54870/1551-3440.1415

Chronaki, A., Kollosche, D. (2019). Refusing mathematics: a discourse theory approach on the politics of identity work. ZDM Mathematics Education, 51, 457–468. https://doi.org/10.1007/s11858-019-01028-w

Chronaki, A. (2019). Affective bodying of mathematics, children, and difference: choreographing 'sad affects' as affirmative politics in early mathematics teacher education. ZDM Mathematics Education, 51, 319–330. https://doi.org/10.1007/s11858-019-01045-9

Chronaki, A. & Yolcu, A. (2021). Mathematics for 'citizenship' and its 'other' in a 'global' world: critical issues on mathematics education, globalization, and local communities. Research in Mathematics Education, 23(3), 241-247. https://doi.org/10.1080/14794802.2021.1995780

Chronaki, A., Planas, N., & Svensson Källberg, P. (2022). Onto/Epistemic Violence and Dialogicality in Translanguaging Practices Across Multilingual Mathematics Classrooms. Teachers College Record, 124(5), 108–126. https://doi.org/10.1177/01614681221104040

Chronaki, A. & Lazaridou, E. (2022). Subverting Epistemicide through 'the Commons': Mathematics as Re/making Space and Time for Learning. In: E., Vandendriessche and R., Pinxten (eds) Indigenous Knowledge and Ethnomathematics. Springer, Cham. https://doi.org/10.1007/978-3-030-97482-4_6

Everett, Caleb. 2017. Numbers and the Making of Us: Counting and the Course of Human Cultures. Harvard University Press.

Kawal Leal Ferreira, M. 2015. Mapping Time, Space, and the Body: Indigenous knowledge and Mathematical thinking in Brazil. Sense Publishers.

Ingold, T. 2007. A brief history of Lines. Routledge.


Knijnik, Gelsa. Ethnomathematics and the politics of mathematics education: reflections on a research-project developed with the Brazilian Landless Movement

Chronaki, A. 2012. The 'right' to the right to education: the aftermath of an ethnographic experiment on school mathematics. In A. Lydakis (ed.). Social Inequalities in Greece: The case of the Roma. Athena. Alexandria. pp. 105-131

Chronaki, A. 2012. Numerical problem solving as a place of producing alterity. Social Research Review, 137-138 A'-B', 2012, 173-200.

Unit of Natural Sciences

Ampatzidis, G., & Ergazaki, M. (2018). Challenging Students' Belief in the 'Balance of Nature' Idea. Science & Education, 27(9), 895–919.

Ampatzidis, G., & Ergazaki, M. (2021). How Did Darwin Prefer His Tea? Science & Education.

Dawson, V. M., & Venville, G. (2010). Teaching strategies for developing students' argumentation skills about socioscientific issues in high school genetics. Research in Science Education, 40(2), 133-148.

Hadzigeorgiou, Y. (Ed.) (2016). Imaginative Science Education: The Central Role of Imagination in Science Education. Cham: Springer International Publishing.

Jordan, R., Gray, S., Demeter, M., Lui, L., & Hmelo-Silver, C. E. (2009). An Assessment of Students' Understanding of Ecosystem Concepts: Conflating Ecological Systems and Cycles. Applied Environmental Education & Communication, 8(1), 40–48.

Freire, P. (1977). The treatment of the oppressed. Athens: Kedros.

Koukouridis, A., Siatras, A., Pekhtelidis, I., & Chronaki, A. (2021). A critical investigation of the intensification of mathematics and science curricula in early childhood education. In T. Theodoros & H. Zagos (Eds.), Society, politics & education: Sociology of education and educational policy: research sections (pp. 357-369). Athens: Pedio.

Siatras, A. & Christidou, B. (2019). "I don't think all kids can learn everything": From educational resignation to pedagogical optimism for early childhood science teaching. In P. Pantidos (Ed.), The Role of Science in Preschool Education (pp. 36-54). Athens: New Technologies Publications.

Tate, W. (2001). Science education as a civil right: Urban schools and opportunity-to-learn considerations. Journal of Research in Science Teaching, 38(9), 1015-1028.

Unit of Information and Communication Technologies

Block, B. (2008). The visual story: creating the visual structure of film, tv, and digital media (2nd ed). Oxford, UK: Focal Press.

Bordwell, D. & Thompson, K. (2008). Film art: an introduction (8th ed). NY: McGraw-Hill.

Brown, B. (2016). Cinematography: theory and practice: image making for cinematographers and directors. Taylor & Francis.

Gee, J.P. (2003). What videogames have to teach us about learning and literacy. NY: Palgrave macmillan.

Kim, S., Song, K., Lockee, B. & Burton, J. (2018). Gamification in Learning and Education. Enjoy Learning Like Gaming. London: Springer. Ma, M. & Oikonomou, A. (2017). Serious games and edutainment applications, vol II. London: Springer.

Koumi, J. (2006). Designing Video & Multimedia for Open & Flexible Learning. London: Routledge.

Ma, M., Oikonomou, A. & Jain, L.C. (2011). (Eds.). Serious games and edutainment applications. London: Springer.

Manovich, L. (2001). The language of new media. MIT press.

Manovich, L. (2013). Software takes command. NY: Bloomsbury

Mayer, R.E. (2009). Multimedia learning (2nd edition). Cambridge, UK: Cambridge University Press.

Salen, K. & Zimmerman, E. (2004). Rules of play: game design fundamentals. Cambridge Massachusetts: The MIT Press.

Schwartz, D. L., & Hartman, K. (2007). It is not television anymore: Designing digital video for learning and assessment. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 349-366). Mahwah, NJ: Lawrence Erlbaum Associates.

Shaffer, D.W. (2006). How computer games help children learn. NY: Palgrave.

Steinkuehler, C. & Squire, K. (2016). Videogames and Learning. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences, 2nd Ed. NY: CambridgeUniversityPress.

Environment Unit

Georgopoulos, A. (2002). Environmental Ethics. Athens: Gutenberg.

Karageorgakis & Georgopoulos (2005). When Environmental Ethics Meets Political Ecology. In: Georgopoulos, A. Environmental Education. The new emerging culture. Athens: Gutenberg.

Tsevreni, I. (2020). The sense of awe and wonder when young children approach nature: rereading Rachel Carson. Environmental Education for Sustainability, 2(1), 42-52.

Tsevreni, I., (2021). Pedagogical principles and methods of strengthening young children's relationship with the natural world. In V. Papavasileiou, E. Nikolaou, H. Hatzinikola, M. Kaila (ed.) "Biodiversity, social and cultural diversity. Athens: Interaction.

Naess, A. (1973) Theshallowandthedeep, longrangeecologymovement. A summary, Inquiry, 16(1-4), 95-100.

Educational Studies in Mathematics

Mathematics Education Research Journal


International Journal of Science Education

Science Education

Computers & Education

Journal of Computers in Education

Journal of Environmental Education


Journal of Outdoor and Environmental Education