The Masters starts in the winter semester of each academic year. The courses are organized in semesters, take place on a weekly basis and are conducted in Greek.
Classes are taught face-to-face.
During their studies, postgraduate students are required to attend and successfully examine postgraduate courses, to research employment and writing scientific papers, as well as to prepare a postgraduate dissertation.
The courses offered for each specialization are twelve (12), with a total number of ECTS ninety (90). These include 10 compulsory courses with 7.5 ECTS each and 2 optional compulsory courses with 7.5 ECTS each. The dissertation corresponds to 30 ECTS. The 12 courses will be taught in the first three semesters, while the fourth is devoted to the writing of the dissertation, the supervision of which is assigned to a three-member committee by decision of the Assembly of the Department.
The indicative program of courses for the specialization “Didactics of Mathematics in Primary Education” is as follows:
| First Semester | |||
| Courses | Required/ Option | Id. Hours | ECTS |
| Teaching Mathematics in Primary Education: Psycho-logical aspects of mathematical activity | Y | 36 | 7,5 |
| Mathematical Argumentation in Primary Education | Y | 36 | 7,5 |
| Mathematical concepts | Y | 36 | 7,5 |
| Research Methodology | Y | 36 | 7,5 |
| Total | 144 | 30 |
| Second Semester | |||
| Courses | Required/ Select | Id. Hours | ECTS |
| Teaching Mathematics in Primary Education: Sociological aspects of mathematical activity | Y | 36 | 7,5 |
| Teaching Mathematics using manual material | Y | 36 | 7,5 |
| Psychopedagogy | Y | 36 | 7,5 |
| *Elective compulsory course | By Elective Obligation. | 36 | 7,5 |
| Total | 144 | 30 |
| Third Semester | |||
| Courses | Required/ Select | Id. Hours | ECTS |
| Design Research | Y | 36 | 7,5 |
| History of Mathematics: Utilization of the History of Mathematics in Primary Education | Y | 36 | 7,5 |
| Teaching Methodology and Internship | Y | 36 | 7,5 |
| *Elective compulsory course | By Elective Obligation. | 36 | 7,5 |
| Total | 144 | 30 |
| Fourth Semester | |||
| Master’s thesis | 30 | ||
| Total | 30 |
Compulsory elective courses (two are selected):
-
- Didactics of Mathematics in Primary Education: Interdisciplinary approach
- Design curricula and textbooks for mathematics education
- Mathematics in Life and Art
- Special research topics in Mathematics Education
- Epistemology – Philosophy of Science
- Statistical methods and educational research
- Applications of Information and Communication Technologies in the teaching of Mathematics
- Design and development of educational digital applications for teaching Mathematics
The redistribution of courses in semesters is made by decision of the Coordinating Committee.
Course content/description
Teaching Mathematics in Primary Education: Psychological aspects of mathematical activity
The course starts from the central premise of constructivism, according to which learning mathematics, as a human activity, is a continuous process of adapting conceptual structures and functions in order to eliminate intellectual contradictions or conflicts. Based on this hypothesis, the teacher can promote the learning of specific mathematical knowledge, as long as it involves students in solving problems designed to cause specific mathematical conflicts in students. Various researches, which have been carried out within the framework of constructive epistemology, are discussed and analyzed in the course. In order for students to deepen the relevant literature, they undertake to conduct small-scale didactic experiments with one or two students. In particular, as students approach the importance of basic principles of constructive epistemology, we are interested in: (1) to understand that students’ minds do not function as a “mirror” of external reality, (2) to develop their ability to interpret students’ thinking in their effort to solve mathematical problems and (3) to understand to what extent and in what way the teaching of Mathematics may not violate these theoretical principles.
Mathematical Argumentation in Primary Education
The course will present and discuss the basic theoretical frameworks and empirical findings of Mathematics Education regarding argumentation, linking them to historical and epistemological references. Particular emphasis will be given to the application of these frameworks in primary education, highlighting the didactic-learning differentiations related to different mathematical contents, but also the complex psychological and socio-cultural interactions at individual, small group and class level. The general objectives of the course include the familiarization of students with different conceptualizations and typologies of mathematical arguments in relation to primary mathematics education, as well as the ability of students to scientifically substantiate the application of broader theoretical visual and empirical findings in everyday teaching practice. In the context of theoretical application exercises, students are asked to evaluate the theoretical and empirical findings, in order to be led to the drafting of a scientifically substantiated report of a position and/or a teaching proposal related to argumentation in primary education.
Mathematical Concepts
One of the main problems of Mathematics Education is the superficial mathematical knowledge of primary school teachers. Usually, the mathematical background of teachers is limited to rules and techniques. This affects the formation and development of the pedagogical knowledge they need to possess in order to be able to teach mathematics in effective ways. The purpose of the course is to give teachers the opportunity to deepen in the basic numerical and geometric concepts included in the Mathematics curriculum of Primary School. More specifically, through the solution and discussion of appropriate mathematical problems, students will be supported, in the first part of the course, to develop meanings for the concepts of natural and rational numbers of arithmetic as well as the operations with them. The aim is not only for students to understand the technical and algorithmic nature of operations but also for their connection to more general algebraic concepts. In the second part of the course, students will approach elementary geometric concepts, such as:
- Measurement of length, angles, area, volume• Equality and similarity of geometric shapes• Geometric transformations – Isometries
Again, the goal is for students not only to be able to perform the calculations, but also to understand their connection to the Euclidean axioms of geometry.
Research Methodology
The content of the course refers to the stages of conducting a scientific work, as well as to approaches, methods and techniques used in scientific research. In particular, the course deals with the following topics: Basic concepts of the M.E.E. (e.g. population, sampling methods, variables, hypotheses, values), Types of scientific research, Course of research work, Ethics – Ethics of scientific research, Scientific Research Methods (e.g. bibliographic method, observation, questionnaire, interview, experiment, sociogram, test, content analysis), Conduct and Writing of Scientific Paper – Course Stages, Ways of writing bibliographic references, notes – footnotes, quotations and references.
Teaching Mathematics in Primary Education: Sociological aspects of mathematical activity
Learning mathematics, apart from being an individual process, is also inherently social. In order for students to understand the social aspects of students’ mathematical activity, they are invited to attend and/or organize classroom classes. The aim of the course is through the discussion of research focusing on the social aspects of student learning and students’ experiences from classrooms to realize: (1) the processes that a teacher-led class institutionalizes norms and mathematical practices and (2) the ways in which the quality of children’s mathematical knowledge is interrelated with the norms and mathematical practices established by their classroom community.
Teaching Mathematics Using Manual Material
This course aims to explore approaches to teaching Mathematics using specific tools and manipulations. The traditional mathematics class is usually characterized by a decontextualized way of teaching, where even the activities used have the appearance of “real” and are certainly managed in a way that hardly mobilizes the imagination, creativity and critical thinking of students. Students usually do not have opportunities to realize that Mathematics can be approached using specific subjects related to their previous knowledge and experience. Hands-on tools can mediate between students’ experiences and desired knowledge. In this mediation process, the production of signs, symbols and various types of representations plays a crucial role. The aim of the course is for students to explore and develop hands-on models of teaching design, to link these models to specific cognitive objectives and to use them for further theoretical development. The course also includes field research with indicative questions: 1. How do teachers plan activities using tools for teaching Mathematics? 2. What is the role of manual tools in Mathematics textbooks? 3. How can the teacher develop a lesson plan by incorporating manual tools? 4. What is the theoretical framework of such a didactic approach? The material that will be used is from the field of Arithmetic and Geometry.
Psychopedagogy
The content of the course includes, but is not limited to: Concept and content of psychopedagogy, Comparison with other related terms, Theoretical and ideological approaches in psychopedagogy, Theories of Education, Child and adolescent development, Issues of cognitive and social development, Child and learning at school age, Socialization and Adaptation at school, Students with special educational needs, Management of Multiculturalism, Learning and individual differences, Social and Emotional Education, Cultivation of life skills.
Design Research
The course focuses on methodological issues of design research as well as empirical research related to design experiments. In order for students to be able to analyze and discuss the relevant literature, they design and conduct a small-scale design experiment, in which they will support and study the learning of the students or teachers who will participate. The course will deal with all three phases of design research: Preparing an experiment, conducting it and conducting ex-post analyses of the data gathered during the experiment. As teaching experiments are typically conducted in complex environments, the analysis of learning that appears in them will be based on didactic design theories and interpretative frameworks, which will have been partially mentioned in other courses of the MSc. The aim of the course is to support students: (1) to acquire fluency in the design of their teaching having understood the complexity of a learning environment, which includes not only appropriate problems and tools to support learning but also organization of activities, general and subject-specific norms as well as development of different types of discussion, (2) to be able to adapt teaching sequences that have emerged from research design the special needs of the students in their class and (3) develop evaluation criteria for the curricula and textbooks they use in the subject of Mathematics.
History of Mathematics: Utilizing the History of Mathematics in Education
The main modules of this course are:
- Mathematics in the Pre-Hellenic period (Egyptians – Babylonians)
- Mathematics in ancient Greece
- The Mathematics of Indians and Chinese
- The development of mathematics from 600 BC to 250 AD – Greek period
- Mathematics in the Middle Ages
- Development of mathematics from the Renaissance to the end of the 18th century
- The evolution of the basic mathematical concepts of Algebra and Geometry.
The course will use indicative examples of problems from different periods.
Teaching Methodology and Internship
The content of the course includes the following: The problem of the specification of objectives into teaching objectives, Organization and conduct of teaching practice, Planning – Design – Evaluation of teaching, Interpersonal relationships in the classroom, Kick-off meeting: purpose and expected results, Modern teaching models, The strategy of teaching practice, Group-centered teaching and learning, The cultivation of critical and creative thinking, Classroom organization and administration, Theories for dealing with discipline problems, Homogeneity and heterogeneity of the classroom, Technology and teaching practice, Pedagogy of integration, The modern teacher, School Classroom Management: prevention and intervention, Dialogue – Question in the classroom, Quality and Effectiveness in Education.
Didactics of Mathematics in Primary Education: Interdisciplinary approach
The course will present and discuss contemporary theoretical perspectives and basic empirical findings on interdisciplinary approaches to Mathematics Education in primary education, linking them to historical and epistemological references. The general objectives of the course include the familiarization of students with the interdisciplinary approach in primary mathematics education, as well as the ability of students to identify the broader theoretical visual and empirical findings in everyday teaching practice. The complex interaction of mathematics with other scientific fields will be discussed, regarding both the school reality of the respective subjects and the broader socio-cultural context, aiming towards a mathematical knowledge based on and integrated into the modern values of social inclusion. In the context of theoretical application exercises, students are invited to evaluate theoretical and empirical findings, in order to be led to the drafting of a scientifically substantiated report of a position and/or a teaching proposal related to the interdisciplinary approach in primary mathematics education. Design of curricula and textbooks for mathematics education The main modules of the course are:
- Historical notes on the evolution of Mathematics curricula (20th century).
- Basic principles of curriculum design with reference to modern approaches to Mathematics Education.
- Sociocultural and socio-political issues of curriculum design.
- Analysis of examples of indicative curricula of Mathematics.
- Methodology of analysis of school textbooks of Mathematics (mathematical intentions, pedagogical intentions, sociological characteristics, cultural traditions).
Mathematics in Life and Art
A common question of students who are taught Mathematics at school is: “Where will it be useful to us”? The answer “in everyday life”, which in previous decades was mainly associated with computational techniques and measurements, no longer holds true in an ever-enriching technological environment. There is, therefore, a need to familiarize future teachers with the process of modeling real real problems, most often the character of which is interdisciplinary. On the other hand, the reference to the field of art enriches “life” with the element of aesthetics and creates a positive framework for the exploration of concepts and processes mainly from the field of geometry.
Special Research Topics in Mathematics Education
Depending on the needs and interests of postgraduate students, this course may focus on specific issues that concern researchers in Mathematics Education. Such issues may be: the professional development of primary school teachers in the subject of Mathematics, the identities of students in their engagement with Mathematics, the mathematical education of children with special educational needs, gender and Mathematics, etc.
Epistemology – Philosophy of Science
After completing the teaching modules of the course, learners should be able to:
- Acquire the ability to analyze and think critically about the general cultural, political and social context that shapes scientific knowledge
- Understand the problems associated with the nature of scientific knowledge and be able to distinguish it from other forms of knowledge
- Understand issues related to the “nature of science” and integrate them into teaching strategies.
Statistical methods and educational research
The course refers to the statistical methods that a postgraduate student needs to know in the context of the research he will conduct in education. The course consists of the theoretical part where the statistical methods that can be implemented per type of educational research are developed. In addition, it consists of a laboratory part in which postgraduate students have the opportunity to get to know and practice through examples in coding, processing and statistical analysis and interpretation of specific quantitative data. Upon completion of the courses, the student will be able to: Design and evaluate data collection tools for quantitative research. Know how to interpret quantitative research results such as descriptive and inductive analysis, correlations, factorial analysis, statistically significant differences, reciprocating analysis, internal reliability, etc.
Applications of Information and Communication Technologies in the teaching of Mathematics
The course refers to the use of Information and Communication Technologies (ICT) in the teaching of Mathematics in Primary Education. The modules of the theoretical part of the course focus on the utilization of educational software and digital educational material as well as Internet services to support the educational process, within the framework set by learning theories and pedagogical conditions for the use of ICT throughout the teaching process. In the laboratory part of the course, students use based on learning theories free and open source software, general purpose software and various tools and applications related to the teaching of Mathematics in Primary Education.
Design and development of educational digital applications for teaching Mathematics
The aim of the course is the design and development of educational digital applications and educational environments with the use of ICT in the course of Mathematics based on specific pedagogical principles of modern learning theories. The theory of the course focuses on the influence of learning theories on the design of educational digital applications and educational environments with the use of ICT, on the categories of educational digital applications based on learning theories as well as on the models of design and development of educational digital applications and educational environments with the use of ICT in the subject of Mathematics in Primary Education. Also, the course focuses on the pedagogical design and development of multimedia applications, Web 2.0 applications, digital material for flipped classroom environment, free software applications and open source software for the subject of Mathematics in Primary Education.
The indicative curriculum of the courses for the specialization “Information and Communication Technologies (ICT) in Primary Education” is as follows:
| First Semester | |||
| Courses | Required/ Option | Id. Hours | ECTS |
| Theoretical approaches to ICT integration in Primary Education | Y | 36 | 7,5 |
| Design and development of educational digital applications | Y | 36 | 7,5 |
| Distance Education using ICT | Y | 36 | 7,5 |
| Research Methodology | Y | 36 | 7,5 |
| Total | 144 | 30 |
| Second Semester | |||
| Courses | Required/ Select | Id. Hours | ECTS |
| Evaluation and exploitation of educational digital content for teaching and learning | Y | 36 | 7,5 |
| Teaching Methodology and Practical Training | Y | 36 | 7,5 |
| Utilization of online services and applications in teaching and learning | By Elective Obligor | 36 | 7,5 |
| Use of ICT in informal learning environments | By Elective Obligation. | 36 | 7,5 |
| Total | 144 | 30 |
| Third Semester | |||
| Courses | Required/ Select | Id. Hours | ECTS |
| Current Trends in Digital Technologies in Education | Y | 36 | 7,5 |
| Learning based on educational digital game | Y | 36 | 7,5 |
| Statistical methods and educational research | Y | 36 | 7,5 |
| Psychopedagogy | Y | 36 | 7,5 |
| Total | 144 | 30 |
| Fourth Semester | |||
| Master’s thesis | 30 | ||
| Total | 30 |
Compulsory elective courses (two are selected):
-
- Mobile Learning in Primary Education
- Pedagogical approaches to Augmented Reality
- Digital Storytelling in Primary Education
- Use of ICT in informal learning environments
- Utilization of online services and applications in teaching and learning
- Social Pedagogy and Social Informatics
- ICT in the Organization and Management of Education
- Epistemology and Epistemology
- Statistical methods and educational research
The redistribution of courses in semesters is made by decision of the Coordinating Committee.
Course content/description
Theoretical approaches to ICT integration in Primary Education
The aim of the course is to understand the factors related to the introduction, application and integration of ICT in Primary Education. The thematic units of the course concern basic concepts of ICT in education, the added value of the use of ICT in teaching and learning, the models of ICT integration in the educational process, the place of ICT in the curriculum, as well as the theoretical background of the pedagogical use of ICT in Education.
Design and development of educational digital applications
The aim of the course is the design and development of educational digital applications and educational environments with the use of ICT based on specific pedagogical principles of modern learning theories. The theory of the course focuses on the influence of learning theories on the design of educational digital applications and educational environments using ICT, on the categories of educational digital applications based on learning theories as well as on their design and development models. The laboratory part of the course focuses on the pedagogical design and development of multimedia applications, web 2.0 applications, digital material for flipped classroom environment, free software applications and open source software for primary education subjects.
Research Methodology
The content of the course refers to the stages of conducting a scientific work, as well as to approaches, methods and techniques used in scientific research. In particular, the course deals with the following topics: Basic concepts of M.E.E. (e.g. population, sampling methods, variables, hypotheses, values), Types of scientific research, Course of research work, Ethics – Ethics of scientific research, Scientific Research Methods (e.g. bibliographic method, observation, questionnaire, interview, experiment, sociogram, test, content analysis), Conduct and Writing of Scientific Paper – Course Stages, Ways of writing bibliographic references, notes-footnotes, quotations and references.
Current Trends in Digital Technologies in Education
The purpose of the course “Current Trends in Digital Technologies in Education” is to inform but mainly to engage postgraduate students with modern trends in the utilization of Information and Communication Technologies in Education. These trends refer at both methodological and research level to the horizons opened by ICT in education through the Internet of Things, interactive surfaces, drones in education, Flipped Classroom MOOCs, 3D printing, STEM, mobile learning and augmented reality. The content of the course will also be determined according to developments in the field of ICT, in order to cover contemporary issues.
Evaluation and exploitation of educational digital content for teaching and learning
The course focuses on the evaluation of educational digital content for teaching and learning. The course analyzes the theories and models of formative and comprehensive evaluation of educational digital material, educational software, digital educational applications, learning digital objects, as well as the selection and evaluation criteria of this material and the methodological approaches followed at all stages of an evaluation. The course also develops ICT skills in various disciplines depending on the learning they seek (e.g. personalized, collaborative, team-collaborative, discovery, contextualized learning), the teaching space (e.g. classroom, computer lab, school playground) and the type of technology (e.g. laptops, interactive surfaces, smartphones, tablets, drones, educational robots). The above are achieved through the development of original digital teaching scenarios and implementation of microteachings.
Distance Education with the Use of ICT
This course presents and analyzes the basic methodological principles of distance education with the use of new technologies and the internet. Emphasis is placed on the design and implementation of teaching modules in a Primary Education environment through teleconference. After the completion of the courses, the student will be able to: Choose the appropriate methodological framework for didactic design of distance education actions, make pedagogical use of advanced learning technologies, plan and implement actions, identify and critically interpret research results.
Psychopedagogy
The content of the course includes, but is not limited to: Concept and content of psychopedagogy, Comparison with other related terms, Theoretical and ideological approaches to psychopedagogy, Theories of Education, Development of the child and adolescent, Issues of cognitive and social development, Child and learning at school age, Socialization and Adaptation at school, Students with special educational needs, Management of Multicultural- Learning, Learning and individual differences, Social and Emotional Education, Cultivation of life skills
Learning based on educational digital game
The course focuses on the current trends of the utilization of the digital educational game for primary school students. These trends refer to both research, methodological and technological level but mainly emphasize the horizons opened by digital play in both formal and informal learning environments. After successfully attending the course, the student will be able to: Be aware of existing research in the field of educational digital games, design and utilize educational digital games, use specific applications/platforms and tools for the development of educational digital games and evaluate digital games for teaching and learning.
Teaching Methodology and Internship
The content of the course includes the following: The problem of the specification of objectives into teaching objectives, Organization and conduct of teaching practice, Planning-Planning-Evaluation of teaching, Interpersonal relationships in the classroom, Kick-off meeting: purpose and expected results, Modern teaching models, The strategy of teaching practice, Group-centered teaching and learning, The cultivation of criticism and creative thinking, Organization and administration of the classroom, Theories for dealing with discipline problems, Homogeneity and heterogeneity of the classroom, Technology and teaching practice, Pedagogy of integration, The modern teacher, School Classroom Management: prevention and intervention, Dialogue-Question in the Classroom, Quality and Effectiveness in Education.
Statistical methods and educational research
The course refers to the statistical methods that a postgraduate student needs to know in the context of the research he will conduct in education. The course consists of the theoretical part where the statistical methods that can be implemented per type of educational research are developed. In addition, it consists of a laboratory part in which postgraduate students have the opportunity to get to know and practice through examples in coding, processing and statistical analysis and interpretation of specific quantitative data. Upon completion of the courses, the student will be able to: Design and evaluate data collection tools for quantitative research. Know how to interpret quantitative research results such as descriptive and inductive analysis, correlations, factorial analysis, statistically significant differences, reciprocating analysis, internal reliability, etc.
Mobile Learning in Primary Education
The course refers to mobile learning and in particular to the pedagogical use of applications on mobile (smartphones, tablets) and portable (eg glasses, smartwatch) devices for formal and informal learning environments. The content of the theoretical part of the course focuses on the pedagogical background of mobile learning, the models of its pedagogical utilization and the factors that influence its integration into the educational process. The laboratory part of the course focuses on the pedagogical design and development of educational applications for smartphones and tablets for various subjects of Primary Education as well as applications for use in informal learning environments as well as on the selection and evaluation criteria of educational applications for mobile devices.
Pedagogical approaches to Augmented Reality
Augmented Reality (OP) has been recognized as an emerging technology and is highly relevant to teaching and learning. In this context, the aim of the course is to develop those skills in students so that they can design, develop, evaluate and use AR applications in formal and informal learning environments. The course focuses on basic concepts and characteristics of OP based on image (image based augmented reality) and space (location – based augmented reality), the criteria for designing and evaluating OP applications and its exploitation based on learning theories. Also, the course includes the development of OP applications for textbooks and printed material for various subjects but also for places of particular historical and cultural value.
Digital Storytelling in Primary Education
The aim of the course is to engage students at a research and practical level with the use of digital storytelling in Primary Education. The theory of the course focuses on the pedagogical background and the philosophy of the use of digital storytelling in education, the principles and methodology of designing and developing digital storytelling for thematic units of the Primary Education curriculum. The laboratory part focuses on digital tools and techniques for digitizing educational material as well as on the creation of digital narrative designs for various subjects and topics of Primary Education.
Use of ICT in informal learning environments
The aim of the course is to specialize students in the design and utilization of ICT before, during and after the educational visit of primary school students in informal learning environments and especially in places with special educational (e.g. factories, places of environmental interest) historical and cultural value (e.g. museums, galleries, archaeological sites, neighborhoods with historical value, areas with statues and special architectural value). The course refers to the characteristics and advantages of learning in informal environments and the added value of combining students’ experiences with the Primary Education curriculum. In this context, students will focus on the pedagogical value of ICT in such learning environments and will design a variety of activities utilizing virtual tours, mobile applications, visualization programs, digital storytelling, Web 2.0 applications and various repositories of digital learning objects.
Utilization of online services and applications in teaching and learning
The proposed course focuses on the evolving context of the education sector in the emerging Knowledge Society. The current trends in education, the educational use of the internet, the analytical presentation of the pedagogical, social and technological framework of education which is shaped in the context of the European Knowledge Society with emphasis on the concepts of distance education and Lifelong Learning are the central points of the course offered. Finally, the focus is on the pedagogical use of Web 2.0 applications in education.
Social Pedagogy and Social Informatics
This course focuses on the study of the relationship between socio-pedagogical issues and Information and Communication Technologies (ICT), as well as on the study of social and educational phenomena with the support and exploitation of ICT. The support of the socio-pedagogical function of groups, bodies and institutions (such as the school community, vulnerable social groups of children and adults, etc.) through various ICT capabilities and applications is examined. The course also emphasizes the study of the forms and dynamics of various relationships created through the mediation of digital systems (e.g. digital and potential communities, social networks, etc.), as well as their (social, cultural, psychological, etc.) impact on a personal, collective, organizational, institutional and social level.
ICT in the Organization and Management of Education
In the context of the course, students approach issues of organization and administration of school units and the way it is supported by online services and information systems. The content of the course focuses on the theoretical framework of e-government, education and ways of utilizing information systems for the organization and administration of school units. In addition, the course refers to good practices in the use of specific online services, which ensure the access of all members of the educational community to a variety of content (e.g. educational legislation, institutional framework for the operation of schools, information material) and make transparency, information and communication between administrative services as well as between the human resources serving in the field direct education but also students, parents and guardians.
Epistemology and Epistemology
After completing the teaching units of the course “Epistemology and Epistemology”, students should be able to:
- Acquire the ability to analyze and think critically about the general cultural, political and social context that shapes scientific knowledge.
- Understand the problems associated with the nature of scientific knowledge and be able to distinguish it from other forms of knowledge.
- Understand issues related to the “nature of science” and integrate them into teaching strategies.
DIPLOMA THESIS
In the fourth semester of the Program, a postgraduate thesis is foreseen. At the request of the candidate, stating the proposed title of the dissertation and the proposed supervisor and to which a summary of the proposed thesis is attached, the CC appoints the supervisor and establishes the three-member examination committee for the approval of the thesis, one of the members of which is the supervisor (par. 4, art. 34, Law 4485/2017).
The supervisors of the Master’s Thesis are all the lecturers of the MSc. The subject of the Master’s thesis must have a research character and be original.
Postgraduate students must apply the “Instructions for writing the Master’s Thesis” posted on the website of the MSc. The language of writing of the Master’s thesis may be Greek. In order for the thesis to be approved, the student must defend it before the examination committee (par. 4, article 34, law 4485/2017).
Postgraduate theses, if approved by the examination committee, must be posted on the website of the MSc (art. 34, par. 5 of law 4485/2017). Also, the diploma thesis is submitted electronically to the Digital Repository “PERGAMOS”, in accordance with the decisions of the Senate of the National and Kapodistrian University of Athens.
The dissertation is an important and integral part of the curriculum. The dissertation is an important learning tool, develops students’ research skills and is also a method of evaluating the overall course of students in the program. A dissertation is a research study that students are required to carry out during their study program and in order to successfully complete them. The diploma thesis corresponds to 30 ECTS, is prepared during the fourth semester and is a compulsory course in the postgraduate program.
During the preparation of their diploma theses, postgraduate students have the opportunity to develop:
- Research skills in gathering material, organizing, analyzing and selecting evidence with emphasis on research ethics and ethics.
- Skills of self-organization, planning, implementation of a research project with independence, autonomous thinking and proper time management.
- Cognitive skills of interpretation, discussion, reflection and evaluation.
- Communication skills, oral, written, interpersonal, teamwork and utilization of new technologies.
The Master’s thesis ranges between 25,000-35,000 words and includes:
- The problem of research
- Review of current theory and literature
- Research Methodology
- Results
- Discussion-Conclusions
- Limitations of the Study
- Proposals
The evaluation of the dissertation includes an oral presentation.
Prerequisite for the declaration of the Diploma Thesis is that the postgraduate student has succeeded in all the prerequisite Compulsory Courses (see above Prerequisite Courses).
The Diploma Thesis must adequately reflect the ability to compose a scientific text, where theoretical, methodological knowledge and/or research/empirical skills are listed, as well as the critical ability of the postgraduate student.
The final evaluation of the Diploma Thesis is made on a scale of 1-10 by the appointed three-member committee with public support and is considered to have been successfully evaluated if the score received is equal to or greater than five (5).