Η Εκπαίδευση για τις Φυσικές Επιστήμες στα Ελληνικά Παιδαγωγικά Τμήματα Δημοτικής Εκπαίδευσης

Abstract

This study investigates the current status of Science Education in the Departments of Primary Education at Greek universities for the academic year 2024–2025. It provides a systematic analysis of the science-related courses listed in official curricula and compares them to those offered to students. Key attributes of each course—type, scientific domain, instructional nature, and semester of delivery—are examined, highlighting inconsistencies between theoretical planning and practical implementation. The findings reveal significant disparities across departments in terms of content coverage and pedagogical approaches. Moreover, a lack of balance among scientific disciplines and a limited presence of experimental and inquiry-based learning opportunities are observed. The study concludes with a series of reform proposals, emphasizing the need for a unified, experiential, and pedagogically targeted framework for Science Education in teacher training programs. This framework should be capable of addressing the scientific, social, and educational challenges of the 21st century and empowering future educators with the competencies required for effective and meaningful science teaching in primary schools.