Conference Abstract Book

INTERNATIONAL CONFERENCE
Mediterranean Sea Connects Us:

Progress in Education with Local Communities
ABSTRACTS AND PROGRAMME BOOK

Crete 2015
International Conference: Mediteranean Sea Connects Us: Progress in Education with Local
Communities. 9-13 December 2015, Chania, Crete, GREECE
International Conference on
Mediterranean Sea Connects Us:
Progress In Education With Local Communities
9-13 December 2015
Chania, Crete - GREECE
Table of Contents
About Conference ................................................................................................................................... 4
Thematic Areas ........................................................................................................................................ 5
Coordinators ............................................................................................................................................ 5
Technical Support .................................................................................................................................... 5
Venue ...................................................................................................................................................... 5
Organizing Committee............................................................................................................................. 6
Scientific Committee ............................................................................................................................... 7
Press Release ........................................................................................................................................... 9
Conference Timetable ........................................................................................................................... 10
Participants............................................................................................................................................ 44
Websites of the Conference Participants .............................................................................................. 47
Conference Videos ................................................................................................................................ 48
Conference Photos ................................................................................................................................ 49
About Conference
The Region of Crete-Chania prefecture, the Regional Administration of Primary & Secondary
Education of Crete (by the Department of Scientific and Pedagogical Guidance of Primary
and Secondary Education, the Secondary Education Directorates of Rethymnon and Chania
and the School Advisors for Teachers of Natural Sciences in Western Crete, of Engineering
and 6th Region of Primary Education of Heraklion), the Centre for Plasma Physics and Lasers
(CPPL) School of Applied Sciences of the TEI of Crete, the Holly Theological School of Halki,
organize the European Educational Conference Mediteranean Sea Connects Us: Progress in
Education with Local Communities in the period of 9-13 December 2015, at Chania of Crete
in Greece, in English language. Invited speakers and discussants are teachers and researchers
of Primary, Secondary and Higher Education from Cyprus, Romania, Turkey and Greece, who
were collaborators in the past and intend to be partners in the future, in educational and
training projects of Science and Technology for the progress of local communities. The target
of the Conference is to build up joint educational projects which will introduce a more
participatory, interdisciplinary, innovative and creative way of teaching and learning of
formal and non-formal Education, in the frame of the Education for the Sustainable
Development.
In the paths of exploration and discovery of the new educational projects, we shall attempt
to map the unknown in Mediterranean societies, which have played a crucial role in the life
and development of Europe and the world. To explore the multilevel relationship of
Mediterranean societies which are rapidly changing due to geopolitical, digital, economic,
social, political and cultural conditions developed in the past and to our days. Greece is a
European country in the southern Europe, a Mediterranean, and a Balkan one, having close
traditional bonds with the Black Sea, having at the same time strong ties with the Middle
East and the Arab world, which is an added value for the European perspective.
In 2014, Greece and Italy who had the Presidency of the Council of the European Union
declared 2014 as "Year of the Mediterranean" in order to work together in the framework of
the Integrated Maritime Policy to promote activities in the south neighborhood of Europe.
Sea is a key element of the Greek identity and of European history. It can be a horizontal
priority for the Mediterranean populations and a factor of growth and collaboration in
Europe, an area of common research in Education, Science and Culture, a vehicle to
overcome the crisis and lead to the progress.
The European Educational Conference Mediteranean Sea Connects Us: Progress in
Education with Local Communities addresses executives, present and future of all
Educational levels interested in collaborating and sharing knowledge and experience in
Science, Education, Technology, Entrepreneurship, in an effort to overcome the crisis of
values, structures and meanings, additionally the economic, for better quality of life and
progress of the communities. The Conference aims to open Crete to the Mediterranean
Educational society, to the world, through collaborations and partnerships, bearing in mind
the words of Socrates ''I am not an Athenian or a Greek citizen, but a citizen of the world''.
To expand the boundaries of the mind, the horizons of thought and the criticisms in most
untrodden paths of investigation and discovery, promoting the values of Education for
Sustainable Development.
The Conference is open as respect to content, methodology and participants, who will be
both trainers and trainees. It will be co-constructed and linked to other educational and
training actions and projects. The sessions will include presentations, discussions,
workshops, peer learning activities, visits and cultural happenings for various disciplines
4
from the three education levels. Participants will deliberate in an experimental way on
theoretical and practical issues of scientific and pedagogical guidance.
Looking forward seeing in Chania, Crete the participants to this Educational Conference, we
believe that the energy that will be accumulated for 4 days in western Crete will take again
Daedalus and Icarus off Crete, on modern and strong wings.
Thematic Areas
Multi-Cultural Past, Present, Future

Science, Technology, Education And Quality of Life
Designing Educational Projects With European Dimensions
Institutional Innovations
Life Long Learning & Local Communities
Achieve Funding of A Project
Coordinators
Cavas Bulent, Mobile: 0090 532 4267927 bulentcavas@gmail.com
Drakaki Maria, Mobile: 00306932427310, mdrakaki65@gmail.com
Kalathaki Maria, Mobile: 00306946500408, kalathakimaria.edu@gmail.com
Simandirakis Panagiotis, Mobile: 00306973373254, simandirakis@crete.gov.gr
Technical Support
Tzortzakis John, Mobile: 00306972289845, johntzortzakis@gmail.com
Krokidi Eva, 6936661443, evakrokidi@gmail.com
Venue
The conference hosted at the Regional Press Institute (RPI) and is co-building with the
contributions of the organizers, the members of the Organizing and Scientific Committee, all
the participants, the local community.
Organizing Committee
Androulakis Konstantinos, Director of European Center in Training for Employment (ECTE)
Arnaoutakis Stavros, Governor of Crete, Region of Crete, Greece
Drakaki Maria, School Advisor for Primary School Teachers, Heraklion prefecture, Peripheral
Administration of Primary & Secondary Education of Crete, President-elected of the
Association of Friends of the School Life Museum Chania, Greece
Kapsaski Angeliki, School Advisor of Greek Literature Teachers of Rethymnon, Crete, Greece
Kalathaki Maria, School Advisor for Science Teachers, West Crete prefecture, Peripheral
Administration of Primary & Secondary Education of Crete, Greece
Kritsotakis Emmanuel, Scientific and Pedagogical Chief Guidance, Department of Secondary
Education, Peripheral Administration of Primary & Secondary Education of Crete, Greece
Mavroudea Eleni, English Literature Teacher of 3rd Lyceum of Kalamata, Greece
Milathianaki Marilena, Teacher of Kounavoi Primary School, Crete, Greece
Mparris Kiriakos, Honorary President of the Secondary School Directors Association of
Cyprus
Pantelaki Eleftheria, Greek Literature Teacher of Archanes Lyceum, Crete, Greece
Papadogiannis Nektarios, Professor of Wave Physics, Laser Optics and Acoustics, School of
Applied Sciences & Centre of Plasma Physics and Lasers, TEI of Crete, Greece
Papastefanaki Anna, Greek Literature Teacher of Meleses Lyceum, Crete, Greece
Perikleidakis Georgios, Scientific and Pedagogical Chief Guidance, Department of Primary
Pimpli Marbi, Director of 5th Gymnasium of Chania, Crete, Greece
Rapti M, Physicist, Teacher of Lyceum of Eleftheriou Venizelou, Chania, Crete, Greece
Shinoplokaki E, Chemist, Teacher of Kasteli kisamou Lyceum. Chania
Simandirakis Panagiotis, Deputy Head of Education, Lifelong learning & mployment, Region
of Crete, Greece
Skamnakis Antonios, Founder of the Regional Press Institute, Chania, Crete, Greece
Spanoudakis Antonios, Teacher, Director of the 3rd Elementary School of Kisamos Chania,
Crete, Greece
Tatarakis Michalis, Professor of Laser and Optoelectronics, Director of the Centre of Plasma
Physics and Lasers, Technological University of Crete, Greece
Terzakis Georgios Director of the Peripheral Administration of Primary & Secondary
Education of Crete, Greece
Tsigkris Miltiadis, Head of Laboratory Centre of Natural Sciences of Rethymnon, Crete,
Greece
Vamvoukas Anastasios, Mayor of Chania, Crete, Greece
Voulgarakis Apostolos, Regional Unit of Chania, Crete, Greece
Scientific Committee
Argiropoulou Eleftheria, Assistant Professor, University of Crete, Greece
Cavas Bulent, President-Elect of the International Council of Associations for Science
Education (ICASE), Associate Professor of Science Education Dokuz Eylul University, Faculty
of Education, Department of Science Education, Buca-Izmir, Turkey
Chaniotakis N, Professor, Department of Chemistry, University of Crete, Greece
Drakaki Maria, School Advisor for Primary School Teachers, Heraklion prefecture, Peripheral
Administration of Primary & Secondary Education of Crete, President-elect of the
Association of Friends of the School Life Museum Chania, Greece
Efstratiou Adamandia-Maria, Assistant Professor of Marine Microbiology, Editor of Journal of
Water and Health, Department of Marine Sciences, Aegean University, Lesvos, Greece
Fettahloglu Pnar, Assistant Professor, Faculty of Education, Elementary Science Education,
Cukurova University, Adana, Turkey
Fouskaki Maria, Department of Chemistry, University of Crete, Greece
Kalathaki Maria, School Advisor for Science Teachers, West Crete prefecture, Peripheral
Administration of Primary & Secondary Education of Crete, Greece
Kasimati Katerina, Associate Professor, Pedagogical Department, School of Pedagogical and
Technological Education, Athens, Greece
Klonari Katerina, Associate Professor in Teaching Geography, Department of Geography,
University of the Aegean, Lesbos, Greece
Kontogeorgiou Asimina, School Advisor for Science Teachers, Larisa prefecture, Peripheral
Administration of Primary & Secondary Education of Thessalia, Greece
Krokidi Evangelia, School Advisor for Home Economics Teachers of Western Greece
Lambriniadis Elpidophoros, Professor of the Theological Foundation of Macedonia
University, Metropolitan of Bursa, Turkey
Marangakis Manousos, Director of Secondary Education of Chania, Crete, Greece
Mladin Claudius, General School Inspector, Arad, Romania

Nadaban Laura, Inspector scolar pentru limbi modern, Arad, Romania
Papadogiannis Nektarios, Professor of Wave Physics Laser Optics and Acoustics, Department
of Engineering in Music Technology and Acoustics, School of Applied Sciences, Centre of
Plasma Physics and Lasers, Technological Educational Institute of Crete, Greece
Papastefanaki Anna, Greek Literature Teacher of Meleses Lyceum, Crete, Greece
Peraki Vasiliki, retired Advisor of the Greek Pedagogic Institute (Policy Education Institute),
Athens, Greece
Saitakis Artemis, Director of Scientific & Technological Park of Crete, FORTH, Greece
Simandirakis Panagiotis, Deputy Head of Education, Lifelong learning & mployment, Region
of Crete, Greece
Slay Ilhan, Professor of Physics Education, Head of Elementary Department, Dokuz Eylul
University, Izmir-Turkey
Silay Sengul, Pharmacian, Izmir, Turkey
Tatarakis Michalis, Professor of Laser and Optoelectronics, School of Applied Sciences &
Centre of Plasma Physics and Lasers, TEI of Crete, Greece
Taxakis, Director of Secondary Education of Rethymnon, Crete, Greece
Terzakis Georgios Director of the Peripheral Administration of Primary & Secondary
Tzortzakis John, School Advisor for Engineers (Civil Engineers, Architects and topographers)
of Crete, Greece
Ucar Sedat, Associate Professor, Faculty of Education, Elementary Science Education,
Press Release
Governor of Crete with the Deputy Head of Education of the Region of Crete and the Vice
Governor of Chania Prefecture, in collaboration with Educational Foundations and
Administrations organize the European Educational Conference Mediteranean Sea
Connects Us: Progress in Education with Local Communities in West Crete 9-13 December
2015.
It is an important meeting of education officials coming to Crete, to Chania and Rethymnon,
from Cyprus, Romania, Turkey and rest Greece, to discuss on the future strategic education
designs on common projects of Science, Education and Local Communities. Invited are 58
professors, teachers, officials and researchers of Primary, Secondary and Higher Education
who will collaborate with the task of designing and structuring educational and training
projects for teaching Natural Science in schools with more participatory, interdisciplinary,
innovative and creative way, in the frame of the Education for the Sustainable Development.
Discussions and peer learning activities will be carried out on designing Educational Projects
according the European Unions Strategies, following the EU and national guidelines of the
participant countries.
In the paths of exploration and discovery, the discussants will attempt to map the unknown
in Mediterranean societies which have played a crucial role in the life and development of
Europe and the world. To explore the multilevel relationship of Mediterranean societies
which are rapidly changing due to geopolitical, digital and post-economic, social, political
and cultural conditions developed by the paths opened by water, land and air, in the past
and to our days. Greece is a European country in the southern Europe, a Mediterranean, and
a Balkan one, having close traditional bonds with the Black Sea, having at the same time
strong ties with the Middle East and the Arab world, which is an added value for the
European perspective.
The meeting is hosted in the Mediterranean Agricultural Institute of Chania and many
educational visits will take place in Chania and Rethymnon prefecture, according to the
timetable of the Conference.
Heraklion 7/12/15
Region of Crete
Conference Timetable
WEDNESDAY 09/12/15
-TRIP TO CRETE (CHANIA)
Arrivals to I. Daskalogianis Airport, Souda. Transportation to the Regional Press Institute (RPI), Chania
16.30-17.30 CONFERENCE SESSION 1 [RPI]: OPENING CEREMONY
CHAIR: Drakaki M & Kalathaki M
WELCOMING THE DELEGATIONS BY THE LOCAL AUTHORITIES
Androulakis Konstantinos, Director of European Center in Training for Employment (ECTE),
Rethymnon, Crete, Greece
Garedakis Yannis, Owner of Haniotika Nea newspaper, Founder and President of the Museum
of Typography, Chania, Crete, Greece
Goulousis Gregory, Vice President of the Parents Association of Chania, Crete
Kritsotakis Emmanouil, Scientific and Pedagogical Chief Guidance, Department of Secondary
Education, Peripheral Administration of Primary & Secondary Education of Crete
Marangakis Manousos, Director of Secondary Education of Chania, Crete
Perikleidakis Georgios, Scientific and Pedagogical Chief Guidance, Department of Primary
Perraki Varvara, Deputy Mayor for Culture and Lifelong Learning Municipality Chania, Crete
Terzakis Georgios Director of the Peripheral Administration of Primary & Secondary Education of
Crete
Vamvoukas Anastasios, Mayor of Chania
Voulgarakis Apostolos, Regional Unit of Chania, Crete
Papastefanaki A & Pantelaki E, The Myth of Europe
INTRODUCING OF DELEGATIONS IN MOTHER TONGUES WITH PRESENTATIONS IN ENGLISH
-Cyprus-Romania-Turkey--Greece
17.30-18.00 Coffee Break Treats offered by the Organizers
18.00-20.30 CONFERENCE SESSION 2 [RPI]: SCIENCE & EDUCATION CORNERSTONES OF SOCIETIES
CHAIR: Efstratiou D & Klonari K
-Arnaoutakis S Crete and Mediterranean: convergences and divergences
-Cavas B & Slay I, Responsible research and innovation: experiences from ark of inquiry project in
Turkey
-Koumi E, Museum of Typography, Chania: A European heritage in the heart of the Mediterranean
-Mparris K, The past and the present of the Crete-Cyprus Educational Collaborations
-Efstratiou D, Marine Biological Resources of Eastern Mediterranean: our Common Heritage
-Kasimati K. Learning Communities: methods and creating practices
-Simandirakis P, Opening speech by the President of the Conference
20.00-20.30 Discussion. Closing of the Opening Ceremony
10
CONFERENCE SESSION 3 [RPI]: MULTI-CULTURAL DINNER- DISCUSSIONS IN COMPANIES
CHAIR: Arnaoutakis S & Simandirakis P
20.30-21.00 Joint preparation of the Multi-Cultural Dinner
21.00 Multi-Cultural Dinner with traditional food, music and dance coming from the participants
homes. Discussions in companies, close to fireplace, with wine from the just opened barrels and the
recently extracted raki (tsikoudia)
THURSDAY 10/12/15
CONFERENCE SESSION 4 [RPI]: TRANSFORMATIONS IN EDUCATION
CHAIR: Cavas B & Kontogeorgiou A
09.00-09.30 Kalathaki M & Drakaki M Welcoming of the Discussants
09.30-09.45 Claudius Mladin, Redefining Educational Management in a Time of Great Change
09.45-10.00 Krokidi E, Sociability in the era of technology. Opening the classrooms.
10.00-10.15 Peraki V, Principles of the new iology curriculum that contribute to improving the
quality of life
10.15-11.00 Discussion
CONFERENCE SESSION 5 [RPI]: COLLABORATING & DECISION MAKING
CHAIR: Mladin C & Nadaban L
11.00-11.15 Fettahloglu P, Effect of Online Argumentation Application on Crtcal Thinking
Disposition
11.15-11.30 Manasakis V & Psaltaki E, Regional Directorate of Primary and Secondary Education of
Crete European Educational Projects of the Regional Directorate of Primary and Secondary Education
of Crete
11.30-13.00 Workshop Cafe: "The Lego Serious Play decision making approach in defining the scope
of a project". Coordinator Androulakis G.-IACM/FORTH
CONFERENCE SESSION 6 [EXCURSION]: [ENVIRONMENTAL EDUCATION: SEA & MOUNTAIN]
CHAIR: Silay S & Shinoplokaki E
13.00-17.30 Excursion to Lybian Sea, Elafonisos, mountainous hinterland of Chania prefecture. Visit
to the oil factory Harhaliana
CONFERENCE SESSION 7 [LOUSAKIES VILLAGE]: [SUSTAINABLE DEVELOPMENT & LOCAL
COMMUNITIES: BASING THE FUTURE IN THE PAST]
CHAIR: Kounelakis St& Spanoudakis A
17.30-18.30 Welcoming by the local Cultural Association of Lousakies village. Visit of the
neighborhoods of the village, the Museum of Music and Dance and the revival of the old Elementary
School
18.30-19.00 Drakaki M, Volunteering and Local Communities
19.00-19.30 Spanoudakis A, The history of the Lousakies village
19.30-20.00 Kounelakis St, Actions of the Local Culture Association of Lousakies Village: the network
of cultural associations of Crete and the vision of Museum of Music and Dance
CONFERENCE SESSION 8 [LOUSAKIES VILLAGE]: [COMMUNITY CULTURAL LESSONS: EXPORTING
FAMILY CIVILIZATION OF QUALITY OF LIFE]
CHAIR: Simandirakis P & Shinoplokaki E
20.00-21.00 Laboratory Exercise: distillation of grape marc in the Traditional Distillery of Merades of
Lousakies, flavoring of the producing liquid accompanied with local traditional food
21.00-21.30 Kontogeorgiou A, Xenios Dias, the God of Hospitality
11
21.30-23.00 Traditional Dinner with Cretan music and dance in the Traditional Distillery of Merades,
Lousakies, offered by the locals
23.00-23.30 Return trip to RPI
FRIDAY 11/12/2015
CONFERENCE SESSION 9 [TECHNOLOGICAL UNIVERSITY OF CRETE (TEI) RETHYMNON]: LIFE LONG
LEARNING & LOCAL COMMUNITIES
CHAIR: Fettahloglu P & Tsigris M
09.00-10.30 Trip to Rethymnon, to the Centre of Plasma Physics and Lasers, Technological Edu
Institute of Crete
10.30-11.30 Welcoming Ceremony by the Institutions and Authorities. Browsing the Centre's
premises
-Tatarakis Michalis, Professor Division of Electronics, School of Applied Sciences, Technological
Educational Institute of Crete, Centre of Plasma Physics and Lasers, Technological Educational
Institute of Crete, Greece
-Taxakis, Director of Secondary Education of Rethymnon, Crete, Greece
-Kontogiannis Efstathios, Director of Primary Education of Rethymnon, Crete, Greece
-Chatzaki-Voltiraki Matina, President of Rethymnon Parents Union, Crete, Greece
-Darakis Michael, KEKAPER Director, Department of Lifelong Learning Education and Employment
Development, Rethymnon, Region Crete, Greece
-Argiropoulou E, Leadership and Change in Education
11.30-12.00 Coffee break Treats offered by the Organizers
CONFERENCE SESSION 10 [TECHNOLOGICAL UNIVERSITY OF CRETE (TEI) RETHYMNON]:
INSTITUTIONAL INNOVATIONS
CHAIR: Silay I & Peraki V
12.00-12.30 Tatarakis M, The project of Hydrogen Fusion (CPPL/TEI of Crete)
12.30-13.00 Papadogiannis N, Experimental Laser Physics in the Extremes (CPPL/TEI of Crete)
13.00-13.30 Saitakis A, Science & technology park of Crete: Supporting the creative and innovative
potential of young people
13.30-14.00 Voreadou K, Culture of Environment in Education by the Museum of Natural History of
Crete
14.00-14.15 Chaniotakis N, Interactive Learning in Science and Engineering Education
14.30-15.00 15.00-16.00
14.30-15.30 Lunch Break - Offered by the Organizers
CONFERENCE SESSION 11 [TECHNOLOGICAL UNIVERSITY OF CRETE (TEI) RETHYMNON]: FUNDING
PROJECTS-STRONG POINTS
CHAIR: Ucar S & Argiropoulou E
15.30-16.30 Efstratiou D. Evaluation of Proposals by the review committees: criteria and methods of
ranking.
16.30-17.30 Klonari K. How to prepare a Proposal for funding: strong points to be emphasized,
weaknesses to be avoided
12
CONFERENCE SESSION 12 [RETHYMNON OLD CITY]: NIGHT SITESEEING OF THE OLD CITY OF
RETHYMNON
CHAIR: Kapsaski A & Kalathaki M
18.00-22.30 Night Walk around the old city of Rethymnon. Sightseeing historical and cultural places.
Traditional Dinner
22.30-23.50 Trip back to RPI
SATURDAY 12/12/2015
CONFERENCE SESSION 13 [MONASTERY OF CHRYSOPIGI]: EDUCATION FOR THE SUSTAINABLE
DEVELOPMENT
CHAIR: Efstratiou D & sTheosemni
09.00-10.30 Transport to the Monastery of Chrysopigi, Chania. The conference area is on the glebe of
Agia Kyriaki Varipetro
10.30-11.00 Welcome by the Nuns of the Monastery of Chrysopigi-Chania. Browsing the premises.
Treats offered by the Monastery
11.00-11.30 sTheosemni, Protection of the environment as applied to the environmental Education
program of the Holy Monastery of Chrysopigi-Chania, Crete
11.30-11.45 Ucar S, The effect of nature on development of communication tools: Whistle language
11.45-12.00 Laura Nadaban, Beyond Cultural Boundaries, Towards Global Education (for the section
with Projects)
12.00-12.30 Discussion
CONFERENCE SESSION 14 [MONASTERY OF CHRYSOPIGI]: DESIGNING EDUCATIONAL PROJECTS
WITH EUROPEAN DIMENTIONS
CHAIAR: Nadaban L & Cavas B
12.30-14.00 Workshop Caf. Coordinator: Androulakis K, Building up an Erasmus project proposal
-Androulakis K, Submitting again the Erasmus KA2 Project OPMIS
-Kalathaki M & Androulakis K Submitting Jointly Erasmus KA1 Flows for Mediterranean Organizations
14.00-15.00 Lunch Break Offered by the Monastery
CONFERENCE SESSION 15 [CITY OF CHANIA]: DISCOVERING THE CULTURAL ENVIRONMENT
AROUND
CHAIR: Pimpli M & Shoinoplokaki E
15.00-16.00 Transport to Chania city
16.00-19.00 Visit of the Old city of Chania. Walk at the old harbor. Drink of Local Herbal Teas offered
by the Organizers at the Venetian Neorio Moro
19.00-19.30 Back to the RPI
19.30-20.00 Preparing for the Ancient Greek Symposium
CONFERENCE SESSION 16 [RPI]: COSMOS: SYMPOSIUM WITH THE ANCIENT GREEK NATURAL
PHILOSOPHERS
CHAIR: Papastefanaki A & Kalathaki M
20.00- Papastefanaki A & Kalathaki M, COSMOS: with the ancient Greek natural philosophers- an
approach of the Ancient Greek Symposiums ritual. Speakers will undertake roles of ancient Greek
Natural Philosophers, in a representation of Ancient Greek Symposiums, discussing issues about the
origin and structure of Cosmos, in a Theatric Action.
13
SUNDAY 13/12/2015
CONFERENCE SESSION 17 [RPI]: OUTDOOR EDUCATION
CHAIR: Kasimati K & Krokidi E
09.30-10.00 Pantelaki E & Papastefanaki E, Morning walk in the countrysides pathways around the
RPI-Herbals of Medical Science in ancient times: a field project approach
10.00-10.15 Mavroudea, Language travels: the Grecanika of Magna Grecia
10.15-10.30 Pimpli M, Opening the school in the society: didactic visits the 5th Gymnasium of Chania
10.30-10.45 Stefanaki I, From the ancient Greek symposium to the Roman
10.45-11.00 Tsigris M, Didactics of Science through Self Made Experimental Apparatus of
Quantitative Measurements
11.00-11.30 Kalathaki M Mediterranean Sea Connects Us: Advancing Education with Local
Communities-Collaborators in the past, Partners in the future
11.30-12.00 Reflection and Evaluation of the Conference. Ideas for future collaborations. Closing of
the Conference
12.00-14.00 Lunch Break Offered by the Organizers
DEPARTURE OF DELEGATIONS
14
ABSTRACTS
15
RESPONSIBLE RESEARCH AND INNOVATION: EXPERIENCES FROM ARK OF INQUIRY

PROJECT IN TURKEY*
Bulent Cavas, Ilhan Silay
Dokuz Eylul University, zmir-Turkey
bulentcavas@gmail.com
ABSTRACT
Ark of Inquiry (AoI) is a funded 7th Framework Programme Project coordinated by
University of Tartu with the help and support of 13 project partners from 12 countries. The
main aim of the Project is to create a new science classroom, one which would provide
more challenging, authentic and higher-order learning experiences and more opportunities
for pupils to participate in scientific practices and tasks, using the discourse of science and
working with scientific representations and tools. The Project is also focusing on the
concepts about Inquiry Based Science Education and Responsible Research and Innovation
(RRI) for a better teaching and learning environments.
The main aim of this paper is to introduce AoI Project and give some examples from
RRI focused Inquiry Based Activities and environments which are planned to implement in
the next teaching semester in Izmir-Turkey.
*This study was conducted in the context of the European project Ark of Inquiry: Inquiry
Awards for Youth over Europe, funded by the European Union (EU) under the Science in
Society (SiS) theme of the 7th Framework Programme (Grant Agreement 612252). This
document does not represent the opinion of the EU, and the EU is not responsible for any
use that might be made of its content.
16
REDEFINING EDUCATIONAL MANAGEMENT IN A TIME OF GREAT CHANGE

Claudius Mladin
Arad County School Inspectorate, Romania
The 21st century has faced us, educators worldwide, with serious challenges, many of them
apparently insurmountable. How to cope with a world in which everything changes so fact
that one can hardly remember what was new just a few years ago? What was good, efficient
and relevant in education at a time does not seem to work anymore today. And today
becomes tomorrow in no time. What does this mean for the field of management
development? Since change is the only constant in this world, we need to redefine
educational management and learn how to manage and drive through change.
This paper covers techniques and strategies on how to manage change effectively,
presenting three models for change management, identified for the four main types of
organizational change: strategic, technological changes, structural and changes related to
the behaviors, actions, or attitudes of personnel.
17
BEYOND CULTURAL BOUNDARIES, TOWARDS GLOBAL EDUCATION

Laura Nadaban
Arad County School Inspectorate, Romania
That we live in a changing world is certainly nothing new, or insurmountable. Since
Heraclitus, we have been trying to come to terms with the fact that everything flows and
nothing abides, everything gives way and nothing stays fixed, as it is in changing that things
find repose. However, to live in a rapidly changing world, a world in which present and
future become past in the twinkling of an eye is rather scary and unprecedented. It may be
just a twisted way to perceive time and space today, it may be not, but this is the reality we
have to cope with . Thus, the present paper explores briefly the impact of this fast changing
world upon us as educators, on the education we need to promote for the 21st century, in
the current context of societal transformation, as well as the reasons why we should opt for
global education.
18
THE EFFECT OF NATURE ON DEVELOPMENT OF COMMUNICATION TOOLS: WHISTLE

LANGUAGE
Sedat Ucar
Cukurova University, Adana, TURKEY
sucar@cu.edu.tr
With the civilization of human beings, people built homes in different geographies and tried
to adapt themselves to the place where the houses are located. If there is a river, they start
to learn swimming, fishing and constructing bridges; if there is lots of snow, they learn how
to make warm clothes and survive in the snow. Similarly, if the neighbors are far away from
each other, they try developing effective ways to communicate with other people such as
using smoke, sending a pigeon, sending a messenger, or shouting or whistling them.
Basically, the environment in which we live shapes our skills. Among those skills, one of them
is the very effective and creative one which is called whistle language. People from many
part of the World use whistle languages. Such as Kuskoy (a small village in north of Turkey),
Antia (a small village in Grece), La Gomera ( Canary Island), Aas (a village in France),
Mazatecs and Chinantecs of Oaxaca (in Mexio), Pirah (in South America), Chepang (in
Nepl), and many other places which we could not name here. These are the some whistle
language spoken places around the world in different continents without interaction with
each other. They do not share any cultural heritage and languages. What is common about
these places is the landscape of the villages. These places are located on the hill side with
houses spread over the mountain hills because of the shortage of flat lands. The distance
between houses made people of these settlements to develop effective ways to
communicate. Yelling or shouting could be a way to transfer the message but clarity of the
words is lost during the process. However, with high pitch whistles they transfer messages
over long distances. How they do is that they turned everyday language into a
whistle language. They do not generate new words or grammar, what they do is that to
speak the words from everyday language with whistle. Whistle language is becoming
replaced by another long distance communication tool which is called cell phone. Because of
the easy access to cell phone in terms of its cost and many other advantages such as texting,
camera, and other application, almost every person around the world try to have one.
People who have cell phone tend to forget or not to learn whistle language on these small
villages. Before totally disappearing of this language, more research should be conducted to
keep these languages alive and more research should be conducted on how we could utilize
this language for future generations.
19
MEDITERRANEAN SEA CONNECTS US: ADVANCING EDUCATION WITH LOCAL COMMUNITIESCOLLABORATORS IN THE PAST, PARTNERS IN THE FUTURE
Kalathaki Maria, GREECE
In this presentation is describing an initiative of the School Advisor of Science Teachers of Secondary
Education of west Crete- Greece (Chania & Rethymnon counties), in collaboration with teachers and
social bodies, to connect Science, Education and Quality of Life of Local Communities. People, from
the beginning of the human existing, has striven to explain the world around and to build on the
achievements of science and technology in order to improve the quality of life. The effort
concentrated in the organization of the European Educational Conference Mediterranean Sea
Connects Us: Progress in Education with Local Communities, which hosted in West Crete 9-13
December 2015 as a training program which can be applied elsewhere, with different target groups,
promoting the aims of participatory acquisition of knowledge by sharing, in company, sapience and
moments of joy and happiness. Educators-officials of high level and experienced from Greece,
Cyprus, Turkey and Romania, from the three levels of Education, and representatives of local bodies
were Invited to deposit experience, aspects, ideas and expectations on future educational
collaboration in the area of Balkans, East Mediterranean and widely. As coexisting in the same
geographical area, with long and important common past, as collaborators in previous educational
projects, intend to be partners in important and innovative future educational actions through
jointed educational and training projects of Science and Technology for the progress of
Mediterranean local communities. The involved 24 members of the Organizing Committee, 30
members of the Scientific Committee and 58 participants, by living together in the educational
conferences framework, for 4 days-100 hours, with presentations, discussions, laboratories, virtual
and field pathways, peer learning activities, visits and cultural happenings, dance, song, established
the jointed way of working to build up educational projects which will introduce a more
participatory, interdisciplinary, innovative and creative way of teaching and learning of formal and
non-formal Education, in the frame of the Education for the Sustainable Development. The
Conference, as open to the content, methodology and participants, who are both trainers and
trainees, linked to other educational and training actions and projects. Participants deliberated, in an
experiential way, on theoretical and practical issues of scientific and pedagogical guidance in the
following thematic areas: a. multi-cultural past, present, future, b. science, technology, education
and quality of life, c. designing educational projects with European dimensions, d. institutional
innovations, e. lifelong learning & local communities, f. achieve funding of a project. The initiative
managed to expand the boundaries of the mind, the horizons of thought and the criticisms in most
untrodden paths of investigation and discovery, promoting the values of home civilization. It
constituted a hug, a family of memories, a journey into dream, a journey back to time which clarified
the past, defined the present and determined the future. To discover together the common
Mediterranean civilization, classic, modern, its symbols and values that once taught and still
teaching, influenced and still influence humanity, touched the limits of ecstasys, since all the
spending hours together, the participants co-constructed the educational reality which they lived in a
rich, varied and cultural environment based on the educational culture that they brought from their
Mediterranean neighborhoods. The discussion opened on how it can be a horizontal priority for the
Mediterranean educational communities, and a factor of growth and collaboration in Europe, an area
of common research in Education, Science and Culture, a vehicle to overcome the crisis and lead to
the progress.
20
COSMOS: WITH THE ANCIENT GREEK NATURAL PHILOSOPHERS- AN APPROACH OF THE
ANCIENT GREEK SYMPOSIUMS RITUAL
Papastefanaki Anna & Kalathaki Maria
The word Symposium in ancient Greeks comes from two words + that
mean =drinking together. Symposiums were social events with changing character from the
ancient Greek to the Romans years. They accompanied with the symposional literature, with the
first writing The Symposium of Platon, source of much information about the way of symposiums
were carried out. Cosmos is an approach of the Ancient Greek Symposiums ritual as learning
environment of the way of thinking and discussing in company of ancient Greek educated people and
philosophers. It took place in the Institute of Regional Press, as theatric action-dinner of the
European Educational Conference Mediterranean Sea Connects Us: Progress in Education with Local
Communities, which hosted in west Crete 9-13 December 2015. The Conference designed as a
training program promoting the aims of participatory acquisition of knowledge by sharing, in
company, knowledge, sapience and moments of joy and happiness. Guests were 30 persons from
Crete, the rest Greece, Cyprus, Turkey and Romania, from the three levels of Education and
representatives of local bodies. In the describing theatric action Cosmos the guests were sited on
chairs around the tables in scheme , unlike the ancient Greek symposia where they lying on day
beds anaklindron. The first part of the symposium was the dinner syndeipnon with food and
watered down wine (one part wine and two parts water). In the second, called drink, carried out the
discussion accompanied with wine. The Symposium Cosmos had five phases. In the first phase, the
guests Symposiasts came to the hosted house in series, with gifts. The host welcomed them with a
pat on the back. Behind him stood four slaves who, the first washed the feet of the incoming, the
second took the gifts that they brought, the third put chrism and the fourth placed laurel wreath on
their heads. The Host leads each one to his sit from the left of the entry, clockwise, so that every
newcomer to greet the already arrived. It sounds Ancient Greek Music. Slaves take the gifts to the
kitchen and prepare the meal. When all the guests had come, a slave brought a vase with lots to vote
and elect the Master of the ceremony Symposiarch. In the second phase, called libations
Spondes, slaves brought the Akratos oinos (wine without water) and put a very small quantity in
Symposiasts wine cups. Five men, as only men participated in ancient Greek Symposiums, called
Spondistes, one from each delegation, erected and read, from a papyrus, libations to the gods-the
Nature and the Virtue. They, slowly, poured wine, honey, milk, fruit juice and water in a large vessel,
offers to the mother Earth. After this, all Symposiasts, raise their cups and drink a sip of akratos
oinos. The third phase begins with the Symposiarchs signal to slaves to bring wine and food to the
Symposiasts. They drank a small amount of wine every time he orders. The menu consisted of salted
fish, roast lamb with aromatics (thyme and oregano), salad with vegetables and fruits, covered with
honey, oil and vinegar, dried fruits, nuts and soup trahanas. At the end of dinner, Symposiasts played
a very popular ancient Greek game called kottavos. They had to throw the last drops of wine from
their cups on a target, that was an empty cup which floated in a large vessel with water, on the floor,
and they had to sink it. In the fifth phase of Symposium the host announced the reason and the
subject of the Symposium. The discussion started up with the aspects of ancient Greek Natural
Philosophers on the origin and construction of the world, Cosmos.
21
THE MYTH OF EUROPE
Papastefanaki A & Pantelaki E
The Roots of the European civilization can be found in Greek Mythology, in the myth of
Europe. Europa was the daughter of Agenor (Phoenician seashore), and was beloved by
Zeus. Zeus took the form of a beautiful white bull and encountered Europa at the seashore.
By appearing to be very tame, he convinced her to climb onto his back and then swam off
with her across the sea to Crete. In Crete, Europa had three sons by Zeus Minos, Sarpedon,
and Rhadamanthys. So Europa became the mother of the most ancient civilizations of the
Mediterranean, the Minoan, and she gave her name to a whole continent, Europe. The
importance of the myth is high as a lot of comments could be made on it. Carrying Europa
from the Phoenician seashore to Crete, Zeus is appeared to carry the eastern ancient
civilization to the Aegean Sea, bridging ancient Egypt with ancient Greece. According to the
myth Kadmus, Europas brother, who wandered across the world looking for his sister,
brought the Phoenician alphabet to the Greek people. Besides, the myth of Europa carried to
Crete, is connected to the idea that Mediterranean people had of their civilization, which
was a civilization of movement and change. The name EUROPE in Greek Language is
and means wide large eyes and, by extension, Europe means the continent
with wide, open, large and rich view.
22
THE EFFECT OF ONLINE ARGUMENTATION APPLICATION ON CRITICAL THINKING
DISPOSITION
Pnar FETTAHLIOGLU
Cukurova University ADANA-TURKEY
Life conditions changing and developing with the improvements of knowledge era have
required the people capable of solving the problems faced in all parts of life, especially the
business world. However when it is considered that the problems will be solved with
accurate and valid information, it can be claimed that relevant or irrelevant, true or false
information is being accepted by society without inquiry forms an obstacle for demanded
human profile. This growing awareness of the absence of thinking improves the interest in
thinking disposition. One of these dispositions is critical thinking. Critical thinking dating back
to the time of the Socrates is actually defined as the most advanced way of thinking .
Putting emphasis on the idea that critical thinking is more professional, advanced sufficient
and effective thinking skill, Schafersman (1991) stated that critical thinking cant be thought
by the peers or the family members. It is fact that the development of the critical thinking is
provided in formal education. One of the most important factors is the teacher helping reach
the aims stated in the formal education. Thats why firstly essential education for teachers
during their training should be provided in order to help them acquire those skills. In this
context the purpose of this study is to investigate the effect of the teaching technologies and
material adaptation course in which online argumentation supported by Moodle was applied
on critical thinking skills of 3rd grade preservice science teachers. This study has been
designed in accordance with the explanatory design, one of the mixed method. Within the
quantitative part of this study nonequivalent control group pretest- post test model, one of
the semi experimental design was used. Within the qualitative part of this study case study
was used. The research was held in 2014-2015 fall semester Faculty of Education Science
Teaching Program 3rd grade preservice science teachers - 43 preservice science teachers in
total. As a data collection tools, California Critical Thinking Skills Scale and Open-ended
questions developed by the researcher were used in this study. Open-ended questions in the
survey used in the study were analyzed through the using the method of descriptive analysis.
The quantitative datum were obtained from crtical thinking scale were analyzed using
independent sample t-test and paired sample t test. The study revealed that there was a
significant increase in favor of post-test grades of pre service science teachers in
experimental group. Also there was no significant difference between pretest and post test
in control group. When the opinions of preservice science teachers about the topic are
analyzed it has been seen that the application was thought to enhance the preperation for
the course and to be effective in the process of inquiry and critical thinking. Preservice
science teachers has also stated that the limitations of the program such as internet and
computer shortge should be eliminated.
23
SOCIABILITY IN THE ERA OF TECHNOLOGY
Eva Krokidi
GREECE
Sociability is a personality trait, the ability to be fond of the company of others. People who
are sociable are inclined to seek out the opportunity of social contact with others.
In the old times, outdoors activities were one of the means for friendships to be developed
,helping young people to grow up, building strong bonds with others in the same geographic
environment with the same values. When the internet came into society everything
changed. Even the way kids play, when outdoors activities change into pc gaming. Next step
into the evolution of the young growth is the social media.
Social media is the collective of online communications channels dedicated to communitybased input, interaction, content-sharing and collaboration. Websites and applications
dedicated to forums, microblogging, social networking, social bookmarking, social curation,
and wikis are among the different types of social media.
The most popular form of social media , especially amongst young is Facebook
Some of the characteristics of the social media are:
1. Considering relationship:
the relationship it self is more important than the individuals
it lasts as long as the parts feed it and validate it
it doesnt have geographic, racial or ethnic boundaries
it produces social transformation
The communication which could lead to a relationship:
It lasts as long the parts are willing to make it last
It needs to be under constant verification and evaluation
the bonds between the parts can be very fragile
it creates new social structures
So, the classrooms have to open up to that new era! They-we have to adjust and they-we
have the right tools to do so!
The web 2 tools are here to help us with that teaching method transformation.
24
INTERACTIVE LEARNING IN SCIENCE AND ENGINEERING EDUCATION
Nikos Chaniotakis, University of Crete
Interactive or active learning has received considerable attention over the past several years
as a methodology in science and engineering education. Although interactive learning has
attracted considerable support amongst teachers who are interested for alternatives to
traditional teaching methods, there are specific drawbacks that hinder its widespread
application. The main such issue is the availability of high quality, complete learning
systems. At the University of Crete, we collaborate with Ergopedia, which is a company that
addresses this problem with a unique approach (ergopedia.com). They specialize in
developing a complete educational system that comprises of a printed book, a complete
interactive online book, and a robotic interactive system.
In this presentation, I show the fundamental ideas behind this concept for the first time in
Europe, and I demonstrate how the system works in the classroom by addressing the specific
learning target of position, speed, and acceleration. At the same time, I describe the
evaluation tools included in the electronic book, and the tools provided to both students and
teachers.
25
VOLUNTEERISM AND LOCAL COMMUNITIES
Maria Drakaki
School Advisor for Primary School Teachers, President-elected of the Association of Friends
of the School Life Museum, member of network of Associations of Fiends of Museums in
Greece
The main purpose of this paper is to highlight the power of volunteerism in local
communities through examples that are going on in the Chania area and in which the
speaker participates actively.
Specifically after a brief reference to the importance of volunteerism as a personal choice,
presents the etymology of the word, the symbolism according to the Greek mythology,
selected texts from Greek writers about the value of volunteerism and an indicative map for
the image of volunteerism in Europe.
Europe has deviations and heterogeneity concerning the incentives, the education and the
legal framework of volunteerism in each country. (www.europa.eu)
However , the promotion of volunteerism on a local level increases the sense of belonging
to the community as well as the empathy as a way of expressing concern for the others and
the offer for assistance. The conclusion is that everywhere the voluntary service creates
important projects and active communities
For example:
School Life Museum in Chania Prefecture
Music and Dance Museum in Lousakies
Network of Cultural Associations in Crete
Network of Associations of Friends on a national level (Greee)
Workshops with other similar associations (recently the Association of Friends of the
School Life Museum and the Association of Friends of Astronomy in Crete)
26
MUSEUM of TYPOGRAPHY
Yiannis and Eleni Garedakis
Koumi E
Unique in Greece, the Museum of Typography since its first opening to the public in 2005
has been consistent to its aim of gathering information, machinery and other exhibits, as
well as conveying to its visitors knowledge about Typography and Printing, the art that
changed the course of history. Yiannis Garedakis, founder and editor of the local newspaper
Haniotika nea (News of Chania) had the vision of leaving a legacy to his home town that
connects the history of printing to the present and hopefully the future of printed
matter. The Museum has been nominated for the distinguished European Museum of the
Year Award (EMYA) 2016, an award presented each year by the European Museum Forum
(EMF) under the auspices of the Council of Europe. The final results will be announced at the
EMYA 2016 conference and ceremony, which will be held in Spain in May 2016. The museum
collection includes hard to find, cast iron printing presses and other machines from the 19th
century, as well as tools and objects that present the development of printing from
Gutenbergs time, up to our days. Our invaluable library, contains rare publications dating
from the 16th century onwards, newspapers from Greece and abroad from 1850, maps,
cards, stamps etc. In 2012 the museum opened a new wing with exhibits related to the
development of graphic arts as well as two important exhibitions regarding the evolution of
typography and the history of writing. In 2015 the Kostas Tzortzakis hall was inaugurated
due to the donation of invaluable publications and articles by the collector Kostas Tzortzakis.
The visitors experience of the museum is completed in the amphitheater which hosts part
of our educational programs and various events, such as conferences, book presentations,
small theatrical plays and music concerts. All visits to the Museum are guided so that
children and adults have the opportunity to understand the importance of printing but also
to print on the old printing presses. All exhibits are labeled in Greek and English, while videos
next to some of the machines present how they work. As years go by, the contribution of
donors and volunteers is vital to the Museum's evolution. Every year, schools, universities
and colleges from all over Greece travel to Crete in order to visit the Museum, especially
courses about art and design, graphic arts, history, typography etc. In an effort to find a
connection between typographic collections and modern designers we have established an
annual, international poster contest about typography, leading to a poster exhibition hosted
in the museum. Since 2012, the Museum is a member of the Association of European
Printing Museums (AEPM), a printing heritage network and the conference and annual
meeting of 2017 will be hosted here, in Chania, at the Museum of Typography. Electronic
means gradually replace printing. And it is a fact that the speed of electronic information is
such, that printed news are often already old news by the time they are published. Does
that diminish the value of printed books, archives, newspapers? We think not, and hopefully
history will justify the passion and stubbornness of people like Yannis Garedakis who
dedicate their lives to preserve all aspects of the art that literally changed the course of
history.
27
THE LANGUAGE OF GREKANIKA
Mavroudea Eleni
There have been over 2500 years since our Greek ancestors landed on earth later called
Great Greece, or else Magna Grecia, in southern Italy. From that colonization have not
only remained monuments but also language to indicate that the Greeks of Southern Italy
originate directly from the ancient populations of Magna Grecia.
The Grekanika is the dialect of the Greek language that includes Italian components and is
spoken in Great Greece in southern Italy. It is mainly known as Griko dialect, while the
speakers call it "Griko (Grico) in Apulia or "Grekanika" in Calabria and to some extent is
understood by those familiar with the Greek language.
There is a period during which the language is under persecution, as usually happens with
minorities, while during fascism it was forbidden to speak that language. Over the years,
people forgot to use the Greek alphabet and they wrote in Latin characters. Thus in the new
attempt to revive the language in 1950 the Roman characters were used because the Greek
was completely foreign to Grekanous.
In April 1998 the decision of the Italian Parliament to recognize Grekanika as a protected
language was extremely important to its rescue. Today at the University of Lecce in addition
to the headquarters of the Greek language Literature there is also the Department of the
Griko language so that teachers know both languages.
"Our history did not begin yesterday but 2500 years ago. In mind and heart we feel Greeks
but practically we are Italian. But we are Greek in our civilization and culture. The people of
Greece never had borders but always were people of the world" claim the inhabitants of the
Greek-speaking villages.
28
DISTILLATION OF GRAPE MARC IN THE TRADITIONAL DISTILLERY OF MERADES OF
LOUSAKIES: A LABORATORY EXERCISE
Schoinoplokaki E
Every autumn in the Cretan villages and the Greek province, preparations are made for the
distillation of Tsikoudia or Raki (Creta) or tsipouro (Macedonia, Thessalia, Epirus). The
distillation of the grape remains appeared for the first time in the 14 th century in the
Monasteries of Agion Oros (sacred place in northern Greece), Meteora and surrounding
areas of Epirus, Thessalia and Macedonia. Many European countries extracts this type of
liquid with similar procedure, from fruits, and they call in Italy Grapa, in Romania
Tsourika, in Turkey Raki, in Cyprus Zivania, etc.
Everything starts with the compression of grapes providing us with grape, that later will be
turned into wine with reaction of yeasts in the barrels. The remains, with a small quantity of
grape, must and water are kept for 40 days in an airtight place allowing the fermentation of
must sucrose and their conversion into ethanol. Alcoholic fermentation is the ethanol
production process and carbon dioxide from the decomposition of sugars such as glucose
according to the reaction:
C6H12O6 2 CH3CH2OH + 2CO2
Glucose
ethanol +
carbon dioxide
These biochemical reactions are carried out by means of yeasts, in particular the enzyme
zymase produced by Saccharomyces cerevisae. When the time for distillation comes,
aforementioned mixture is placed into the boiler under high temperature. Ethanol at 780oC
evaporates first. Steam of ethanol and water, passing through the cold tube takes again the
liquid form, becoming Tsikoudia clear and aromatic. Tsikoudia is an aqua solution mainly
from ethanol and a small portion of methanol and other components existing in the initial
mixture, giving that special flavor and smell.
The participants of the conference had the chance to visit a traditional distillery located in
Lousakies (in Kisamos pprefecture) and to attend distillation of grape marc, in the traditional
way, as a laboratory exercise. The traditional distilled tsikoudia is testing by the participants
to the procedure immediately after it extracted. Almost warm, accompanied with local
traditional food, usually lamp boiled, fresh cheese, honey, cheese pies.
Tsikoudia is the drink which Cretan people wish and welcome guests and celebrate.
29
CHANGE AND LEADERSHIP IN EDUCATION
Eleftheria Argyropoulou
In turbulent and constantly changing environments, it is crucial to understand change

and make it part of school practice.
Researchers have drawn attention to the schools changing external conditions and the
vulnerability and interdependence of [these] organizations and their environments. In
other words, the nature of the schools external environment is important because it affects
its internal structure and processes.
Change is often described as a continuous process with four distinct steps: Initiation,
implementation, continuation and outcomes. This description should be slightly modified to
meet the needs of a modern school: evaluation should be added as a fifth component,
although evaluation of the change process can be both formative, that is, during the
implementation and continuity phase, and summative, that is, an overall assessment after
the complete implementation of the process, measuring and evaluating results and seeing
whether the initial goals have been reached within the defined time period.
Strong leadership is fundamental at all levels of change. The following table reflects
the necessity of dealing with staff first, the leaders priority during change.
Empower staff
Clarify the content of and the need for change
Employ and follow a plan
Reform the school culture towards change
Secure unity and coordination between human and material resources
Guide young enthusiastic but inexperienced staff
Inspire a sense of responsibility to all parts involved
Provide detailed information
Keep mentoring staff
Students needs are associated with their future citizenship and adaptation in the
grown ups society. In this perspective, pursuing change and innovation in education means
striving for students benefit. Implementation of change means striving for the provision of
quality services to students.
30
THE DIDACTICS OF SCIENCE THROUGH SELF-MADE EXPERIMENTAL APPARATUS OF
QUANTITATIVE DETERMINATIONS
Tsigris Miltiadis
The base of the modern model, for science teaching, is concentrated on phrases like,
"learn how you learn "or "active exploratory approach of knowledge". We propose a way to
apply the above principles, using self-made experimental apparatus, that are able to
measure quantitative or semi-quantitative a parameter. In short, the basic principle of
active methods will have to draw its inspiration from the history of science and may be
expressed as follows:
To understand is to discover, or reconstruct by rediscovery Or simply, to Understand Is to
Invent Jean Piaget, The Future of Education.
If we isolate the phrase to understand is to discover, or reconstruct by rediscovery we
are imposed to design a teaching method, that gives to the student the sense of discovery.
But the discovery presupposes a self-controlled environment for the student.
We propose a model for teaching Science has
a) to evoke the interest of the students and the spontaneous attendance,
b) to control the acquisition of knowledge, by themselves,
c) to acquire training and psychomotor skills,
d) to help them to collaborate.
It is clear that we have to affix an empirical step of quantization, before the formal
quantization step. This can be covered by the requirement quantitative or semi-quantitative
experimental apparatus.
It has to be quantitative for the following reasons.
a) If we measure something, we have big or small errors. The manipulation of the errors
and their treatment drives on a depth understanding of phenomena.
b) It combines Science with Mathematics (Statistics).
c) Admits personal control of knowledge and personal evaluation.
d) Gives the sense of the monad for each parameter and the use of monad through the
calibration step.
31
TURKISH EDUCATION SYSTEM
Ilhan SILAY
In this study, Turkish education system explained according to the new reform which is know
as 4+4+4. Education in Turkey is governed by a national system which was established in
accordance with the Atatrk Reforms after the Turkish War of Independence. It is a statesupervised system designed to produce a skillful professional class for the social and
economic institutes of the nation. Compulsory education lasts 12 years. Primary and
secondary education is financed by the state and free of charge in public schools, between
the ages of 6 and 18, and by 2001 enrollment of children in this age range was nearly 100%.
Secondary or high school education is mandatory but required in order to then progress to
universities.
32
Submitting again the Erasmus KA2 Project OPMIS: a workshop caf for building up an Erasmus
project proposal
Androulakis Konstantinos
The new approach of learning and training in European states, according to Europe 2020,
should have three main components: the development of local learning centers, the promotion of
new basic skills, in particular in the information technologies, and increased transparency of
qualifications. In order to submit again the Erasmus KA2 Project Open Minds in Science Education
(OPMIS) prepared a workshop caf for building up the project proposal, jointly, by the partners.
Although the professional development and the improvement of the quality of training
educators have been recognized as a priority at European level, there is not a clear view of the
particular and specific competences needed by trainers and training approaches, to fulfil the scope of
making mathematics, science and technology more attractive and at the same time fostering
entrepreneurial mentality according to the real market needs, preparing students for the future with
the skills that is needed for today and tomorrow.
Preparing the new project proposal Erasmus KA2 under the old title Open Minds in Science
Education (OPMIS), or a new one, discussed some fields with the focus on definition terms of
objectives, the subject and the topics, the activities in correlation to the outputs and work packages.
Clarified some important definition terms of the Erasmus KA2 application form concerning the
objectives. Analyzed the activities, which will lead to clear and specific outcomes, selected the
partners that have the ability and the knowledge and assigned to them tasks and activities, identified
the direct and indirect impact, the management and administration. Selected the methodology and
relative tools, for the implementation of the project.
33
Biological marine resources of the Mediterranean: our common heritage
Efstratiou Maria-Adamandia
The Mediterranean, one of the regional seas of the planet, covering an area of 3.3 mill. sq. km.
constitutes the 0.8% of the world oceans. Inhabited since ancient times, it has been the cradle of
noble, mighty civilisations: Greeks, Egyptians, Phoenicians. In Hegels words for the 2/3 of the
mankind the Mediterranean has been a contact point and the Centre of the World History. It has
always been an open road rather than a barrier in the communication between nations.
Mediterranean marine resources include the biological resources, but also geological (sea salt, oil,
gas etc), and the economical benefits of tourism. The biological resources are all those attributed to
life forms, capital amongst which is food. Although an oligotrophic sea in most of its area, it supports
the growth of many plants and animals, for millennia offering an abundant source of food for the
peoples living on its shores. Frescoes from prehistoric settlements, ceramic artefacts from historic
times, mosaics from the roman era, all include scenes of fishing or consuming fish.
Human activities influence the abundance of fish and molluscs. Because of those activities the marine
biological resources has been estimated that have decreased by a 50%. Fishing is intensive and
fishing gear includes high-yield tools such as trawlers (for bottom fish and crustaceans) or seiners (for
schools of surface fish). Special fishing gear is additionally used for fishing precious large fish like
tunas and swordfish. The majority of the fishing yield includes anchovies (Engraulis encrasicolus),
sardines (Sardina pilchardus), cod (Merluccius merluccius), red mullet (Mullus spp), boce (Boops
boops), octopus (Octopus spp), cuttlefish (Sepia officinalis) and shrimps (Aristeus antenatus). The
fishing capacity of the Mediterranean has decreased over the last decades.
Apart from overexploitation, a major threat to the biological resources of the Mediterranean is the
introduction of alien species, which causes disturbance of the ecological balance and the destruction
of local plant and animal communities. Alien species enter the mediterranean environment 1.
through ballast water, seaweed on boat anchors and fish following boats and 2. through the Suez
Canal (lessepsian migrants). The introduction of lessepsian migrants is increasing because of the
continuous works carried out to deepen and widen the Suez Canal, to carter for the increased
demand in transportation. Hence tropical species of the Indian Ocean find their way into the
Mediterranean. It has been estimated that the overall number of such alien migrants in the greek
waters is, to the day, above 1000 species.
Example of an alien species that causes ecological problems is the fish Lagocephalus sceleratus,
which first appeared in the Mediterranean in 2003, has been fished in the Rhodes area (2005) and its
presence has been detected in the Adriatic sea in 2013. This is a poisonous fish, causing death if
consumed. Caulerpa taxifolia is a sea weed introduced into the Mediterranean waters in 1984. Its
spread has been rapid, replacing the seagrass (Posidonia oceanica) meadows, which are precious for
the sustenance of the ecological balance. It has been estimated that above 34% of the Posidonia
fields of the mediterranean have been depleted over the last 50 years. A considerable part of this
depletion is due to other reasons, like marine pollution and climate change.
The Mediterranean, our common heritage, is a source of income and life, but requires care,
protection, knowledge and prudence in order to continue being productive in the years to come.
34
Evaluation of Proposals submitted for funding by the European Union: criteria and methods of
ranking by the review committees.
Efstratiou Maria-Adamandia
Funding by the European Union of research and innovation programmes, constitutes a major source
of financing these activities. Calls for funding appear regularly in various thematic areas, and hosts of
consortia composed of research institutions, academic establishments and industry apply by
submitting proposals. The process of selection of the best proposal or proposals amongst a
considerable number of applications is complicated, and involves a number of expert evaluators who
undertake the task of evaluating each proposal by giving a score on three separate proposal tributes:
innovative potential, consortium strength and expected impact.
Because of the large numbers of the proposals submitted for selection, it is of paramount
importance, when organising a project proposal, that the consortium members select an area of
application which is strictly within the interests of the Call. As there is no negotiation phase, there is
no opportunity for the consortium to negotiate the improvement of a proposal, therefore a proposal
will be evaluated as submitted, and any shortcomings will deduct points from the final score.
There are three evaluation criteria: Excellence of the work proposed (relevant to the requirements of
the Call). Clarity and pertinence of objectives, soundness of the concept, trans-disciplinary actions.
Impact the completion of the proposal will have on the european society/industry/economy
(depending on the demands of the Call). Environmental and socially important impacts are
considered. Quality and efficiency of the implementation, that is that the consortium members are of
the highest quality, experienced, leaders in their own right in their respective fields. That the
participants complement each other, and tasks and resources are reasonably allocated. These criteria
are adapted to each type of Call.
Scoring of the proposals by the expert evaluators consists of several steps. At first each expert has to
complete remotely an Individual Evaluation Report, by giving a score between 0 and 5 for each
criterion. Each score has to be based on comments documenting the reasons. At the second level the
Rapporteur writes a Consensus report for each proposal, putting together the Individual Reports of
the three or five experts, and reaching a consensus (an agreement on comments and scores). At the
third stage the authors of the successful proposals are invited to submit an extensive proposal, which
goes into great detail in describing every step that is proposed. Next these detailed proposals are
sent again to the evaluators, who evaluate them remotely, and submit their scores and comments.
The step that follows is a Panel Meeting in Brussels, with all the experts present. It is at this stage
that the final scores are agreed upon, the final Consensus Report is compiled and the final
recommendation for funding is made.
Because of the very large numbers of proposals submitted to each Call (sometimes above 100 in one
thematic area) the writing of a proposal has to be very careful, answer fully the description of the
Call and the demands of the european society, with clarity and coherence.
35
Making more Attractive the Schools
Goulousis Grigoris
The Mediterranean, our sea, has existed but also is up to today, the most important sea in the world
history that separated and linked populations and cultures. Around it since the early years, big and
important cultures were developed that put their seal and in the following development of
humanity. For many thousands of years it constituted the Centre of culture of the entire world.
Remaining faithful in our conviction that the knowledge and the education should be public goods
and be supported only by the State, far from the practices of commercialization of knowledge and
corresponding events, Union of Parents municipalitys of Chania supports the efforts of enlargement
of limits and this is also the reason for our current presence. In this the efforts were helpers to us our
members, as this happens always in the Greek educational system. Our mission is laborious,
demanding and in most times, at the expense of the quality of our personal life. As you all know
from the antiquity the eminent Greek education was and is only for having and possessing. The
parallel education is thriving and the wallet of parents is fading. Our offer however to our children
and to the society in total needs the support all of us.
Your attendance in the essay of this conference proves that we are not alone but all, parents and
educators together know what they can contribute to the better communication between the
populations is the knowledge. Our ambition is the each work that will be presented to constitute
spark for effective and creative dialogue for the Education and the Learning. I am certain that the
exchange of knowledge and experience, but also the notification of studies and researches, will add
more "arms in the quiver" all of us who fight daily for the improvement of education.
I wish to thank all they submitted to the works in the conference. The choice of essays shows the
passion of our populations for knowledge and conscience of our time.
36
Submitting Jointly Erasmus KA1 Flows for Mediterranean Organizations
Kalathaki Maria & Androulakis Konstantinos
ABSTRACT
Meeting the objectives laid down under the new 'Education and Training 2020' strategic
framework, and ensuring a strong role for education and training in the post-2010 Lisbon Strategy,
will be essential a solid foundation of key competences for both young people and adults. These
competences, together with comprehensive lifelong learning opportunities, including enhanced
possibilities for learning mobility, are crucial to promoting adaptability and innovation (EC, 2009).
Also, partnerships between education and training providers at all levels and the wider world, in
particular the world of work, need to be developed further.
Erasmus+ is the European Union program for education, training, youth and sport, aiming to
modernize education, training and youth work across Europe. The Program is designed to have a
positive and sustainable impact on education, training, youth and sport policies and practices. That
systemic impact should be achieved through the various actions and activities envisaged in the
Program, which aim at fostering changes at institutional level and which lead, where appropriate, to
innovation at system level. It offers opportunities to participants learners, trainers and staff to study,
work, volunteer, teach and training abroad in Europe.
The Erasmus KA1 can support with many and variety ways the professional development of
teachers and professors through European educational and cultural exchanges. The applications of
Key Action 1 specified in mobility of individuals in the field of youth, education and training.
The Program supports actions, cooperation and tools consistent with the objectives of the Europe
2020 Strategy and its flagship initiatives, such as Youth on the Move and the Agenda for new skills
and jobs.
As for preparing the context and content of the Erasmus KA1 teachers flows from Crete to
Europe and conversely, an extended research developed in the European Unions documents
concerning the Europe Strategies, the Erasmus program philosophy and the actions that focus on the
mobility of the school staff and funded by the Erasmus KA1. After this, the participants of the
European Educational Conference Mediterranean Sea Connects Us: Progress in Education with Local
Communities, which took place in West Crete 9-13 December 2015, discussed about the topics of
teachers training on ICTs for the personal and professional development.
Opening the local school communities to their neighborhood, to the web, widen the horizons
and the minds, the way of thinking, exported and imported expertise and culture, strengthening the
citizens to avoid the crisis, to hope and have a better quality of life. The Erasmus plus program
supports these type of partnerships to work together, develop and imply good practices for a better
quality of life.
Supporting Education for the Sustainable Development in schools, promotes the quality and
efficiency of education in Europe, which is one of the main objectives of the strategic framework of
Education and Training 2020 (Europe-2020, 2010) by exchanging good practices, ideas and aspects
on teaching the didactic objects inside and outside the schools, with and for the local communities.
37
How to prepare a Proposal for funding: Strong points to emphasized, weakness to
be avoided
Klonari Aikaterini
The Erasmus+ Program shall contribute to the achievement of the objectives of the Europe
2020 Strategy, including the headline education target. The objectives of the strategic framework for
European cooperation in education and training (ET2020), including the corresponding benchmarks;
The sustainable development of Partner Countries in the field of higher education; The overall
objectives of the renewed framework for European cooperation in the youth field (2010-2018); The
objective of developing the European dimension in sport, in particular grassroots sport, in line with
the EU work plan for sport; The promotion of European values in accordance with Article 2 of the
Treaty on the European Union.
Purpose of the presentation is to maximize your chances of submitting a high quality
application by identifying key innovations and important issues in the application, selection
procedures, identifying and locating essential information and using it, selection of applications,
some advice/tips for preparing your application.
In order to write a good proposal, need to be analyzed if your organization is eligible and
have experience in the field interested to apply, individuate the partners you need taking into
consideration the objectives of the projects and their experience.
A strong proposal/application is coherent (problems, solutions, target groups, activities,
budget, ambitions/resources/competence), simple (objectives, approach), evidence based (ex-ante
needs analysis, state of art), clear (identifying the need for such a proposal, solutions, and outputs),
rigorous in its planning (which activities, when, for how long, and with what resources), explicit (do
not take for granted any information, if it is not in the application it cannot be taken into account),
circumscribed (a proposal is not about solving the worlds problems, but about solving a specific
issue).
An Erasmus proposal ought to take into consideration "the digital agenda for Europe" to
speed up the roll-out of high-speed internet and reap the benefits of a digital single market for
households and firms. Social and territorial cohesion and solidarity, respect for the environment,
cultural diversity, respect for gender equality, just to name a few. Strengthening creativity, talents,
innovative ideas, Education, training, lifelong learning, implement women, minorities, Roma,
people with a disability, unemployed, local/regional authorities and other stakeholders, mobility,
formal and non formal learning (Cross sectorial cooperation to build bridges and share knowledge
between the different formal and informal education and training sectors)
38
From the ancient Greek to the Roman symposiums
Stefanaki Ismini
In Plato's Symposium, the truth of the matter is this: no god is a philosopher or seeker after
wisdom, for he is wise already; nor does any man who is wise seek after wisdom. Neither do the
ignorant seek after Wisdom..." "But-who then, Diotima," I said, "are the lovers of wisdom, if they are
neither the wise nor the foolish?" "A child may answer that question," she replied; "they are those
who are in a mean between the two; Love is one of them.
The presentation answers the question how and why does the character of symposia change
from the ancient Greek times to the Roman. The aim is to study the institution as a social event in
structure and procedure, the changes that exist over time and relate them with the sociopolitical and
philosophical data of every historical period.
n Homer's time (8th century BC) this institution was already well developed. There are
examples in the Odyssey such as the banquets in the palace of Odysseus and King Alcinous where
songsters took part of the symposium. Later in the 5th century BC rich Athenians organized a
symposium (a lot of money was required for the actualization of a symposium). We could 'see' that it
was a special meeting, a center of exchanging ideas. However there were women in a symposium but
they served men and they amused them mainly in the second part of the symposium, as musicians,
dancers or eaters.
In the 4th century BC, in ancient Macedonia, in times of Philip II and Alexander III in the royal
palace large number of symposia take place. Their main objective was to demonstrate the wealth of
the king. They kept generally the same structure, however the ritual of wine drinking has been
changed. t was more sophisticated. Wine for every taste mixed with various herbs, fruits, honey and
of course with cool fresh water has been served.
In the years after the death of Alexander the Great in the Hellenistic banquets there was a
greater emphasis on luxury, enriched with oriental elements.
In Roman times, a dining room typically held tree broad couches, each of which seated three
individuals. Like the Greeks, the Romans reclined on couches while banqueting. The symposium was
like a feast for all the senses. The target of the rich Romans was to make show of their wealth and
their social status: rooms with mosaics on the floors, paintings, art work and luxury furniture. Musical
performances, acrobats, dancers, duels, mimes, trained animals and recitations of poems, stories and
dramatic performances.
Another difference is the participation of women in the Roman banquets, women were permitted to
join men in reclining. At the time of the Roman Democracy (Pax Romana) women of noble families
were important for useful wedding alliances and they often played informally an important political
role. Later women had a more active political role, like Claudia, the Fulvia, the Livia, the Messalina
and Agrippina the younger.
39
The protection of the environment of the Holy Monastery of Chrysopigi - Chania, Crete
Sister Theosemni
According to Orthodox theology and tradition, pollution of the environment does not simply mean the
destruction of nature, but above all signifies mans repudiation of his task; that is sanctifying the world. The
protection of the environment is accordingly a theological issue. The Orthodox Church has always had an
environmental sensibility. Saints were always reconciled with nature; they loved it and protected it. Throughout
the ages they lived and continue to live in the primordial state of Paradise. And all had the deepest sympathy for
creation which is a work of God.
In accordance with the spirit of the Orthodox Church, the Holy Monastery of Chrysopigi in Chania - Crete, has,
for the past twenty five years been putting into action a wide-ranging programme for the protection of the
environment.
The monastic community seeks to raise ecological awareness through environmental education programmes
aimed at school children of all ages and at students, as well as at other groups of people, so that they all may come
to recognize and preserve the sacredness of creation. Hundreds of young people who participate can experience
nature as they walk the stone paths to cave chapels for the Divine Liturgy, as they discover the springs, as they visit
the workshops, as they plant trees and release birds in the monastic biotope, which is a refuge for wild birds too.
In addition, they are able to participate in the programmes being held in the Environmental Education Centre
of the Monastery, a restored stone building, where students have computer access to information concerning the
protection of the environment. Their interest for further investigation and their sensitisation about environmental
issues, is also attracted through various activities, which offer them a living experience.
Young people, who participate in these environmental programmes and mainly come from urban areas,
become acquainted with the biodiversity of the monastic biotope, which exhibits a very significant variety of
endemic plants and protected species; they become aware of the benefits of organic cultivation, employed by the
nuns on the monastery lands, and have the opportunity to make their own compost with organic materials; they
realise the significance of recycling and reusing things not only in theory, but also in practice, as they make their
own handiworks with waste materials, and they learn that before re-cycling and re-using they should also mind to
consume as little as possible, so to reduce the amount of waste; they become aware of other environmentally
friendly practices too, such as watering trees with the outflow of biological cleansing installations or the
implementation of renewable energy sources (solar heating, photovoltaic etc.); they become acquainted with
traditional crafts plied by the nuns, such as spinning and weaving, dyeing wool thread, using plants, stone carving
and icon painting, etc.
The experience of the Monastery of Chrysopigi in questions concerning the protection of the environment
provokes many young people to seek the deeper meaning of life as experienced by the Orthodox Church, to enter
into a direct communion and relationship with the natural environment, to get to know people of different
cultures through the common attempt to save the environment and to study the Orthodox theology and tradition
through the conservation of the integrity and sustainability of creation.
40
Teaching socio-scientific issues as a curriculum approach: The ENGAGE projects curriculum
materials & practical teaching strategies
Androulakis G
The ENGAGE project is part of the EU science and society agenda to promote RRI
Responsible Research & Innovation. The project aims to help teachers address contemporary science
issues, to develop teachers beliefs, knowledge and classroom practice for RRI and to show
students that contemporary science and technology often rely
on uncertain evidence,
argumentation, and that students views are important. The ENGAGE CPD models offers
collaborative learning opportunities for science teachers through open curriculum materials, MOOCs
and F2F workshops.
The project follows a tree stage path for CPD and the first stage, Adopt, is presented here.
Adopt, combines exciting learning materials, online community, online courses and workshops for
coaching and feedback and it relates to the teachers ability to use teaching materials which embed
RRI-based techniques. The ADOPT tools reflect the two distinguishing features of ENGAGE materials:
The Dilemma tool and the Discussion tool. A Dilemma lesson, constructed in three stages, is
organised around setting up and resolving a dilemma so the Dilemma tool makes clear what is
required of teachers and students in each stage to achieve engagement and learning. Students work
on the dilemma task in groups through discussion so the Discussion tool provides teachers with
practical techniques to ensure students can work together productively in groups.
41
The Lego Serious Play decision making approach
Androulakis G
The Lego Serious Play (LSP), invented by LEGO, is a facilitated workshop where participants respond
to tasks by building symbolic and metaphorical models with LEGO bricks and present them to the
other participants. The LSP concept is founded on some key theories, i.e. (a) the importance of
(adult) play in organizations as a way to learn through exploration and storytelling, (b)
constructionism, (c) the hand-mind connection as a new path for creative and expressive thinking
and (d) the role of different kinds of imagination. The assumptions that the method is based are:
Everyone has a voice, the answer is in the system and there is no ONE right answer. In a LSP
workshop, the facilitator poses the question, the participants build their answer with Lego bricks and
then they share their stories and the meanings assigned to their models and reflect on what they
have seen and heard. In this presentation, an example of the structure of an LSP workshop is given.
42
PLAYDECIDE, a serious game for young people
Androulakis G
PlayDecide is a discussion game for students to talk in a simple and effective way about controversial
issues. PlayDecide is a proven method to stimulate debates and policy positions of a given group on
controversial scientific topics. In a PlayDecide game, students propose solutions, define strategies
and policies for action and inform the decision and policy makers of the ideas and plans developed
during the game. The PlayDecide games are composed of set of cards covering facts, issues and
personal stories on a chosen topic. In www.playdecide.eu, educators can browse through 23 topics in
more than 20 languages. All PlayDecide kits are downloadable in pdf format and each kit contains all
the instructions on how to set up the game. In this presentation, the Healthy Diet and Lifestyle
game is presented as an example.
43
Participants
1. Androulakis G, Physicist, Member of the Research Group of Educational Research &
Evaluation of the Foundation for Research & Technology-FORTH / IACM, Heraklion,
Crete, Greece
2. Androulakis Konstantinos, Director of European Center in Training for Employment
(ECTE), Rethymnon, Crete, Greece
3. Argiropoulou Eleftheria, Assistant Professor, University of Crete, Greece
4. Arnaoutakis Stavros, Governor of Crete, Region of Crete, Greece
5. Barris Kiriakos, Honorary President of the Secondary School Directors Association of
Cyprus
6. Cavas Bulent, President-Elect of the International Council of Associations for Science
Education (ICASE), Associate Professor of Science Education Dokuz Eylul University,
Faculty of Education, Department of Science Education, Buca-Izmir, Turkey
7. Chaniotakis N, Professor, Department of Chemistry, University of Crete
8. Chatzaki-Voltiraki Matina, President of Rethymnon Parents Union, Crete, Greece
9. Drakaki Maria, School Advisor for Primary School Teachers, Heraklion prefecture,
Peripheral Administration of Primary & Secondary Education of Crete, President-el of
the Association of School Life Museums Friends, Chania, Greece
10. Efstratiou Adamandia-Maria, Assistant Professor of Marine Microbiology,
Department of Marine Sciences, Aegean University, Lesvos, Greece
11. Fettahloglu Pnar, Assistant Professor, Faculty of Education, Elementary Science
Education, Cukurova University, Adana, Turkey
12. Fouskaki Maria, Department of Chemistry, University of Crete
13. Garedakis Yannis, Owner of Haniotika Nea newspaper, Founder and President of
the Museum of Typography, Chania, Crete, Greece
14. Goulousis Gregory, Vice President of the Parents Association of Chania
15. Darakis Michael, KEKAPER Director, Department of Lifelong Learning Education and
Employment Development, Rethymnon, Region Crete, Greece
16. Kalathaki Maria, School Advisor for Science Teachers, West Crete prefecture,
Peripheral Administration of Primary & Secondary Education of Crete, Greece
17. Kapsaski Angeliki, School Advisor of Greek Literature Teachers of Rethymnon, Crete,
Greece
18. Kasimati Katerina, Associate Professor, Pedagogical Department, School of
Pedagogical and Technological Education, Athens, Greece
19. Klonari Katerina, Associate Professor in Teaching Geography, Department of
Geography, University of the Aegean, Lesbos, Greece
20. Kontogeorgiou Asimina, School Advisor for Science Teachers, Larisa prefecture,
Peripheral Administration of Primary & Secondary Education of Thessalia, Greece
21. Kontogiannis Efstathios, Director of Primary Education of Rethymnon, Crete, Greece
22. Koumi Elia, Director, Museum of Typography Yannis & Eleni Garedakis, Chania,
Crete, Greece
23. Kounelakis Stylianos, President of the Cultural Association Lousakies, Chania and
President of the Cultural Institutions of Kisamos province, Chania, Crete, Greece
24. Kritsotakis Emmanouil, Scientific and Pedagogical Chief Guidance, Department of
Secondary Education, Peripheral Administration of Primary & Secondary Education of
Crete, Greece
44
25. Krokidi Evangelia, School Advisor for Home Economics Teachers of Western Greece
26. Malandraki Sofia, President of the Chania Parents Union, Crete, Greece
27. Manasakis Vasileios, ICTs teacher, promoter of European Projects in Secondary
28. Marangakis Manousos, Director of Secondary Education of Chania, Crete, Greece
29. Mavroudea Eleni, English Literature Teacher of 3rd Lyceum of Kalamata, Greece
30. Milathianaki Marilena, Teacher of Kounavoi Primary School, Crete, Greece
31. Mladin Claudius, General School Inspector, Arad, Romania
32. Nadaban Laura, School Inspector for Modern Languages, Arad, Romania
33. Pantelaki Eleftheria, Greek Literature Teacher of Archanes Lyceum, Crete, Greece
34. Papadogiannis Nektarios, Professor of Wave Physics Laser Optics and Acoustics,
Department of Engineering in Music Technology and Acoustics, School of Applied
Sciences, Centre of Plasma Physics and Lasers, Technological Educational Institute of
Crete, Greece
35. Papastefanaki Anna, Greek Literature Teacher of Meleses Lyceum, Crete, Greece
36. Peraki Vasiliki, retired Advisor of the Greek Pedagogic Institute (Policy Education
Institute), Athens, Greece
37. Perikleidakis Georgios, Scientific and Pedagogical Chief Guidance, Department of
Primary Education, Peripheral Administration of Primary & Secondary Education of
Crete, Greece
38. Perraki Varvara, Deputy Mayor for Culture and Lifelong Learning Municipality Chania,
Crete, Greece
39. Pimpli Marbi, Director of the 5th Gymnasium of Chania, Crete, Greece
40. Psaltaki Tzeni, teacher, promoter of European Projects in Secondary Education of
Crete, Greece
41. Saitakis Artemis, Director of Scientific & Technological Park of Crete, FORTH, Greece
42. Shinoplokaki E, Chemist, Teacher of Kasteli Lyceum, Chania, Crete, Greece
43. Slay Ilhan, Professor of Physics Education, Head of Elementary Department, Dokuz
Eylul University, Izmir-Turkey
44. Silay Sengul, Pharmacian, Izmir, Turkey
45. Simandirakis Panagiotis, Vice Governor of Crete, Deputy Head of Education, Lifelong
learning & mployment, Region of Crete, Greece
46. Skamnakis Antonios, Professor of Aristotelion University of Thessaloniki, Greece
47. Spanoudakis Antonios, Teacher, Director of the 3rd Elementary School of Kisamos
Chania, Crete, Greece
48. Stefanaki I, Greek Literature Teacher at Meleses Lyceum, Heraklion, Crete, Greece
49. Tatarakis Michalis, Professor of Laser and Optoelectronics, Director of the Centre of
Plasma Physics and Lasers, Technological University of Crete, Greece
50. Taxakis, Director of Secondary Education of Rethymnon, Crete, Greece
51. Terzakis Georgios Director of the Peripheral Administration of Primary & Secondary
52. Theosemni, Monastery of Chrysopigi, Chania, Crete, Greece
53. Tsigkris Miltiadis, Head of Laboratory Centre of Natural Sciences of Rethymno, Crete,
Greece
54. Tziotis Stavros, Geologist, Teacher of Meleses Gymnasium, Crete, Greece
55. Ucar Sedat, Associate Professor, Faculty of Education, Elementary Science Education,
45
56. Vamvoukas Anastasios, Mayor of Chania, Crete, Greece
57. Voulgarakis Apostolos, Regional Unit of Chania, Crete, Greece
58. Voreadou Aikaterini, Hydrobiologist, Head of Education & Training, Natural History
Museum of Crete, University of Crete, Greece
46
Websites of the Conference Participants

Cavas Bulent http://kisi.deu.edu.tr/bulent.cavas/index_en.html
Dokuz Eylul University, Faculty of Education, Department of Science Education, Buca-Izmir/Turkey
www.deu.edu.tr
Chrysopigi Monastery http://www.imx.gr/
http://www.cretanbeaches.com/en/religious-monuments-on-crete/monasteries-increte/chrysopigi-monastery-chania
ukurova niversitesi, Eitim Fakltesi, Adana, Turkey http://www.cu.edu.tr/
Cultural Association Lousakies http://lousakies.gr/
ECTE European Center in Training for Employment www.ecte.gr
Fettahloglu Pinar https://cu.academia.edu/PnarFettahlolu
Foundation of Research & Technology-Hellas http://www.forth.gr/
International Council of Associations for Science Education (ICASE) www.icaseonline.net
Kalathaki Maria http://kalathakimaria.org/
Museum of School Life, Chania http://www.chania.gr/city/mouseia-msz
Museum of Typography www.typography-museum.gr
Region of Crete http://www.crete.gov.gr/
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/
Scientific & Technology Park of Crete (FORTH) http://www.stepc.gr/
Tzortzakis John http://projectkriti.weebly.com , http://geopliroforiki.weebly.com ,
http://texnoschool.pbworks.com
Ucar Sedat http://cukurova.academia.edu/SedatUcar
Technological Educational Institute of Crete-Centre for Plasma Physics & Laser www.cppl.teicrete.gr
http://www.hiper-laser.org www.enet.gr/?i=news.el.article&id=173986
http://plapa.chania.teicrete.gr
http://flashnews.gr/post/104193/aristia-gia-to-ti-kritis http://hipolin.chania.teicrete.gr
47
Conference Videos
Videos of Theatric Action of Ancient Greek Symposium
COSMOS: with ancient Greek Philosophers
https://youtu.be/Aum5lpr9Qyc
https://youtu.be/qG3vYujbEGQ
https://youtu.be/H6B_-3cQOiw
48
Conference Photos
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