.

-1-


.. 6

1.
1.1. . 9
1.2.
10
1.2.1. T . 11
1.2.2. . 11
1.3. 12
1.3.1.
... 12
1.3.2.
13
1.3.3. . 14
1.3.4. . . 14
1.3.5.
.. 17
1.3.6. 18
1.3.7.
... 19
1.3.8. 20
1.4. . 21
1.4.2. 22
1.4.3. . 23

2.
2.1. .. 25
2.2. .. 25

-2-
 2.3.
26
2.4.
27
2.5. 29

3.
3.1. . 31
3.2. .. 32
3.3. 33

4.
4.1. ... 35
4.2. .. 37

5.
5.1. 39
5.2. 40
5.3. 43
5.4. ... 44

6.
6.1. .. 45
6.2. ... 48
6.3. ,
.. 46
6.3.1. . 46
6.3.2. 48
6.3.3. 49
6.4. Gagne. 50
6.4.1. M, 51
6.4.2. .. 51
6.4.2.1. .. 53
6.4.2.2. 54
6.4.2.3. 54
6.4.2.4. .. 55
6.4.2.5.
56
6.5. . 59

-3-
 6.5.1. 61
6.5.2. 61
6.5.3. . 62
6.6. 63

7. 65
7.1. .. 72

8.
8.1. 74
8.2. . 74
8.3. 75
8.4. .... 76
8.5. .. 77

9. . 79
9.1. . 79
9.2. 80
9.3. . 80
9.4.
. 81

10. ..... 84
10.1.
85

11. ..
11.1. .. 88
11.2. 91
11.3 . 92
11.4.
.. 93
11.5. , 96
11.6. .. 97

-4-
.

1. .. 98
2. . 99
3. . 100
4. , . 101
5. . 102
6. . 102
7. . 104
7.1. 104
7.2. 105

.. 108

-5-


,
,
. ,

, ,
.

, ,
.

:
, ,
, , ,
, , , ,
,
.
- - -.
, , ,

,
, , ,

,

,

,

.
:

-6-
 .
, 1


.



.
.
2 .

Comenius Rousseau
.
3
: .
4

.
5 ,
.
,
,
.
6
.

(, ).
7 ,
, .
8 ,
.

.
, 9, :

/ .
10
.

-7-
 11 .


, .

.
.

,

.

.
, , .
- .,
- ,
,
. ., , 407/80
407/80 ,

.
.
,
.

-8-
1.

1.1.

.
:
.
,
,

.

:
)
)

) .

,
, , .

.

, .



.

.

-9-
1.2.

:
1)

-
2)


3) -



(,2002).
-

, ,
.
.

(Athanasopoylos,2007)

.

,
.
,
(Lane,1966):

-10-
1) ,

2)

.
3) .
4) ,

.
5)
.

1.2.1.

(lein,1998).
.
.
.
.


(Mentzeniotis, 2004).
; ,

: .


(Fuller,1995).

1.2.2.

1 , ,
2 (Gibbons et al,1994).
1

-11-
 , 2
. :
1 :

,
.
2 ,
,
.
1 , 2
. ,
,
,
.
2 ,

. ,

.
,
""
.

1.3.
1.3.1. -

..
.
,
.
4 . - .

. 1780 .. .

.

-12-
1.3.2.
:
,

.
,
.
. .

.

,
.


.

,
.
,

.
,
,
,
,
. ,
,
.
,

.
.

: , , ,
, , .

-13-

, .
,

.

.

1.3.3.

.


,
.
.

,
De magistro (389 .).

.
,
.
,
,
.
.
,
, .
,

'
. .

1.3.4. (14, 15,16 )

,
,

-14-
 .

.

(1464-1536)
,
. Rabelais
Montaigne
.

.
16
. . 16


, .
.
,
,
.

.
17 ,
.

,

.
,
, .
.
17 . 17 ,
,
,
.
17 20
.

-15-
 ,
.
,
.
:
)
)
)

.

, - .


.
,
. .
16 17
.
,
. -
Bacon(1561-
1626) Novum Organum
Bacon -
.

.
Bacon (1564-1642)-
.
.


.
Descartes (1596-1650)
,

()
.
,

-16-


)
)
)
) .


, ,
, .
.
" Cogito ergo sum" (= ).
,

.
17
"" ""

.
(1642-1929)
,
,
.

1.3.5.

Ratichius (1561-1635) o
va Didactika". Ratichius



.


.
Amos
Comenius (1592-1670) "Magna Didactika"(1657),
. Comenius
,

-17-

,
.
.
: ) )
) .
.
) ) )
) .
,
.
Comenius
,
.
Comenius

.

.



.

1.3.6.

.
,
.
,
.
1)
2)
3)
4)
18 ,
,
.
(1762) Rousseau (1712-1778). Rousseau

-18-

.
Rousseau
. Rousseau

.


.
Pestalozzi (1746-1827) Rousseau

,
, .
Pestalozzi
-
,
,
.
Pestalozzi ,
Froebel (1782-1852)
.

1.3.7.
Herbart (1776-1841)

, Herbart

(),
, . Herbart

,
.
,
.
, ,

.

-19-

,
, .
, , ,


.
:
) , ) , ) , )
) . 19
20 ,
, .

1.3.8.

Dewey Kilpatrik
(learning by doing)

. O Dewey -
, ,
Comenioy Rousseau.

Gaudig
Kerschensteiner. ,
, ,
.

Claparede Cousinet
,
.
.
M.Montessori
.

.

-20-

Makarenko
.

Rousseau
Froebel Summerhill
Neil .

1.4.
1.4.1. H (Constructivism)
H (Constructivism)
, (Glasersfeld, 1989).
,
. Kant
, .
,

.
,
(Constructivism) Piaget
.
,
(Silver, 1995). Piaget
(1979) :
.
.
,
.

(Pekelis, 1986). , ,

.
. ,
( ),
,
,
( ).

-21-
1.4.2.
(Constructivism)
,
. O

.
.

.
, , ,
.
,
-
.
,
.
,
, , ,
.

.

(Jonassen, 1991).

( Ernest,
1995).
,
,
(reflective abstraction). ,
,
(recognition) ,
(generalization),
(assimilation)
.
(patterns)

(trains) .
,

-22-
 ,
.
, ,

.
, ,
, , , .

.


.

.

. (Fort,
1992),
.
,

.
, , , ,
,
.

,
. ,
.
,
, ,
.
,
, .

1.4.3. .

(information processing paradigm)
.
,

-23-


(,1999).
.
(radical Constructivism) o
(Sociocultural Constructivism).
1) 1975
Von Glasersfeld :
(Glasersfeld,1995)

.

.
2)
(Sociocultural Constructivism) Vygotsky ( Cobb,
1994).
, ,

.
,

.
Vygotsky

.
. ,

,
.

,
.

-24-
2.

2.1.

. ,
.

, .

,
.
(,
2003).

, , , . -


. -

, ,

. -



. -
-
- - (,
1998).


.

2.2.

-25-
 .
.
, , :
1) ,
2)
3)
( . 2006).

, .
.

.
, ,
.
. !
.
, ,
. , ,

.

.

. , ,

.

.

2.3.
, ,
Makarenko :
,
.
,

.

-26-
.

. ,
.
, , .
,
(, 2003).
, ,
, .

- ,
Comenius Rousseau . ,
,
, ,
.

.
,
-

. , .
-
.
. .
, .

.

2.4.

,

.

:
1)
.

-27-
2)
, , .
3)


4) .
(, 2004)

- : .
,
.

.
, , ,
,
.
,
-
.


,
.
,

.
,

, , .

: ;
,

.
,
:
1) .
2)
.

-28-
3) .

!
,
,
,
.

( 2004),

(Adler, Bloom) (Piajet)
Skinner
, , Bandura.

2.5.

: , .

.

.
, , .


. (, 2004).

.

.
: ,
, .
, ,
,
. ,
/ ( Giordan, 2006).

(, 2005)
:

-29-
 1)

2)

3)
4)
.

-30-
3.
3.1.
;
; ;
,

,
.

.

- . ,
, ,
, ,
.
,
.
Carl Rogers (2003)

"
". ,
,
: ,
. !
. , .
.
Gagn

,
( 1986, . 28].

,
, . ,

.
, ( ),
(, ),
(

-31-
) (
).
(- 2003).
(-,1996, .37)
,
. :
.
.
,
.

(.. , ..),
( ) .

.
:
) , (
, -, , , .).
) 0 , ,
.
)
.
) .
) - ( ) -
.
) - .
) .
Mialaret (1991)
.
.

3.2.
.
James Gardner (1995)
, .
: ,
, (Griggs, 1991,
Swatson, 1995).
, .. , ,

-32-
 (Gentry, 1990). Asselin Mooney, (1996)
,
( - global)
( - analytic).

s .
B. Bloom (1986, 1991)

,
, , ,
. , Gagn
:




( - , 2005, . 24)

3.3.
,

(, 2002).


.


. Gagne:
, ,
,
,
.
, , , , , ,
.
, ,

, .

, ,

-33-

.
.
(, ,
) ( ,
, ) (, 2007).

, :
)
)
) .

, .

-34-
4.

,
, .
, , ,

,

.

4.1.
,
, (,2001).
1)
)
. .
,
.
(, 1996).
)
.
,

. ,
.

,
.

, .

-35-
) , ,

.
) ,
, .
) ,
. .
, , ...

2)

.
, , , ,

.
)


.

.
) ,

, ,
(.C.T.M,
1991).
,
.

.
.


.

-36-
) ,
.
) ,
,
, .
) .
.
,

.

4.2.
Danielson Enhancing Professional Practice: A framework
for Teaching (1996) (22) ,
: , ,
. ,
.

.

( )
. ,
, , -
.
Danielson,

.

.

.

.

(Darling-Hammond, 1997, Harris 1999,
1999, 1998).
,
,
Clarke Peters (1993).

-37-
(constructivism)
. H

.

.
, .
.
:
: .

.
(beliefs)


.

:
.
,
.
: .
,
,
, .
,
.

-38-
5.
5.1.

:
. ,
().
.


.
,

.
/
.



,
(, 1998).

:




/


,
.

.

50 60
, ,
. 70,

-39-

. 80


.

5.2.

(, 1998):
1.
2.
3.
4.


.

. ,
,
,

, ,
.

,

.


.

.

.

-40-

.

, ,
.


(, 2003).


,
.

, .

,
,



.

, ,




.
,

,
.

.

.

-41-

(, 1998).

.



(, 1998).

.

, ,
.
.

,
, ,
. , ,
.

:
. (Tyler 1949,
1988).
.

, ,

. ,
/ .

, ,

.

-42-
 .

.


, ,
,
(, 2003).


.

.

.


( 2003).
; ;

.

.

5.3.



, , .

.
,

( 1998).

1.
.
.
. (, )

-43-
 .
2.
.
.
.
. -
3. -
.
.
4.
.
.
(Ma, 1998, 312).

5.4.

.
,
.


.

. ,

.

.

-
-
.

-44-
6.

6.1.


,
, (, 2003: 47).
,
,
, .

,


.
,
Curriculum :
.
, .
. ,

,
(Westphalen, 1982: 105-6).
(, 2001):
,
.

.
/ ,
.
, ,
, ,
.
, ,
, ,
.

-45-
6.2.

, (
, 1999: 139).
Bloom ,

: , .
,
,
, Gagne.

6.3. ,
(Bloom )

,
, ,
, ,
, , -
, , (Bloom et
al., 1996 , 1999 , 1990 , 2001).

6.3.1.
, , ,
, .

,
/ , , , ,
, , , .
: ,
, , , , , , , ,
.

, -
, ,

, .

-46-
 '
: , , , , ,
, , , , , , -
.

,
.
,
.
: ,
, , , , , , , -
, , , .

,
. ,
, .

: , , , , ,
, , , .

,
, .

,
.
:
, , , , , ,
, , .

, , ,

.
,

-47-

.

6.3.2.
.
, , ,
.

, , . '
.
: ,
, , , , , , ,
.

, ,
, ,
.
, ,
.
: , , , ,
, , , , .

. -
: , , -
, , , , , , .

.
, ,
, ,
.

-48-
 '
. ' :
, , , , , , ,
.

.
. '

, '
.
' : ,
, , , , , , ,
.

6.3.3.

. ,
-, , ,
.

, .
-

.

(
), ( ),
( ,
.).

, ,
, .

-49-


,
.
,


,
.
,
,


(, 2000: 258-
262).

, ,

. ,
,


.


.

6.4. Gagne
, ,
,
.
.. ,

. , , ,
, ,
(, 1992).

-50-
 ,

.
Gagne,
(1977) (1992).
,
, :
1. (information)
2. (intellectual skills)
) (discrimination)
) (concrete concepts)
) (defined concepts)
) (rules)
) (higher order rules or
problem solving).
3. (cognitive strategy)
4. (attitudes)
5. (motor skills).

6.4.1. (information)

,
.

.

.
-
, ,
, .

6.4.2.

,
,
. -

,
.

-51-
 (
.. ),
.

, , ,
.

(Gagne 1975, 1984).

, .. .
., ,
( - - - , ..).
, , ,
, ,
. , ,
, -
, , (.. +, = , ..),
( , , , ..),
.
,
.
,
.
: ,
, , ,
.
,
.
,
. ,

.
,
,
.
,
.

,

-52-
 .
, v .

.

6.4.2.1.
(discrimination),

.

, (..
, , , ..).
.
.

.

.
.
,
. ,
,
.
.
, .
,
. ,
. , ,
, ,
,
.

, .
, ,

.

-53-
6.4.2.2.

,
.
(concrete concept).
, ..
, , .., , , .., .., ,
, , ..

.

.
,
.
. -

, , ..
, .


:
.
,
. ., 2,
(..
, .. , ...).
.
,

.

.

6.4.2.3.
(, ),
, . -
, .

-54-
 , ,
, ' (defined concepts).


.
,
, ' .
,
, .
,
,
.
.


.
. ,
,
.
.

.
. , ,
,
.
6.4.2.4.
(rule)
.
,

.
,
.


. ,
, ,
,

-55-
 . ,
,
.
, .


. ,
.
: .., ..,
.., ..., .
.

, (
).
.
,
. ,
,
(
).
.
.


.

6.4.2.5.

(higher order rule or problem solving).
,


.

.

, ,
.

-56-


,


,

. ,
,
. , ,
,
,
.



. ,
,
.
.
,
. , ,
.
,
.
.

.
,
.
. -
, .

.
.
.
,
,

-57-
, .
.
, ,
.
, ,
. , ,
.

,
, ,
.
.
( - task analysis)
,
,
,
,
.
-
.

.
,
.

.


(.. -

-, , ..- ).
,
.
.
,

,
, , .

-58-

. ,
,
, ,
. ,
. .,

.
,
(..
,
).
, ,
,
.
,
.

.
6.5.
,
, (cognitive strategy). H

, .
,
.
Bruner ,
(1992)
.
.
,
.
,
,

,
,
. ,

-59-
 , , ,
, , ,
. ,
,
,
.

,

. :
.


, .
,
, .
, , ,
,

, .
, ,
.
Piaget,
(Piaget 1950, Flavel 1963). Piaget,
,

,
.

,

,

,

.

-60-
 6.5.1.


.
,

.
.
,
, ,
, .
.
,
.
.
,
. ,
,
.
.
,

. ..
:
, ;
,

, .


, .

6.5.2.
, ,
, ,
(attitude).

-61-

, , (Gagne 1977).

(Krathwohl, Bloom Masia 1990),
, .
, , ,
,
,
. , ,
,
' .
.
,
.
,
,
.

,

.
,
, , .


.

, (..
, )
.
, ,
,
,
(self-concept).

6.5.3.

.
, ,

-62-
.
(, , .)
.
,
.

6.6.

( , ,
) .

, , ,
,
,
,

(,2007).

, , , ,
. , ,
, .
,
.
. ,
.
.

.
,
.
,

.


.
,

-63-

. ,
:











,
,

.

-64-
7.
To
, .


.
,
,
. , :
.

/ (Rossi, Freeman &
Lipsey, 1999). , (outputs)
, (target groups),
(the nature of needs) ,
(tasks actions)
(experts).

( 1).
,
.

-65-
 1:


-
;

.

Feedback
- loops

[, ,

: , . 2008.
:
;

(
), ,

(standards) (Campbell, Kyriakides, Muijs, & Robinson, 2004Campbell
& Kyriakides, 2000Campell, 2001).

(school effectiveness)

(Creemers & Kyriakides, 2007Creemers & Kyriakides, 2006).
,

-66-

.
.

.

(school improvement) ,
- -

.
: ,


(Kyriakides,
2005Kyriakides & Campbell, 2004Kyriakides & Campbell, 2003).

:
.
(1997) :

. ,
( )
().
,

.

,
.
(1997)
,
. ,
,

.
, .
,
(
),

-67-
 , , .
curriculum -
-
, ,
( & , 2005, 1997).

, (1994)
, .
,
, ,

(. 13). (1994) curricula ,

, : ,
, ,
- .
(2000)
,
.
. Bernstein
, ,
,
,
.. , ,

,
(, 2000:20).


.
Taylor and Richards .
,

( 1997:9).



.

-68-
 , (2001)
,
,
.
:
)
) ,
)
. 2
,

.
,
(, 2001: 18).

2:

,

.
, .
. , ,
. ,
,

( , 2001).

-69-

.
,
, ,
;
Unesco,
, 4
..
, :
) ,
,
) (),
,
) ,

) , .
,

.


- (Koutselini, 1997).
-
- ,
,
.

, (, .
2007Papaioannou, M. & Koutselini, M. 2007, . 1999).


.
, ,
, .

(Koutselini, 1992).
, , (
) ,

-70-
,
.

(Barnes, 1982Kerry & Sands, 1982; Smylie & Conyers, 1991;
Pahl & Monson, 1992; Monson & Monson, 1993).

-
.




.
,

.
,
,

.
(Lortie,1975Ball, 1987).

.. 3

.

-71-
 3:

-



..

: ., 2008

7.1. .

,


.
.
,
.

.

,

-72-

,
.

.
1950 (, 1997)

.
.
.


.
4
.
.

.

.

4
.



(, 2006).

.


(, 2007). ,

,
.

-73-


8.1.
M ,




.
,


.



(, 1998).
-
/


.



.

8.2.

,

,
.
: ) , ) )
.

-74-
 .
,
.
. :
, , .


. ,
, ,
.

, ,


.

.

.
,

.

( , )
(, ).

8.3.

H ,
,

.


(, 2003).

-75-

, ,
:
1. :
.
,
.
2.
(, , )
, :

3.

Pestalozi,
-
4.
.
:

8.4.

, .

, ,
, ..
:
,
,

,
, .

-76-
 ,
.
,
.
.

,
, , .

,
.
.
, ,


.

8.5.

.

(, 2007)..

. Bloom,

: , , , ,
.
.
(lower order questions)
(higher order questions) o

.
.

.

.

-77-

.


.


(, 1998):








,

.

-78-
9.

.

,
.

, ,
.
, ,
,
,
(Smith, 1999).

, ,
, .
,
, ,
(,2005)

9.1.
,
,

.
:

.
, .
, .
.

,
.

.
,

-79-
 ,
. ,
, ,
, , , ,
, .

, ,

,

, ,

(NCTM, 2000).

9.2.


.


(Hoyles & Noss,1992; & , 2000).


.


.

,

.

9.3. .

.

, .

,

-80-

,
.


,
(, ).
, .

.
,


(Dubinsky,1989).

9.4.


- , ,
, , .
,
, :

, .
,

. Bruner (Sierpinska, 1994)

-81-
 ,
.

,
.

.

.
,
, ,
.

,
, .
,
.
,
.

.
,
, ,
.
,
.

.. ,
.
,
.

. , .

-82-
 .
, . . ,

.

.
.
.
.

,,
.

,
.

-83-
10.


(Barkatsas
1993; McLeod, 1992; Schoenfeld, 1992).
,

( ,
1996).
,

(Barkatsas 1997).


,
.

(,1997).

Classroom Environment
Scale (Fraser, 1987).
:

1.. ,
, .
2. .
,
.
3. .
, , .
4. .

.
5. & .
, ,

-84-
6. . ,

.

.
(, & , 1999)
,
.
,
.

.
,
.
.

.


.
Koehler and Grouws, (1992),


.
.


, ,
.


.

10.1.

(beliefs)

-85-
 . , , ,

.

.

.

. ,
,
.
.
: ,
.
, ,

. , ,
, .
o Skemp (1979) .

,
. (Pearson, 1986).
,

..
,
. ,
, , ,

.

, .


. H

,
.

-86-
 ,
:
* (Instructor).
.
* (Explainer).
.
* (Facilitator).

.

-87-
11.
,

.

,
.


.
,

.

, ,
,
,
, ,
,
,

.
,

. (. 2986/2002)

11.1.

. O
:
,
.

.

, .

-88-

.
, ,
..
, ,
, ,
, .
,
, ,
.

.

.

,
,
.
(2002)
, , ,
, ,


.
, ,
, ,
, , , ..

,
.
/
/ .

.
-
.
, ..

-89-

,
.
.

.
, ..
,
, 100
.

.
,
, .

.


.
.

.
.
. ,
, ,
.
,
.

.
,
.
.
.

-90-

.

,
.

(formative evaluation).

,

.

.

,
.
(summative evaluation).

.
. ,
.
.
,

.

11.2.

loom
, .

. ,

.
:

-91-
 ,



,
,

11.3.

.
Krathwohl, Bloom & Masia (2000)
: , , ,
.

.


.
( (2002).

,
.
.
,
, .

.
; ;
; ;
; ;
; ;

; .
;
. ;

.

-92-

.
;
;


.

, , ,
,
:
) ,

)
, , , .
) ,
,

.
)


.

11.4.

,
,
,
(, 2003).
, :



.
,

-93-

.

.
,
.
o
:
, , , , ;

, ,
- -
.

,
:

(,2001):
-


.
-

,
, , . , ,
, .
,
.
.

,
: ) , ) , )
, .
.

-94-
 ,

.
,
:

. :
- ,
.
- .

. .
,
. ,
.
, : ,
,
, , ,
.

.
,

.
, ,
, ,
,

.
.
.
.
,

-95-
 , ,
.

.

.
,
, .

. .
,
. ,
, .
,
. ,
,
.

11.5. ,
,
,
.
.
,
,
:

( )
(.. )


( projects)

(portfolio)

-96-

:
()
(rubrics)

Portfolio
(Concept map)
Project

11.6.
H ,
, ,
.

,
, , ,
, , .
,
,

.
, ,

.
,

,
.

-97-
. EK
1. (scientific research)
, ,

(Kerlinger, 1979).
, ,

,
. , ,
.

, ,
(Somekh & Lewin, 2005, p.346).
- ,
, ,

.
.

,
.
,
' .
-
,
.
.

.

(quantitative) (qualitative),
(Mixed Methods Research)
(Mixed Models Research) (Johnson & Onwuegbuzie,2004;
Baralos,2008a).

(Positivism) Kuhn(1970),
- ,

-98-

. O

. ,
,
.

. ,
, , .
(Interpretivist) -


. ,
. :
, , , (case study),
, , .. (Babbie, 2001; Pole,
2007)

,
.


(Baralos,2008b).

, , test.
,
.


.
.
.
.
-

2.

,

-99-
 ,
,
. O

.
, , ,
.
Kuhn(1970)
(McNaughton et al, 2001)
,
(Burrell & Morgan,1979)

3.

.

.
,

.

.

(quantitative variables)
.
(qualitative variables)
, .
().
- (continuous)
.
- (discrete) -
( ).
- (independent variable)
.
- (dependent variable) -
,
.
.

-100-
 .. , , ,
, , , ,
, , , , ...
,
, , ,
, ,
.


, , ..
(Research Design)

,
/ / /
/ / /
:
( ) :
( )
( )

4. ,
,
,

.

(internal validity) (external validity).



.

, .
(reliable),
,
(internal
reliability) (external reliability).
,

-101-
 , . ,

,
.

. (, 2002)

5.

,
,
.

,
.
5.1. :
.


.



.
5.2. :
,
, , ,
, .
, : (,.,1998;
, 2001) .

6.

-102-
 . ,
, ,
, .
,
.


.

:
1. . IQ
110.
2.
IQ
3.

.
4.
, . ( ).
.
.

1. .
,
.
2. .

,
.

.
3. .
.
,
,
. .
4.

, .

-103-
 5. .
.
6. .


.
7. .
,

.

7.
7.1.

Cohen & Manion (1994),

.
.

. ,
- . ,
,

.

, ,
. ,
, .

, - .
,
. ,
:

() ,
() ,
() ,

-104-
()
() .

7.2. E

.
.
(biographical study, life history)
(life events)
.

Thomas Znaniecki (1953) Plummer (2000).
(Phenomenonolgy)

.
(essense) .
(bracket)
(phenomenon).
.
(Grounded Theory)
,
,
.
,
. Morrow & Lee-Smith (1995)

, .
(Ethnography).
. H
- (2003)
.. ,
, .
(Case study).

( , .). Stake (2000)

-105-
 (2002)
.
:
.
()
( ), ()





, -
,


,
, ,
,
,

,
. ,
( ,
)
( ) ,




-
,

, :

-106-
 -

-
, ,
, -
, , ,

,
.
(, ,
)
(disciplinary reflexivity).
:

.
(meaning),
, , .
(primary instrument)
. ,
.

-107-


Bloom B.S.& Krathwohl D.R. (1990). -

, . . . : .
Westphalen, K. (1982). . :
.
, M. & ,X. (2000).
:
.2 : "
",
, .
, . , . (1994). . : Art of
Text.
, .(2005), , :
, .& , . (1999). . .
..(2001). . .
.. .
., ., . (, 1997).
.
- (
- ). 14
.
,.(2002). .
., .
(2001). (constructivism):
.
. .
, (1997). -
. ', 45, (13), 79-84
(2005). H
(constructivism)
. , 63, 90-102.
, (2001). . '(17),
53-54, 90-101.

-108-
 , , .
:
.
, . & , . (2005). . ,
( ). .
, . (2006). 18
. .
,.(1998). ,
,.
. (1997). :
,
, , 2, . 39-72.
, . (2001). . .
.
, . (2005). : . :
.
, . (2000). . .
, . . (2000). . .
, . (1998). . : Gutenberg
, . (1998). -
. : Gutenberg.
, . (2006), H E . : Gutenberg
, . (2006), . :
, . (1999). . .Gutenberg. .
. (1999). (Constructivism)
,
, , 4, . 136-154.
, , (2005), . :
, (2008). .
. http://eclass.uoa.gr
, . (2001). . : .
. (2007), , :
. : . . 144
. (2004),
(.....): ,
5 , :
,

(....), , . 2, .388-396.

-109-
, . (2005),
. . :
.
, . (2007). : ,
. :
,
, .(2002), H K .
, .(2003). ,
, . (1983). .
: .
, . (1992). . : .
, . (2003). .

Athanasopoylos,(2007). The Experiences Derived During the First Train the Trainer
Project for Synchronous Online Blended Learning in the Greek Public Sector
Ball, S. (1987) The Micropolitics of the School. London: Methuen.
Barnes, D. (1982) Practical Curriculum Study. London: Routledge.
Campbell, J., Kyriakides, L., Muijs, D., & Robinson, W. (2004). Assessing Teacher
Effectiveness. Developing a Differentiated Model. MY: Routledge Falmer.
Campbell, R. J. & Kyriakides, L. (2000). The National Curriculum and Standards in
Primary Schools: a comparative perspective. Comparative Education, 36 (4), 383-
395.

Jonassen, D.H. Objectism vs. constructivism: Do we need a new philosophical

paradigm shift? Educational Technology: Research & Development, 1991. vol 39 (3),
5-14.

Dubinsky, Ed. et al, (1989). Development of the process conception of function in

pre-service teachers in a discrete mathematics course in Development of the
process Conception of Function. Educational Studies in Mathematics.
Cohen, L., & Manion, L. (1994). Reserch Methods in Education. London: Routledge.

Ernest, P. The one and the many, : L.Steffe & J.Gale (Eds.), Constructivism in
education, New Jersey: Lawrence Erlbaum Associates, Inc. 1995, .459-486.

-110-
Glasersfeld, E. Von. A Constructivist approach to teaching, : Steffe and Gale
(eds), 1995, 3-15.
Fuller, S. (1995). Is there life for sociological theory after the sociology of
Sociology? The Journal of the British Sociological Association, 29, (I)
Gagne, R. (1977). The conditions of learning. N.York: Rinehart and Winston.
Hoyles, C & Noss, R. (1992). A padagogy for mathematical microwolds. Ed. Studies
in Mathematics, 23, 31-57.
Johnson, B. and Onwuegbuzie, A. (2004). Mixed Methods Research: A research
paradigm whose time has gone. Educational Researcher, V.33, No.7, pp.14-26
Kerlinger, F.(1979). Foundations of Behavioral Research.New York:Holt,Rinegart,
Kerry, T. & Sands, M. (1982). Mixed Ability Education. London: Macmillan
Education
Klein, P.D. (1988). Knowledge, concept of, entry in Craig, E.(ed): Routledge
Kuhn, T. (1970). The Structure of Scientific Revolutions. Chicago: Chicago
University Press.
Koutselini, M. (1992). Active Learning and Remedial Work. Nicosia: The
Pedagogical Institute.
Koutselini, M. (1997). Contemporary trends and Perspectives of the Curricula:
towards a metamodern paradigm for curricula. Curriculum Studies , 5, 1, pp 87-101.
Kuhn, T. (1970). The structure of scientific revolutions. Chicago: University of
Chicago Press.
Kyriakides, L. & Campbell, R.J. (2003). Teacher Evaluation in Cyprus: Some
Kyriakides, L. & Campbell, R.J. (2004). School self-evaluation and school
improvement: a critique of values and procedures. Studies in educational
evaluation, 30 (1), 23-36.
Kyriakides, L. (2005). Extending the Comprehensive Model of Educational
teachers, Educational Leadership, October 1993, 51, pp. 1921.
Lane, R. (1966). The Decline of Politics and Ideology in a Knowledgeable Society.
American Sociological Review, 5(21), p.650 in Mentzeniotis, D. (2004).
Lawton, D. (1980). The Politics of the School Curriculum. London: Routledge &
Kegan Paul.
Lortie, D. (1975). Schoolteacher. London: University of Chicago Press.
Mentzeniotis, D. (2004). Demystifying Knowledge Society and its alleged
Education in Between Old and New Worlds of Adult Learning, ESREA 2004
Conference Proceedings 3-4.
Monson, P.M. & Monson, J.P. (1993) Who creates curriculum? New roles for
conceptual and methodological issues arising from Teacher and School
curriculum and instruction, Journal of Reading, 35, pp. 518524.

-111-
National Council of teachers of Mathematics, (2000). Principles and Standards for
School Mathematics. Reston,VA: NCTM.
National Council of teachers of Mathematics, Professional standards for teaching
Mathematics, Reston, 1991,VA: NCTM.
Cobb, P. Where In the Mind? Constructivist and Socioculturul Perspectives on
Mathematical Development. Educational Researcher, 1994, vol.23, no 7, .13-20.
Pahl, M.M. & Monson, J.R. (1992) In search of whole language: transforming
Effectiveness by an Empirical Investigation. School Effectiveness and School
Improvement, 16 (2), 103-152.
Rossi, P., Freeman, H., & Lipsey, M. (1999). Evaluation. A systematic Approach (6th
ed). London: Sage Publications119 121.
Sierpinska A. (1994). Understanding in Mathematics. New York: The Falmer
Press . Winstonol Science and Mathematics, 88 (3).
Smith, E. (1999). Social Constructivism, Individual Constructivism and the role of
computers in Mathematics Education. Journal of Mathematical behaviour, 17(4).
Smylie, M.A. & Conyers, G. J. (1991). Changing conceptions of teaching influence
the future of staff development, Journal of Staff Development, 12, pp. 12 16.
Pekelis, V. , . Gutenberg, 1986
Silver, A. The nature and use of open problems in mathematics education:
Mathematical and pedagogical perspectives. ZDM, 1995, no 2,. 67-72.

-112-