Soultanis Konstantinos

Supervisor: Petros Kariotoglou

Title: The cognitive areas of his dissertation consist “The οrganization of school visits in science and technology settings”, as a case study “The typography Museums

Three-member advisory comitee:

1) Petros Kariotoglou
2) Triantafyllos H. Kotopoulos
3) Pinelopi Papadopoulou


In Greece, both the role of museum education in the field of technology and the notion of “non-formal learning” as an organized educational activity and form of education-beyond the framework of the formal educational system-seem to have been applied and studied in a small degree, particularly in the field of Science and Technological Education (Curricula) . We therefore consider that these parameters are important in order to involve the educational community in research, so as this form of education would be able to show the relevant learning environments and in particular the technological-scientific contents. As such an environment we define the field of traditional typography proposed in the present project. Our pursuit is to be reclaimed in teaching and due to the fact that there is adequate (know-ho) which would support theoretically such kinds of didactic  approaches organizing visits to science and technology museums spaces so that apart from  the intended “conceptual learning”, would effectively present the ” Procedural component of science.”

The research queries listed below are intended to be inextricably linked to three main development axes, that are relate to the theoretical framework of teaching support, for exported data as results and learning products in the developmental part of the didactic design, and the assessment and conclusive remarks that will arise from the  outcome of the learning environment and the learning context:

  • What will be the cognitive development of pupils (E and F Primary School) be after the implementation of an organized teaching visit to a Museum of Typography
  • What will be the emotional development of pupils de after the implementation of an organized teaching visit
  • What were difficulties involved in organizing such a teaching visit
  • What are proposals for the didactic use of the visit in practice on a daily basis

© 2016