Computer Science Students' Views on Educational Studies-Pedagogy

Efrosyni-Alkisti Paraskevopoulou-Kollia*, Georgia Soursou**, Bill Zogopoulos***, Evangelia Oreopoulou****, Panagiota Kontou*****, Vasiliki Zoura******
* Adjunct Assistant Professor, Department of Computer Science and Biomedical Informatics, University of Thessaly, School of Science, Papasiopoulou, Lamia, Greece.
** Post-graduate Student in Bioinformatics, University of Crete, Faculty of Medicine, Voutes University Campus, Heraklion-Crete, Greece.
*** Post-doctoral Researcher and Adjunct Lecturer, Department of Computer Science and Biomedical Informatics, University of Thessaly, Papasiopoulou str., Lamia, Greece.
****,*****, ****** Student, Department of Computer Science and Biomedical Informatics, University of Thessaly, Papasiopoulou str., Lamia, Greece.
Periodicity:April - June'2018
DOI : https://doi.org/10.26634/jet.15.1.14616

Abstract

The present article is based on a small-scale research that took place with the students in the Department of Computer Science and Biomedical Informatics in 2014 and three years later with the students of the same Department and the Department of Computer Science, as well. Students who have enrolled in the Educational science-Pedagogy module, that the Department offers, were asked if the module was beneficial in a Department purely technical (Faculty of Science) and if this theoretical module assisted them in their academic life and generally. Various views are listed reflecting students' perspective of the module Educational science-Pedagogy and come to the conclusion that we present; no module is useless.

Keywords

Computer Science, Educational Science-Pedagogy, Greek Educational System, Hard and Soft Science, Students.

How to Cite this Article?

Paraskevopoulou-Kollia, E., Soursou, G., Kontou, P., Zogopoulos, B., Oreopoulou, E., Zoura, V. (2018). Computer Science Students' Views on Educational Studies-Pedagogy. i-manager’s Journal of Educational Technology, 15(1), 40-52. https://doi.org/10.26634/jet.15.1.14616

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