{"id":1937,"date":"2023-06-14T05:34:49","date_gmt":"2023-06-14T02:34:49","guid":{"rendered":"https:\/\/www.agro.ihu.gr\/?post_type=course&p=1937"},"modified":"2024-12-04T13:16:32","modified_gmt":"2024-12-04T11:16:32","slug":"600-191037","status":"publish","type":"course","link":"https:\/\/www.agro.ihu.gr\/en\/courses\/600-191037\/","title":{"rendered":"Environmental Education"},"author":7,"template":"","meta":[],"semester":[77],"course_type":[70],"class_list":["post-1937","course","type-course","status-publish","hentry","semester-elective-spring-semester","course_type-special_background"],"acf":{"code":"600-191037","semester":77,"level":"1","teaching_activities":{"activity_1":{"description":"\u0394\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1","weekly_hrs":4,"ects":4},"activity_2":{"description":"","weekly_hrs":"","ects":""},"activity_3":{"description":"","weekly_hrs":"","ects":""},"activity_4":{"description":"","weekly_hrs":"","ects":""},"activity_5":{"description":"","weekly_hrs":"","ects":""}},"type":70,"language":"\u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac","erasmus":"\u039d\u03b1\u03b9","url":"https:\/\/moodle.teithe.gr\/course\/view.php?id=3884","prerequisites":"","instructors":[4573],"coordinator":"","content":"The course examines the historical development of Environmental Education, the environmental phenomena and the movements that led to the genesis of the field. The educational currents and the international declarations that influenced and shaped the Environmental Education are presented. The objectives and principles of Environmental Education are analyzed, the various scientific approaches and the latest orientations of the field are examined. The basic dimensions, the pedagogical principles and the characteristics of the Environmental education are described. The steps of planning, implementing and evaluating Environmental Education programs are analyzed. The basic techniques and methods that applied in the context of Environmental Education, such as problem solving, project method, brainstorming, idea mapping, dramatization, etc., are analyzed. Applications of Information and Communication Technologies in Environmental Education is presented.","goals":"The aim of the course is for students to acquire the research tools that will allow them to analyze the concepts of Environmental Education. In particular, the objectives of the course are for students to be able to:\r\n\r\n\u2022 To describe the framework of national and European environmental policy and legislation.\r\n\u2022 To mention national environmental policymakers and \u03c4\u03bf develop an Environmental Education relationship with these bodies and local communities.\r\n\u2022 To explain the need for economic growth and long-term environmental protection in economy and to describe the importance of sustainable development as a multidimensional strategic goal that harmonizes development with the environment.\r\n\u2022 To formulate the principles governing Environmental Education.\r\n\u2022 To explain the importance of informing and educating the rural population about sustainability.\r\n\u2022 To formulate reasonings about the relationship between the humans and the environment, to give examples and to interpret the context in which the individual and collective participation are dealing with environmental problems develop.\r\n\u2022 To describe how the sciences of education provide the opportunity to formulate forms of reflection and action on environmental sustainability, and the ongoing critique of environmental reflection and coping.\r\n\u2022 To develop actions using the Environmental Education tools, especially the Information and Communication Technologies and the project method, in order to strengthen the role of the active citizen in shaping a quality sustainable environment.\r\n\u2022 To design and implement environmental programs in formal and non-formal education.\r\n\u2022 To describe Guilford's theoretical model for the structure of intelligence, ie functions (memory, comprehension, convergent - critical thinking, divergent - creative thinking, evaluation), content - materials and products and its application in Environmental Education.\r\n\u2022 To apply techniques of the creative production of ideas (eg brainstorming, S.C.A.M.P.E.R. technique, creative problem solving, etc.).\r\n\u2022 To immerse themselves in the methodological approaches, techniques and tools used in the evaluation of Environmental Education programs.","skills":"Retrieve, analyze and synthesize data and information, with the use of necessary technologies. Adapt to new situations. Decision making. Work autonomously. Generating new research ideas. Design and project management. Criticism and self-criticism. Promote free, creative and inductive thinking. Working in an interdisciplinary environment. Respect for the natural environment.","teaching_methods":"face to face","ict_usage":"\u03a7\u03c1\u03ae\u03c3\u03b7 \u03a4.\u03a0.\u0395. \u03c3\u03c4\u03b7 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1: \u0394\u03b9\u03b1\u03c6\u03ac\u03bd\u03b5\u03b9\u03b5\u03c2 PowerPoint, \u03c0\u03bf\u03bb\u03c5\u03bc\u03b5\u03c3\u03b9\u03ba\u03cc \u03c5\u03bb\u03b9\u03ba\u03cc, \u03c7\u03c1\u03ae\u03c3\u03b7 \u03b9\u03c3\u03c4\u03bf\u03c3\u03b5\u03bb\u03af\u03b4\u03c9\u03bd \u03a0\u03b5\u03c1\u03b9\u03b2\u03b1\u03bb\u03bb\u03bf\u03bd\u03c4\u03b9\u03ba\u03ae\u03c2 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2.\r\n\r\n\u03a7\u03c1\u03ae\u03c3\u03b7 \u03a4\u03a0\u0395 \u03c3\u03c4\u03b7\u03bd \u0395\u03c1\u03b3\u03b1\u03c3\u03c4\u03b7\u03c1\u03b9\u03b1\u03ba\u03ae \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 (\u03b1\u03c3\u03ba\u03ae\u03c3\u03b5\u03b9\u03c2 \u03c0\u03c1\u03ac\u03be\u03b7\u03c2): \u03a7\u03c1\u03ae\u03c3\u03b7 \u03b9\u03c3\u03c4\u03bf\u03c3\u03b5\u03bb\u03af\u03b4\u03c9\u03bd \u03a0\u03b5\u03c1\u03b9\u03b2\u03b1\u03bb\u03bb\u03bf\u03bd\u03c4\u03b9\u03ba\u03ae\u03c2 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2, \u03c0\u03b1\u03b3\u03ba\u03cc\u03c3\u03bc\u03b9\u03b5\u03c2 \u03b4\u03b9\u03b1\u03b4\u03b9\u03ba\u03c4\u03c5\u03b1\u03ba\u03ad\u03c2 \u03b2\u03ac\u03c3\u03b5\u03b9\u03c2 \u03b4\u03b5\u03b4\u03bf\u03bc\u03ad\u03bd\u03c9\u03bd \u03c0\u03b5\u03c1\u03b9\u03b2\u03ac\u03bb\u03bb\u03bf\u03bd\u03c4\u03bf\u03c2.\r\n\r\n\u03a7\u03c1\u03ae\u03c3\u03b7 \u03a4\u03a0\u0395 \u03c3\u03c4\u03b7\u03bd \u0395\u03c0\u03b9\u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03af\u03b1 \u03bc\u03b5 \u03c4\u03bf\u03c5\u03c2 \u03c6\u03bf\u03b9\u03c4\u03b7\u03c4\u03ad\u03c2: \u03b1\u03bd\u03ac\u03c1\u03c4\u03b7\u03c3\u03b7 \u03c4\u03bf\u03c5 \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03bf\u03cd \u03c5\u03bb\u03b9\u03ba\u03bf\u03cd \u03c3\u03c4\u03bf moodle, \u03b5\u03c0\u03b9\u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03af\u03b1 \u03bc\u03ad\u03c3\u03c9 e-mail.","teaching_organization":{"activity_1":{"description":"Lectures","workload":13},"activity_2":{"description":"Laboratory Work","workload":26},"activity_3":{"description":"Study and analysis of scientific papers and book chapters","workload":20},"activity_4":{"description":"Autonomous study","workload":30},"activity_5":{"description":"\u03a3\u03c5\u03b3\u03b3\u03c1\u03b1\u03c6\u03ae \u03b5\u03c1\u03b3\u03b1\u03c3\u03af\u03b1\u03c2","workload":31},"activity_6":{"description":"","workload":""}},"students_evaluation":"\u0399. \u03a3\u03c5\u03bc\u03c0\u03b5\u03c1\u03b1\u03c3\u03bc\u03b1\u03c4\u03b9\u03ba\u03ae \u03b1\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7 \u03c3\u03c4\u03bf \u03b8\u03b5\u03c9\u03c1\u03b7\u03c4\u03b9\u03ba\u03cc \u03bc\u03ad\u03c1\u03bf\u03c2 \u03c4\u03bf\u03c5 \u03bc\u03b1\u03b8\u03ae\u03bc\u03b1\u03c4\u03bf\u03c2 \u03bc\u03b5 \u03b5\u03c1\u03c9\u03c4\u03ae\u03c3\u03b5\u03b9\u03c2 \u03c0\u03bf\u03bb\u03bb\u03b1\u03c0\u03bb\u03ae\u03c2 \u03b5\u03c0\u03b9\u03bb\u03bf\u03b3\u03ae\u03c2 \u03ba\u03b1\u03b9 \u03b5\u03c1\u03c9\u03c4\u03ae\u03c3\u03b5\u03b9\u03c2 \u03c3\u03cd\u03bd\u03c4\u03bf\u03bc\u03b7\u03c2 \u03b1\u03c0\u03ac\u03bd\u03c4\u03b7\u03c3\u03b7\u03c2: 40%\r\n\r\n\u0399\u0399. \u03a3\u03c5\u03bc\u03c0\u03b5\u03c1\u03b1\u03c3\u03bc\u03b1\u03c4\u03b9\u03ba\u03ae \u03b1\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7 \u03c3\u03c4\u03b9\u03c2 \u03b1\u03c3\u03ba\u03ae\u03c3\u03b5\u03b9\u03c2 \u03c0\u03c1\u03ac\u03be\u03b7\u03c2 \u03c4\u03bf\u03c5 \u03bc\u03b1\u03b8\u03ae\u03bc\u03b1\u03c4\u03bf\u03c2, \u03c0\u03bf\u03c5 \u03c0\u03b5\u03c1\u03b9\u03bb\u03b1\u03bc\u03b2\u03ac\u03bd\u03b5\u03b9:\r\n\u2022 \u0394\u03b7\u03bc\u03b9\u03bf\u03c5\u03c1\u03b3\u03af\u03b1 project \u03a0\u03b5\u03c1\u03b9\u03b2\u03b1\u03bb\u03bb\u03bf\u03bd\u03c4\u03b9\u03ba\u03ae\u03c2 \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2 (35%)\r\n\u2022 \u0394\u03b7\u03bc\u03cc\u03c3\u03b9\u03b1 \u03a0\u03b1\u03c1\u03bf\u03c5\u03c3\u03af\u03b1\u03c3\u03b7 (25%).","bib_textbooks":"1. Ajzen, I. (1985). From Intentions to Actions: A Theory of Planned Behavior. In: Kuhl J., Beckmann J. (eds) Action Control. SSSP Springer Series in Social Psychology. Springer, Berlin, Heidelberg.\r\n2. Ana, G. R. E. E., E. Oloruntoba, O. & Sridhar, M. K. C. (2009). Contributions of Environmental Clubs Toward Improved Environmental Programs in Selected Secondary Schools in Ibadan, Nigeria. AppliedEnvironmentalEducation& Communication, 8:2, 94-104.\r\n3. Ardoin, N. M., Bowers A. W., Wyman Roth, N. &Holthuis, N. (2018). Environmental education and K-12 student outcomes: A review and analysis of research. The Journal of EnvironmentalEducation, 49:1, 1-17.\r\n4. Ardoin, N. M., Clark, C.& Kelsey, E. (2013). An exploration of future trends in environmental education research. EnvironmentalEducation Research, 19:4, 499-520.\r\n5. Ballard, H. L. & Belsky, J. M. (2010). Participatory action research and environmental learning: implications for resilient forests and communities. EnvironmentalEducation Research, 16:5-6, 611-627.\r\n6. Bywater, K. (2014). Investigating the Benefits of Participatory Action Research for Environmental Education. Policy Futures in Education, 12(7), 920\u2013932.\r\n7. Crohn, K. & Birnbaum, M. (2010). Environmental education evaluation: Time to reflect, time for change. Evaluation and ProgramPlanning, 33, 155\u2013 158.\r\n8. Huckle, J. (2002). Educating for Sustainability: A guide for primary schools. BurningIssues in PrimaryEducation, 5.\r\n9. McPherson Frantz, C. & Mayer, S. (2014). The importance of connection to nature in assessing environmental education programs. Studies in Educational Evaluation, 41, 85\u201389.\r\n10. Monroe, M.C. (2010). Challenges for environmental education evaluation. Evaluation and ProgramPlanning, 33, 194\u2013196.\r\n11. Reid, A.D., Jensen, B.B., Nikel, J., Simovska, V. (eds) (2007). Participation and Learning: perspectives on education and the environment, health and sustainability. London: SpringerPress.\r\n12. Thomson, G., Hoffman, J. &Staniforth, S. (2010). Measuring the Success of Environmental Education Programs. Ottawa: CanadianParks and Wilderness Society.\r\n13. Tilbury D. and Wortman D. (2004). Engaging People in Sustainability, Commission on Education and Communication.Gland and Cambridge: IUCN\r\n14. Wheeler \u039a. and PerracaBijur\u0391. (eds) (2010). Education for a Sustainable Future. A Paradigm of Hope for the 21st Century. New York: Kluwer Academic\/Plenum Publishers.\r\n15. West, E. S. (2015). Understanding participant and practitioner outcomes of environmental education. EnvironmentalEducation Research, 21:1, 45-60.\r\n\u0395\u03bb\u03bb\u03b7\u03bd\u03cc\u03b3\u03bb\u03c9\u03c3\u03c3\u03b7\r\n1. \u0393\u03b5\u03c9\u03c1\u03b3\u03cc\u03c0\u03bf\u03c5\u03bb\u03bf\u03c2, \u0391. (2005). \u03a0\u03b5\u03c1\u03b9\u03b2\u03b1\u03bb\u03bb\u03bf\u03bd\u03c4\u03b9\u03ba\u03ae \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7. \u039f \u03bd\u03ad\u03bf\u03c2 \u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03cc\u03c2 \u03c0\u03bf\u03c5 \u03b1\u03bd\u03b1\u03b4\u03cd\u03b5\u03c4\u03b1\u03b9. \u0391\u03b8\u03ae\u03bd\u03b1: Gutenberg.\r\n2. \u0394\u03b7\u03bc\u03b7\u03c4\u03c1\u03af\u03bf\u03c5 \u0391. (2009) \u03a0\u03b5\u03c1\u03b9\u03b2\u03b1\u03bb\u03bb\u03bf\u03bd\u03c4\u03b9\u03ba\u03ae \u0395\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7: \u03c0\u03b5\u03c1\u03b9\u03b2\u03ac\u03bb\u03bb\u03bf\u03bd, \u03b1\u03b5\u03b9\u03c6\u03bf\u03c1\u03af\u03b1. \u0398\u03b5\u03c9\u03c1\u03b7\u03c4\u03b9\u03ba\u03ad\u03c2 \u03ba\u03b1\u03b9 \u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ad\u03c2 \u03c0\u03c1\u03bf\u03c3\u03b5\u03b3\u03b3\u03af\u03c3\u03b5\u03b9\u03c2 .\u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7: \u0395\u03c0\u03af\u03ba\u03b5\u03bd\u03c4\u03c1\u03bf\r\n3. \u0396\u03c5\u03b3\u03bf\u03cd\u03c1\u03b7, \u0395. (2005). \u0391\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7 \u03c0\u03c1\u03bf\u03b3\u03c1\u03b1\u03bc\u03bc\u03ac\u03c4\u03c9\u03bd \u03c0\u03b5\u03c1\u03b9\u03b2\u03b1\u03bb\u03bb\u03bf\u03bd\u03c4\u03b9\u03ba\u03ae\u03c2 \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7\u03c2. \u0398\u03b5\u03c9\u03c1\u03af\u03b1 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03ac\u03be\u03b7. \u0391\u03b8\u03ae\u03bd\u03b1 \u03a4\u03c5\u03c0\u03c9\u03b8\u03ae\u03c4\u03c9.\r\n4. \u039a\u03b1\u03c8\u03ac\u03bb\u03b7\u03c2, \u0391. &\u03a7\u03b1\u03bd\u03b9\u03c9\u03c4\u03ac\u03ba\u03b7\u03c2, \u039d. (2012). \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae \u03b1\u03be\u03b9\u03bf\u03bb\u03cc\u03b3\u03b7\u03c3\u03b7. \u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7: \u0391\u03c6\u03bf\u03af \u039a\u03c5\u03c1\u03b9\u03b1\u03ba\u03af\u03b4\u03b7.\r\n5. \u039e\u03b1\u03bd\u03b8\u03ac\u03ba\u03bf\u03c5, \u0393. (2011). \u0394\u03b7\u03bc\u03b9\u03bf\u03c5\u03c1\u03b3\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1 \u03ba\u03b1\u03b9 \u039a\u03b1\u03b9\u03bd\u03bf\u03c4\u03bf\u03bc\u03af\u03b1 \u03c3\u03c4\u03bf \u03a3\u03c7\u03bf\u03bb\u03b5\u03af\u03bf \u03ba\u03b1\u03b9 \u03c4\u03b7\u03bd \u039a\u03bf\u03b9\u03bd\u03c9\u03bd\u03af\u03b1. \u0391\u03b8\u03ae\u03bd\u03b1: \u0394\u03b9\u03ac\u03b4\u03c1\u03b1\u03c3\u03b7.\r\n6. \u039c\u03b1\u03bb\u03ac\u03ba\u03b7\u03c2, \u03a3. (2018). \u03a4\u03b5\u03c7\u03bd\u03bf-\u03b1\u03c4\u03c5\u03c7\u03ae\u03bc\u03b1\u03c4\u03b1 \u03ba\u03b1\u03b9 \u0391\u03b5\u03b9\u03c6\u03bf\u03c1\u03af\u03b1: \u039c\u03b5\u03bb\u03ad\u03c4\u03b7 \u03a0\u03b5\u03c1\u03af\u03c0\u03c4\u03c9\u03c3\u03b7\u03c2 \u03c4\u03bf\u03c5 \u0391\u03c4\u03c5\u03c7\u03ae\u03bc\u03b1\u03c4\u03bf\u03c2 \u03c3\u03c4\u03bf\u03bd \u03a0\u03c5\u03c1\u03b7\u03bd\u03b9\u03ba\u03cc \u03a3\u03c4\u03b1\u03b8\u03bc\u03cc \u03c4\u03b7\u03c2 \u03a6\u03bf\u03c5\u03ba\u03bf\u03c5\u03c3\u03af\u03bc\u03b1. \u03a3\u03c4\u03bf \u0392. \u03a0\u03b1\u03c0\u03b1\u03b2\u03b1\u03c3\u03b9\u03bb\u03b5\u03af\u03bf\u03c5, \u039d. \u0391\u03bd\u03b4\u03c1\u03b5\u03b1\u03b4\u03ac\u03ba\u03b7\u03c2, \u0393. \u03a0\u03b1\u03c0\u03b1\u03b4\u03bf\u03bc\u03b1\u03c1\u03ba\u03ac\u03ba\u03b7\u03c2, \u039c. \u039a\u03b1\u0390\u03bb\u03b1. [\u0395\u03c0\u03b9\u03bc.], \u0391\u03b5\u03b9\u03c6\u03bf\u03c1\u03af\u03b1, \u0391\u03b5\u03b9\u03c6\u03cc\u03c1\u03bf\u03c2 \u0391\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7, \u03a6\u03cd\u03c3\u03b7 \u039a\u03b1\u03b9 \u0391\u03bd\u03b8\u03c1\u03ce\u03c0\u03b9\u03bd\u03b7 \u03a6\u03cd\u03c3\u03b7. \u039f \u039a\u03cc\u03c3\u03bc\u03bf\u03c2 \u03bc\u03b1\u03c2; Quo Vadis?. \u0391\u03b8\u03ae\u03bd\u03b1: \u0395\u03ba\u03b4\u03cc\u03c3\u03b5\u03b9\u03c2 \u0394\u03b9\u03ac\u03b4\u03c1\u03b1\u03c3\u03b7, 151 - 165.\r\n7. \u039c\u03c0\u03cc\u03c4\u03c3\u03b9\u03bf\u03c5, \u039c., \u03a4\u03b5\u03be\u03ae\u03c2, \u0399. &\u03a4\u03b5\u03c1\u03bd\u03b5\u03ba\u03c4\u03c3\u03ae\u03c2 \u0399. (2008). \u00ab\u03a0\u03b1\u03c3\u03c7\u03b1\u03bb\u03af\u03c4\u03c3\u03b1 \u03b5\u03bd\u03b1\u03bd\u03c4\u03af\u03bf\u03bd \u039c\u03b5\u03bb\u03af\u03b3\u03ba\u03c1\u03b1\u03c2\u00bb \u03bc\u03b9\u03b1 \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae \u03b5\u03c6\u03b1\u03c1\u03bc\u03bf\u03b3\u03ae \u03bc\u03b5 \u03c4\u03b7 \u03c7\u03c1\u03ae\u03c3\u03b7 \u03ba\u03b9\u03bd\u03bf\u03c5\u03bc\u03ad\u03bd\u03bf\u03c5 \u03c3\u03c7\u03b5\u03b4\u03af\u03bf\u03c5 \u03b3\u03b9\u03b1 \u03c4\u03bf \u03bc\u03ac\u03b8\u03b7\u03bc\u03b1 \u03c4\u03b7\u03c2 \u03b1\u03bd\u03b8\u03bf\u03ba\u03bf\u03bc\u03af\u03b1\u03c2-\u03ba\u03b7\u03c0\u03bf\u03c4\u03b5\u03c7\u03bd\u03af\u03b1\u03c2 \u03c3\u03c4\u03b9\u03c2 \u03bc\u03bf\u03bd\u03ac\u03b4\u03b5\u03c2 \u03b5\u03b9\u03b4\u03b9\u03ba\u03ae\u03c2 \u03b1\u03b3\u03c9\u03b3\u03ae\u03c2. \u03a3\u03c4\u03bf: \u0391\u03b8\u03b1\u03bd\u03ac\u03c3\u03b9\u03bf\u03c2 \u03a4\u03c1\u03b9\u03bb\u03b9\u03b1\u03bd\u03cc\u03c2& \u0399\u03b3\u03bd\u03ac\u03c4\u03b9\u03bf\u03c2 \u039a\u03b1\u03c1\u03ac\u03bc\u03b7\u03bd\u03b1\u03c2, \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae \u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ae \u03ba\u03b1\u03b9 \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae \u0388\u03c1\u03b5\u03c5\u03bd\u03b1 (\u03a4\u03cc\u03bc\u03bf\u03c2 \u0392) (\u03c3\u03b5\u03bb. 583-590).\u0391\u03b8\u03ae\u03bd\u03b1: \u0391\u03c4\u03c1\u03b1\u03c0\u03cc\u03c2.\r\n8. \u03a4\u03c1\u03b9\u03bb\u03b9\u03b1\u03bd\u03cc\u03c2, \u0391\u03b8. (2004). \u039c\u03b5\u03b8\u03bf\u03b4\u03bf\u03bb\u03bf\u03b3\u03af\u03b1 \u03c4\u03b7\u03c2 \u03c3\u03cd\u03b3\u03c7\u03c1\u03bf\u03bd\u03b7\u03c2 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1\u03c2,\u03c4\u03cc\u03bc. \u0392\u2019. \u0391\u03b8\u03ae\u03bd\u03b1: \u0391\u03c5\u03c4\u03bf\u03ad\u03ba\u03b4\u03bf\u03c3\u03b7.\r\n9. \u03a6\u03ce\u03ba\u03b9\u03b1\u03bb\u03b7, \u03a0., \u039e\u03ac\u03bd\u03b8\u03b7\u03c2, \u0391. \u03a0\u03b1\u03c0\u03b1\u03b2\u03b1\u03c3\u03b9\u03bb\u03b5\u03af\u03bf\u03c5, \u0392. \u039c\u03cc\u03b3\u03b9\u03b1\u03c2, \u0391. \u03ba\u03b1\u03b9 \u039a\u03b1\u0390\u03bb\u03b1, \u039c. (\u03b5\u03c0\u03b9\u03bc.) (2015). \u03a4\u03bf\u03c0\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1 \u03ba\u03b1\u03b9 \u0392\u03b9\u03ce\u03c3\u03b9\u03bc\u03b7 \u0391\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7. \u0391\u03b8\u03ae\u03bd\u03b1: \u0394\u03b9\u03ac\u03b4\u03c1\u03b1\u03c3\u03b7.","bib_journals":""},"_links":{"self":[{"href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/course\/1937","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/course"}],"about":[{"href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/types\/course"}],"author":[{"embeddable":true,"href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/users\/7"}],"version-history":[{"count":6,"href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/course\/1937\/revisions"}],"predecessor-version":[{"id":4579,"href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/course\/1937\/revisions\/4579"}],"acf:term":[{"embeddable":true,"taxonomy":"course_type","href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/course_type\/70"},{"embeddable":true,"taxonomy":"semester","href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/semester\/77"}],"wp:attachment":[{"href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/media?parent=1937"}],"wp:term":[{"taxonomy":"semester","embeddable":true,"href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/semester?post=1937"},{"taxonomy":"course_type","embeddable":true,"href":"https:\/\/www.agro.ihu.gr\/en\/wp-json\/wp\/v2\/course_type?post=1937"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}