It is a fact that the assignment and performance of Homework has always raised questions and concerns in the educational world, especially regarding their effectiveness, design, and impact on students. The search for answers has created both advocates and critics regarding the pedagogical issue of Homework. The former believe that this way the material taught in school is "reinforced" more effectively, while children do not remain "inactive" when they are at home "wasting their free time". Critics, on the other hand, emphasize that teaching should be completed in its entirety at school and the child should return undisturbed to his/her home to enjoy the rest of the day in the way they desire, without disrupting the overall functioning of their family. The above is combined with the prevailing opinion, mainly from the parents' perspective, that the "most effective" and "better" educator is the one who assigns a plethora of Homework to his/her students.
This publication aims to provide an additional opportunity to approach the issue of the functionality of Homework, but mainly to stimulate further reflection. The book consists of two parts. The first part, which includes the theoretical approach to the issue, develops the following topics: The functionality of Homework in the learning process, the Educational determination of Homework, Design, Organization, Criteria for selecting and implementing Homework. The second part presents primary empirical data and findings regarding the attitudes and opinions of teachers serving in Primary Schools, regarding the dynamics of the pedagogical functionality of Homework.
