A Conceptual Framework for Computational Pedagogy in STEAM education: Determinants and perspectives

Psycharis, Sarantos; Kalovrektis, Κonstantinos; Xenakis, Apostolos

doi:10.51724/hjstemed.v1i1.4

Cited by 25 publications

(14 citation statements)

References 58 publications

(41 reference statements)

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“…In this process, they will have to recall their earlier knowledge, make analyses or syntheses of data, hypotheses and at the same time to be able to understand human behaviour, as they will have to cooperate with other people and develop a team spirit. In other words, children through STEAM holistic education can develop their computational thinking, which is a mental process that involves the formulation of a problem and the expression of its solutions, in such a way that the individual can manage it effectively (Psycharis, 2018;Psycharis et al, 2020).…”

Section: Purpose and Aims Of Stem And Steam Educationmentioning

confidence: 99%

The teaching of Natural Sciences in kindergarten based on the principles of STEM and STEAM approach

Kastriti

Kalogiannakis

Psycharis

et al. 2022

Adv Mobile Learn Educ Res

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Across all levels of education, Natural Sciences is a scientific field that is gaining considerable research interest. However, in recent years a growing interest in the introduction of Science in Preschool Education can be seen among scientists, as they realize that the children’s first experiences will be the cornerstone of the relationship they are going to develop with this scientific field in the future. It is accepted that children approach and understand the new knowledge taught in the classroom in the context of what they already know. Their pre-existing beliefs and experiential knowledge are the foundations upon which the new concepts will be merged. Based on these perceptions, children approach, "decode," and understand new knowledge through the interaction of the two cognitive systems, the pre-existing and the taught new enriched cognitive patterns. The kindergarten environment cannot remain isolated and uninfluenced by the developments in a constantly changing world. The goal of Kindergarten is to properly prepare its students to become active citizens of their country by helping them get all the necessary skills. In this way, the STEM and STEAM approach seems to be progressively gaining ground in Preschool Education. Various researchers emphasize the importance and positive outcomes of implementing a STEM education program in Kindergarten, as children can acquire at an early age all the necessary resources that will play a decisive role in their later life. According to the above, this study is a literature and article review with its primary purpose to verify the above assumptions. More specifically, this article showcases the importance of teaching Science in Preschool Education and its practicability at this age group. There is also a presentation of the holistic educational STEAM approach. The main goal of this presentation is to emphasize the contribution of this educational approach towards a more effective teaching of Science in Kindergarten and in-depth learning and understanding of natural concepts by preschoolers.

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Section: Purpose and Aims Of Stem And Steam Educationmentioning

confidence: 99%

The teaching of Natural Sciences in kindergarten based on the principles of STEM and STEAM approach

Kastriti

Kalogiannakis

Psycharis

et al. 2022

Adv Mobile Learn Educ Res

Self Cite

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“…We can number some applications of computing such as internet of things, social networks, big data, artificial intelligence, robotics, video games, communications, smart phones, augmented reality, virtual reality, etc. The reality is that computer science is ubiquitous, so it is something to know, or at least a part of its applicability (Psycharis et al, 2020).…”

Section: Teaching Of Computer Programmingmentioning

confidence: 99%

Review on the teaching of programming and computational thinking in the world

Belmar

2022

Front. Comput. Sci.

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Recent studies suggest that computational thinking, composed of the skills of abstraction, decomposition, algorithmization, debugging, and problem-solving, is the fundamental skill for scientific, technological, and economic development for the twenty-first century. However, this diagnosis that is unveiled in rich countries remains nebulous for poor countries. The problem is that education in computational thinking is fundamental for countries to insert themselves in the international arena in an advantageous way and thus achieve the welfare goals for the population of each country. The objective of this research was to make a bibliographic review that shows the state of the art in the teaching of computer programming and computational thinking in the 5 continents. In the review, the advances in the countries of Europe, North America, Oceania, and Asia were observed, whereas in Latin America and Africa, the advances are still basic in some countries and non-existent in others. This review is based on Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The main search terms were “Computational thinking” and “Teaching computer programming.” The search was performed in the ACM, Conference on Computational Thinking Education (Hong-Kong), Google Scholar, WOS, and SCOPUS databases, from October until December 2020, whose publication year was from 2016 onward. One of the main results found is that the teaching of computational thinking in England was implemented in schools in 2014; in Germany, it has been implemented since 2016 at a transversal level in universities; in South Korea, China, and Taiwan, it has been implemented since 2016. However, in Latin America and Africa governments, the subject is still not considered.

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“…Based on relevant literature review, there are differences as to which elements characterize a STEM educational intervention, and how should be applied. According to the most recent approaches, Boon Ng, S. (2019) and Psycharis, et al, (2020) the main pillars of the STEM approach are: interconnection to the Big Ideas (made up of Cross-cutting concepts) or Core Ideas, Transdisciplinary Approach and Linking school knowledge to everyday life problems. report that the STEM approach aims to help students develop evidential thinking in mathematics, design thinking in engineering, research in science and computational thinking in technology, all of which, although distinct and inter-dependent, are systemically connected through problem solving and experiential processes.…”

Section: Literature Reviewmentioning

confidence: 99%

Gender differentiation in STEM career choice and the role of education.

et al. 2022

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This work is the product of research conducted by the project team of the Regional Directorate for Primary and Secondary Education of Attica formed under the Erasmus+Project “RoboGirls: Empowering girls in STEAM through robotics and coding». The research has focused on identifying and investigating the factors that influence and interpret the differentiation in men and women’s participation in education and in their professional careers in the fields of STEM, but also on the selection of the best educational practices that enhance the participation of women in the STEM fields. The research has combined literature review with data analysis resulting from questionnaires and interviews of a selected focus group. The results of the research have contributed to understanding the factors that conduce to the creation of these differences, as well as the role that education can play in Greece and in the EU in bridging the gender gap in the STEM fields.

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A Conceptual Framework for Computational Pedagogy in STEAM education: Determinants and perspectives

Cited by 25 publications

References 58 publications

The teaching of Natural Sciences in kindergarten based on the principles of STEM and STEAM approach

The teaching of Natural Sciences in kindergarten based on the principles of STEM and STEAM approach

Review on the teaching of programming and computational thinking in the world

Gender differentiation in STEM career choice and the role of education.

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