Exploring kindergarten teachers’ views on STEAM education and educational robotics: Dilemmas, possibilities, limitations

Foti, Paraskevi

doi:10.25082/amler.2021.02.004

Cited by 11 publications

(9 citation statements)

References 26 publications

(22 reference statements)

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“…This can determine the teaching process where a typical/traditional teaching model cannot always lead students away from their misconceptions and learning. When teachers notice that the children already have some ideas about the subject, they place them at the forefront of their teaching and highlight them (Foti, 2021). Although these perceptions differ from the scientifically accepted way, they have an internal coherence and organization (Christidou & Hatzinikita, 2006;Christidou et al, 2009).…”

Section: Children's Perceptions In Natural Sciencesmentioning

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: Children's Perceptions In Natural Sciencesmentioning

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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“…S.T.E.M. education is rarely applied in primary schools, mainly by individual initiatives of teachers who wish to offer an innovative experience to their students (Chaldi & Mantzanidou, 2021;Foti, 2021;. Until the school year of 2021, the curricula of Primary and Secondary education did not yet include specific modules or activities of S.T.E.M.…”

Section: Stem Education In Greecementioning

confidence: 99%

Teachers' attitudes towards S.T.E.M. in secondary education

Kalliontzi

2022

Adv Mobile Learn Educ Res

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The primary purpose of this study was to examine the level of secondary education teachers' attitudes towards implementing S.T.E.M. in the classroom. Moreover, previous relative research studies' findings were reviewed to assist in the analysis of the current study. The main instrument of the study was a questionnaire containing 18 items using a 5-point Likert scale administered to 121 K-12 school teachers. Descriptive, independent t-tests and ANOVA analyses were applied to analyze the research findings. The results showed a highly positive attitude towards S.T.E.M. education. Nevertheless, teachers seem concerned about implementing the framework in the classroom and appear willing to participate in relative seminars. Overall, this study's findings comply with the findings of the international literature and are expected to raise awareness among the relevant departments of the Hellenic Ministry of Education and Religious Affairs.

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“…In this era, knowledge is the primary basis for fulfilling various aspects of life. To prepare human resources to be highly competitive in the era of globalization, current education should refer to the pattern of 21st-century education (Foti, 2021).…”

Section: Introductionmentioning

confidence: 99%

The effect of the whole language approach on learning motivation and productive communication skills of students

Sukmayasa

Sudiana

2023

Adv. Mobile Learn. Educ. Res.

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This study aimed to examine the effect of the whole language approach on learning motivation and productive communication skills of third-grade students of SD Lab Undiksha for the academic year 2022/2023, both individually and together. This research is quasi-experimental. The research design used was the posttest-only control-group design. The population, which is also the sample in this study, are all third-grade students of SD Lab Undiksha, totalling 48 students. The independent variable in this study is the whole language approach. At the same time, the dependent variable in this study is students' learning motivation and productive communication skills. Data collection methods used are questionnaires and tests. The data on students' learning motivation and productive communication skills that have been collected are tabulated with the mean and standard deviation. The statistical analysis used to test the hypothesis is MANOVA. Based on the research that has been done, it was found that: 1) there was a significant effect of the whole language approach on the learning motivation of Class III students of SD Lab Undiksha in the academic year 2022/2023 with an F count of 75,037 and a significance of 0,000; 2) there is a significant effect of the whole language approach on the productive communication skills of Class III students of SD Lab Undiksha for the academic year 2022/2023 with an F count of 84,668 and a significance of 0,000, and 3) there is a significant effect of the whole language approach on learning motivation and productive communication skills of third-grade students of SD Lab Undiksha in the academic year 2022/2023 simultaneously with an F count of 73.211 and a significance of 0.000.

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Exploring kindergarten teachers’ views on STEAM education and educational robotics: Dilemmas, possibilities, limitations

Cited by 11 publications

References 26 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

Teachers' attitudes towards S.T.E.M. in secondary education

The effect of the whole language approach on learning motivation and productive communication skills of students

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