Implementation of STEM Tinkering Approaches in Primary School Education in Greece

Patrinopoulos, Matthaios; Iatrou, Paraskevi

doi:10.17265/1539-8072/2019.12.004

Cited by 7 publications

(8 citation statements)

References 5 publications

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“…Besides curriculum limitations and poor expertise for STEAM implementation, other difficulties reported in all six countries are the lack of infrastructure and proper educational materials. STEAM education requires schools to have a series of bespoke platforms, tools, pedagogical material, and a sizeable budget [47]. Primary school and preschool teachers in Türkiye and Romania suggested overcoming these difficulties, with parents' help, and this brings up the question for the potential of school-family partnerships as a formal support strategy for STEAM implementation at all education levels in all countries.…”

Section: Discussionmentioning

confidence: 99%

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Voicu¹,

Ampartzaki²,

Dogan³

et al. 2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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This chapter presents a survey focusing on pre-primary and primary STEAM education in six countries. The survey sought to identify: a] the perceptions of teachers, parents, and professionals from STEM and the Arts (hereafter STEAM professionals) about the STEAM approach; b] teachers’ training needs; c] teachers’, parents’, STEAM professionals’ perceptions of the value of the STEAM’s role in increasing the participation of young girls and disadvantaged students in STEM. Data was collected through focus-group interviews and were qualitatively analyzed. Results showed that teachers, STEAM professionals, and most of the parents had positive perceptions of the STEAM approach; they believed that it increases children’s motivation and engagement in learning, regardless of the child’s gender; it increases creativity, self-confidence and offers good learning opportunities for both boys and girls, taking into consideration their emotional and social abilities. The main difficulties identified were related to curriculum limitations, school infrastructure, and lack of resources, experience, and training in the STEAM approach. Teachers highlighted the need of training on the STEAM philosophy, essential concepts, and specific methods; access to STEAM-specific digital resources/software; practical training/seminars or blended learning training. Student teachers emphasized the need for more STEAM lessons in their initial training.

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Section: Discussionmentioning

confidence: 99%

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Voicu¹,

Ampartzaki²,

Dogan³

et al. 2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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“…Regarding the Greek educational system, the research findings showed that there is no utilization of new and innovative educational methods such as CT and STEM, while it lags behind in the use of new technologies (information and communication technologies). This may be because the education system is structured based on a centralized design followed by all schools, leaving little autonomy in the school units [ 48 ]. However, recent research in Greece shows that there is some positive dynamics at least in the integration of STEM in education [ 50 , 51 , 52 ].…”

Section: Discussionmentioning

confidence: 99%

“…Specifically, in Greece, the education system is structured based on a centralized design followed by all schools, leaving little autonomy in the school units. The curricula are common to all schools and are taught by specific textbooks [ 48 ]. In the last quarter of 2017, the Educational Policy Institute (IEP) as national coordinator for Greece of the European Project H2020: “Open Schools for Open Societies (OSOS)”, advanced a call for school units to participate in the pilot phase of the OSOS project which has been implemented since the 2017–2018 school year.…”

Section: Introductionmentioning

confidence: 99%

Computational Thinking and STEM in Agriculture Vocational Training: A Case Study in a Greek Vocational Education Institution

Chondrogiannis

Symeonaki

Papachristos

et al. 2021

EJIHPE

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Due to the dynamic nature of the agricultural industry, educators and their institutions face difficult challenges as they try to keep pace with future demands for knowledge and skilled workers. On the other hand, computational thinking (CT) has drawn increasing attention in the field of science, technology, engineering, and mathematics (STEM) education at present and, as advanced technologies and tools emerge, it is imperative for such innovations to be sustained with knowledge and skill among STEM educators and practitioners. The present case study aims to explore the relation between CT, STEM and agricultural education training (AET) in a Greek vocational training institute (IEK), the Agriculture IEK of Metamorfosis city (IEKMC), which is active in agriculture education. The research methodology is utilized according the positivist philosophical approach through data acquisition employing a questionnaire and the quantitative (statistical) analysis of data collected. The sample consists of IEKMC educators and students selected based on simple random sampling. Based on the participants belief that CT and STEM philosophy add value in the learning process, it focuses on the application of knowledge in the real world (students) and problem solving using new technologies (educators). Educators consider “experiments” as the most significant educational tool for problem solving in teaching practice. Students rate Greek Agriculture Education and Training (GAET) higher than educators. However, the participants evaluate GAET very low due to the lack of new innovative teaching methods being introduced. Finally, there is great interest in the implementation of CT and STEM in the European Union (EU) by students and educators.

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“…In the Current situation in Greece in STEM / STEAM -School curricula axis, it is reflected that STEM education has not been formally introduced in the curricula, while the efforts recorded so far are made mainly through pilot programs. Several studies have highlighted the effectiveness of the STEM approach in improving the educational process (Smyrnaiou, Petropoulou, Sotiriou, 2015;IEP, 2017;Kotsifakos, Kostis, Douligeris, 2017;Psyharis, 2018;Patrinopoulos, Iatrou, 2019;Psycharis, Kotzampasaki).…”

Section: Research Methods and Findingsmentioning

confidence: 99%

“…are some of what was studied (Patrinopoulos, 2017;Patrinopoulos, Kefalis, 2017;IEP, 2017;EELLAK, 2021). However, despite the increasing dynamics in the introduction of STEM in the educational process, it is found that the implementation of activities is fragmented and isolated, without systematic and long-term implementation in schools (Patrinopoulos, Iatrou, 2019).…”

Section: Research Methods and Findingsmentioning

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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Implementation of STEM Tinkering Approaches in Primary School Education in Greece

Cited by 7 publications

References 5 publications

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Computational Thinking and STEM in Agriculture Vocational Training: A Case Study in a Greek Vocational Education Institution

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

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