Digital STEM Labs: STEM activities in digital learning environments

PDF (ελληνικά)
Published: Sep 17, 2024
DOI: https://doi.org/10.12681/codiste.6957
Keywords:
STEM Education Digital Learning Environments Teacher Education
Eleni Botzaki
Department of Primary Education, University of Crete
Emily Michailidi
Department of Primary Education, University of Crete
Nikolaos Kapelonis
Department of Primary Education, University of Crete
Maria Kendristaki
Department of Primary Education, University of Crete
Athanasia Kokolaki
Department of Primary Education, University of Crete
Dimitris Stavrou
Department of Primary Education, University of Crete
Abstract

The ERASMUS+ project DIGITAL STEM LABS is a partnership of three Universities (Turkey, Greece, Spain) and three secondary schools (Turkey, Greece, Lithuania), which aims to develop digital STEM learning environments and teacher training in utilizing them. This paper presents the results of the review on the good STEM practices applied in Greece and the digital STEM modules designed through the collaboration of the university institutions and the teachers, who participate in the program. In addition, aspects of the methodological guide and the main principles of digitalization and organization of the teaching material in an open platform are presented.

Article Details
  • Section
  • POSTER PRESENTATIONS
Downloads
Download data is not yet available.
References
Altawalbeh, K., & Al-Ajlouni, A. (2022). The Impact of Distance Learning on Science Education during the Pandemic. International Journal of Technology in Education, 5(1), 43-66.https://doi.org/10.46328/ijte.195
Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2019). The effect of authentic project‐based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 56(1), 3-23. https://doi.org/10.1002/tea.21465
Dong, Y., Wang, J., Yang, Y., & Kurup, P. M. (2020). Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education, 7, 1-12. https://doi.org/10.1186/s40594-020-00245-0
Ejiwale, J. A. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning, 7(2), 63-74. https://doi.org/10.11591/edulearn.v7i2.220
English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM education, 3(1), 1-8. https://doi.org/10.1186/s40594-016-0036-1
Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press. ISBN 978-0-309-29796-7
Kähkönen, AL., Laherto, A., Lindell, A., Tala, S. (2016). Interdisciplinary Nature of Nanoscience: Implications for Education. In: Winkelmann, K., Bhushan, B. (eds) Global Perspectives of Nanoscience and Engineering Education. Science Policy Reports. Springer, Cham. https://doi.org/10.1007/978-3-319-31833-2_2
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM education, 3(1), 1-11. https://doi.org/10.1186/s40594-016-0046-z
Maeng, J.L., Mulvey, B.K., Smetana, L.K. et al. Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction. J Sci Educ Technol 22, 838–857 (2013). https://doi.org/10.1007/s10956-013-9434-z
Margulieux, L. E., McCracken, W. M., & Catrambone, R. (2016). A taxonomy to define courses that mix face-to-face and online learning. Educational Research Review, 19, 104-118. https://doi.org/10.1016/j.edurev.2016.07.001
Martín‐Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799-822. https://doi.org/10.1002/sce.21522
Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of pre-college engineering education research (J-PEER), 4(1), 2. https://doi.org/10.7771/2157-9288.1069
Skinner, N. C., & Preece, P. F. (2003). The use of information and communications technology to support the teaching of science in primary schools. International Journal of Science Education, 25(2), 205-219. https://doi.org/10.1080/09500690210126757
Toma, R. B., & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395. https://doi.org/10.29333/ejmste/83676