STEM Digitalis: Development of digital learning objects for pre-service teachers’ STEM education


Published: Sep 17, 2024
Keywords:
STEM Education Digital Learning Environments Teacher Education
Nikolaos Kapelonis
Eleni Botzaki
Chara Bitsaki
Ioannis Metaxas
Alkinoos-Ioannis Zourmpakis
Constantinos Chalkiadakis
Athanasia Kokolaki
Emily Michailidi
Dimitris Stavrou
Abstract

The present study describes the project “STEM DIGITALIS” which constitutes a collaboration of five academic institutions under the European Erasmus+ program for the exchange of good practices in higher education. The main purpose of the project is the development of blended and distance learning environments for prospective primary and secondary science teachers education in contemporary STEM topics such as climate change, renewable energy sources, etc. Specifically, the criteria for selecting digital tools for digitization of STEM activities were explored as well as the potential affordances and limitations of the digitized STEM activities that were developed.

Article Details
  • Section
  • POSTER PRESENTATIONS
Downloads
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
Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236. https://doi.org/10.1016/j.compedu.2014.06.006
Baincakova, M. & Bernard, P. (2020). Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions. Journal of Chemical Education, 97, 3295-3300. https://doi.org/10.1021/acs.jchemed.0c00748
Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197-212. https://doi.org/10.1016/j.compedu.2018.02.009
De Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305-308. https://10.1126/science.1230579
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International journal of educational technology in Higher education, 15(1), 1-16. https://doi.org/10.1186/s41239-017-0087-5
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123. https://doi.org/10.1016/j.compedu.2018.05.002
Nayar, B., & Koul, S. (2020). Blended learning in higher education: a transition to experiential classrooms. International Journal of Educational Management. https://doi.org/10.1108/IJEM-08-2019-0295
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. Electronic Journal of E-learning, 16(1), pp 46-55.
Sokoloff, D. R., Laws, P. W., & Thornton, R. K. (2007). RealTime Physics: active learning labs transforming the introductory laboratory. European Journal of Physics, 28(3), S83. https://doi.org/10.1088/0143-0807/28/3/S08
Zacharia, Z., Manoli, C., Xenofontos, N., de Jong, T., Pedaste, M., van Riesen, S., … Tsourlidaki, E. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review. Educational Technology Research and Development, 63 (2), 257-302. https://doi.org/10.1007/s11423-015-9370-0