Research Interests:
STEM education should begin in kindergarten, as preschool children's engagement with science and other fields, such as technology, raises their awareness and interest in science (Mantzicopoulos et al., 2009). In addition, it provides... more
STEM education should begin in kindergarten, as preschool children's engagement with science and other fields, such as technology, raises their awareness and interest in science (Mantzicopoulos et al., 2009). In addition, it provides kindergarten children with the necessary opportunities to cultivate their talents (Chesloff, 2013) and contributes to their later development (Kermani& Aldemir, 2015). Preschool children are capable and ready to learn with a STEM approach, as they can ask investigative questions, justify their opinions, and formulate interpretations about how the world around them works (NSF, 2012). Given the importance of the universal introduction of STEM in preschool education, this work aims to design a teaching intervention in kindergarten using STEM on the topic of magnetism. First, reference is made to the use of STEM in kindergarten and the usual learning theories on which it is based. Then, the basic methods of its application are briefly presented. Furthermore, the theoretical framework regarding children's misconceptions about magnetism is presented. Subsequently, the research questions are formulated on which the design of the educational intervention will be based, as well as the research hypotheses arising from the bibliographic review. Then, the goals of the teaching intervention are developed in harmony with the goals of the Greek curriculum for kindergarten, and the choice of methods, means, actions, and applications is justified. Finally, interdisciplinary activities using STEM and the involvement of new technologies are proposed.
Research Interests:
The present study aims to capture the perceptions of primary education teachers about the possibilities of applying STEM education. It refers to teachers’ attitudes towards science, technology, engineering & technology (STEM), which arise... more
The present study aims to capture the perceptions of primary education teachers about the possibilities of applying STEM education. It refers to teachers’ attitudes towards science, technology, engineering & technology (STEM), which arise before and after the implementation of STEM education as well as the contribution of STEM to students and teachers. The difficulties faced by teachers in the application of STEM in the daily life of their classroom are also recorded, as well as the reasons that lead to the creation of this difficult situation. In addition, ways to deal with the obstacles to the application of STEM in educational practice are proposed.
Research Interests:
Research Interests:
The literature on the characteristics of STEM research in primary education (kindergarten and primary school) is limited in Greece. Also, studies on teaching the concept of the magnet with STEM activities in preschool education have been... more
The literature on the characteristics of STEM research in primary education (kindergarten and primary school) is limited in Greece. Also, studies on teaching the concept of the magnet with STEM activities in preschool education have been found to be quite insufficient (Büyüktaşkapu et al., 2012). This study presents the theoretical framework related to the clarification of the ICT and STEM concepts, as well as the effectiveness of their integration in Primary Education both in Greece and abroad, in the teaching of Natural Sciences and specifically in what concerns the concept of magnetism. In order to investigate the effectiveness of ICT and STEM, the existing perceptions of K12 children on which the planning and implementation of the teaching interventions were based are listed. Article visualizations:
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The objective of this research is to explore the expectations of adult learners who participate in Lifelong Learning programs provided by Centers for Education and Lifelong Learning (KEDIVIM) in Greece. The research was implemented using... more
The objective of this research is to explore the expectations of adult learners who participate in Lifelong Learning programs provided by Centers for Education and Lifelong Learning (KEDIVIM) in Greece. The research was implemented using a qualitative approach, with the participation of 20 adult learners who attended or had completed educational programs during the research period; the research data were collected through interviews. The research explored the expectations of the learners regarding the outcomes of the program, the learning process, and the educator. The findings of the research revealed that expectations in relation to program outcomes prevailed over the other two expectation groups. Adult learners mainly expect to meet professional needs, followed by meeting personal needs, as well as financial and social expectations. Expectations in relation to the learning process were limited, while those regarding the educator were even more limited.