The aim of this research is to suggest a didactic approach as to how students comprehend the growth and the activities of the two most well-known Ancient Greek civilizations (i.e. the Mycenaean and the Cycladic). The teaching approach is based on STEM perspective, the use of several digital technologies, as well as several learning theories. Digital technologies help students delve into the process of scientific discovery. The degree of new technology and STEM – based didactic approach appealing to students is evaluated through questionnaires. In particular, in our survey, 115 students participated and the questionnaires distributed to four schools of Volos and Veria Greece region. The Research was carried out with the consensus of their parents. According to our results, students expressed great interest in STEM activities that they were exposed to. Moreover, they expressed high interest in the integration of a classic history lesson with new technologies and they developed the ability to create simulations of ancient civilization activities. Furthermore, our work is focusing on issues regarding the process and efficiency, through the use, of an interactive time – line robotic car, which will be used to categorize historical events into periods on a timeline.

Abstract-The research presented herein investigates and records students' perceptions relating to sound phenomena and their improvement during a specialised laboratory practice utilizing ICT and a simple experimental apparatus, especially designed for teaching. This school-lab apparatus and its operation are also described herein. A number of 71 first and second grade Vocational-school students, aged 16 to 20, participated in the research. These were divided into groups of 4-5 students, each of which worked for 6 hours in order to complete all activities assigned. Data collection was carried out through personal interviews as well as questionnaires which were distributed before and after the instructive intervention. The results shows that students' active involvement with the simple teaching apparatus, through which the effects of sound waves are visible, helps them comprehend sound phenomena. It also altered considerably their initial misconceptions about sound propagation. The results are presented diagrammatically herein, while some important observations are made, relating to the teaching and learning of scientific concepts concerning sound.

This article reviews 24 years of research focused on science education for students with learning and other disabilities. Our results are based on 53 articles from 2 relevant databases. We hereby present and discuss the results of the most popular topics investigated, which include: constructivism, exploratory learning, hands-on activities, cross-curricular projects, multiple means of representation, cognitive and social skills, group and peer learning, coursebooks, reading strategies, readability and students' assessment. Our results suggest that topics like teacher education, teacher/researcher co-operation, education policy, school administration and curriculum structure are scatteredly investigated. These experimental approaches and interventions may provide insight into teacher training in higher education and can explain controversial concepts regarding the question of "full inclusion, selective inclusion or excellency".

Special education is a challenging area of education, as traditional instruction strategies need to be appropriately adjusted to match the individuals' needs resulting from various types of learning and other disabilities (LD). Among a range of subjects, the paper focuses on science education for LD students and it elaborates on two groups of adaptations frequently discussed in the literature, which involve materials alternative to textbook. We have carried out a literature review by using a pool of review articles from the "Bibliography Observatory" database developed by the University of Thessaly, Greece. We herein present the sum of the research activity primarily from the past decades (post 1980s), pertaining to technology assisted adaptations and hands-on activities/laboratory instruction. This analysis has shown that there is an increasing research interest in such adaptations both chronologically and most importantly provides evidence of the advantages these adaptations offer to LD students.

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