In this paper, we focus on smartphones as experimental tools; specifically we use the gyroscope sensor of a smartphone to study the turning motion of a rigid body. Taking into consideration recent work concerning that topic, we try to use the gyroscope sensor in studying the complex motion of a rolling cylinder on a slope.

In this paper, they are presented the experiences that emerged from the implementation of STEM approaches in primary education in Greece, given the context in which schools operate. The aim is to stimulate discussion on the possibilities and feasibility of introducing STEM activities in Greek schools. Two public schools in Attica were selected as pilot schools to test the proposal in which eight different actions were implemented in different grades.Indicatively, one of the actions implemented for nine classroom hours in elementary school (K5) is presented. From the literature review and the implementation of these actions, it has been demonstrated that while existing curricula have not incorporated the STEM education methodology into their goals, there are links that allow teachers to apply it. In addition, it appears that the scenarios will have to be carefully designed, be clearly depicted and receptive to accepting solutions proposed. In parallel, the positive effect of these actions has multiple levels of impact on students (cognitive domain, affective domain, and psychomotor domain).

This chapter examines, through a literature review, the use of mobile resources and more specifically smartphones, as challenges for teachers to support physics education, with an emphasis on their use as support for the experimental process. The use of smartphones, through the perspective highlighted by relevant research, is related to the context of connecting the scientific and technological capabilities they provide and the educational practices proposed. The study examines the use of smartphones as a means of support of the educational experimental process, the technological capabilities of the devices and their sensors, and the most widespread applications of data capture, processing, and presentation. In addition, the proposed educational approaches for their utilization in physics are recorded, the perspectives, but also the concerns that are developed for the use of smartphones in education. The review provides a complete picture of the path followed, the current situation, and the potential future uses of smartphones in the educational practice of Physics, a synopsis of modern applications as well as the technologies related to smartphones in teaching and learning according to Physics Education Research (PER).

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.