Perceptions About STEM and the Arts: Teachers’, Parents’ Professionals’ and Artists’ Understandings About the Role of Arts in STEM Education

Ampartzaki, Maria; Kalogiannakis, Michail; Papadakis, Stamatios; Giannakou, Vasiliki

doi:10.1007/978-981-19-0568-1_25

Cited by 16 publications

(18 citation statements)

References 65 publications

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“…The current study adds to the efforts of eliminating the different opportunities that students face in becoming dynamically involved in STEM fields based on their gender alone (Ampartzaki et al, 2022;Master et al, 2016;Sax et al, 2017). Furthermore, it supports the establishment of CT as a worldwide applicable competency set within the contemporary digital era, and contributes to the scientific and instructional area of elaborating on gender equity plans for the efficient introduction of CT into compulsory education.…”

Section: Discussionsupporting

confidence: 52%

Assessing Algorithmic Thinking Skills in Relation to Gender in Early Childhood

Kanaki¹,

Kalogiannakis²

2022

EDUPIJ

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Background/purpose -In terms of computational thinking core facets, algorithmic thinking is a key competency applicable not only in Computer Science but also in aspects of daily life. Considering the global phenomenon of gender stereotypes with regards to the academic and professional orientation in STEM fields, we focused on investigating the level of students' algorithmic thinking skills by gender in early childhood. This article provides evidence of research implemented under the umbrella of quantitative methodology, employing an innovative assessment tool constructed to meet the requirements of the study. The findings obtained could facilitate researchers and policymakers to support equity in learning opportunities, starting from the first stage of compulsory education. Materials/methods -The study aligns to the principles of quantitative research methodology. Its backbone is a digital platform of multidisciplinary, play-based, and constructivist character, which we implemented from scratch in order to satisfy the requirements of our research. Results -The findings of the study revealed that algorithmic thinking skills are not related to students' gender in early childhood. Conclusion -The findings of the study bring out that, at very young ages, the effect of gender stereotypes is not observable as far as students' algorithmic thinking skills are concerned. The implications of the study highlight the need to focus on the schooling stages that follow early childhood in order to tackle the gender gap in STEM fields. Keywords -computational thinking, algorithmic thinking, gender, early childhood, game-based learning To link to this article-

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Section: Discussionsupporting

confidence: 52%

Assessing Algorithmic Thinking Skills in Relation to Gender in Early Childhood

Kanaki¹,

Kalogiannakis²

2022

EDUPIJ

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“…The main objective of the needs analysis was to identify the opinions of the teachers, parents, and STEAM professionals on STEAM implementation ("good practices, difficulties, and strengths, effects"), with a particular reference to the "motivation and participation of girls and disadvantaged students in science education and careers." ( [30], p. 16, [31]). Also, the researchers intended to identify teachers' "training needs" and "criteria of good practices from the teacher's perspective."…”

Section: Research Goalsmentioning

confidence: 99%

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Voicu¹,

Ampartzaki²,

Dogan³

et al. 2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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This chapter presents a survey focusing on pre-primary and primary STEAM education in six countries. The survey sought to identify: a] the perceptions of teachers, parents, and professionals from STEM and the Arts (hereafter STEAM professionals) about the STEAM approach; b] teachers’ training needs; c] teachers’, parents’, STEAM professionals’ perceptions of the value of the STEAM’s role in increasing the participation of young girls and disadvantaged students in STEM. Data was collected through focus-group interviews and were qualitatively analyzed. Results showed that teachers, STEAM professionals, and most of the parents had positive perceptions of the STEAM approach; they believed that it increases children’s motivation and engagement in learning, regardless of the child’s gender; it increases creativity, self-confidence and offers good learning opportunities for both boys and girls, taking into consideration their emotional and social abilities. The main difficulties identified were related to curriculum limitations, school infrastructure, and lack of resources, experience, and training in the STEAM approach. Teachers highlighted the need of training on the STEAM philosophy, essential concepts, and specific methods; access to STEAM-specific digital resources/software; practical training/seminars or blended learning training. Student teachers emphasized the need for more STEAM lessons in their initial training.

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“…The goal of using augmented reality in education is to offer knowledge in a way that is more closely and directly related to what is happening around us (Ampartzaki et al, 2022;Bower et al, 2014). This research aimed to investigate the learning outcomes of the augmented reality application designed to teach the parts of plants and their functions included in the 7th unit of Environmental Studies in the 1st grade and to contribute to the more practical application of augmented reality applications in teaching practice (Karakose et al, 2023;Karakose et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Using an augmented reality application for teaching plant parts: A case study in 1ˢᵗ-grade primary school students

Antoniadi

2023

Adv. Mobile Learn. Educ. Res.

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The rapid development of augmented reality (AR) applications has led to wide adoption in education, acting as a supporting tool to increase the transmitted information. However, children need to improve their knowledge of plants, their categories, their conceptual framework as well as the human relationship with them. This research studies the learning outcomes of a plant-themed augmented reality mobile application and its key features designed for 1st graders of primary school. The results of the research showed that there was no statistically significant improvement between the experimental group and the control group.

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Perceptions About STEM and the Arts: Teachers’, Parents’ Professionals’ and Artists’ Understandings About the Role of Arts in STEM Education

Cited by 16 publications

References 65 publications

Assessing Algorithmic Thinking Skills in Relation to Gender in Early Childhood

Assessing Algorithmic Thinking Skills in Relation to Gender in Early Childhood

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Using an augmented reality application for teaching plant parts: A case study in 1ˢᵗ-grade primary school students

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