Understanding Ancient Greek Civilizations: A STEAM Teaching Perspective

Abstract

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.

An Application Study of the UTAUT Methodology for the Flipped Classroom Model Adoption by Applied Sciences and Technology Teachers

“…To this end, several years later, Shulman's proposition is revised by adding the technology component. TPACK is a model which shows that any new knowledge offered in school education, leads to better learning outcomes if is produced with the help of technological supervisory teaching means [37]. In TPACK model, there is a strong relationship among the content, the pedagogical framework and the use of technology.…”

“…Therefore, according to Figure 1, in TPACK model we see three joining dimensions, the Technological Knowledge (TK), the Pedagogical Knowledge (PK) and the Content Knowledge (CK). According to [37], technology may improve learning outcomes, give more chances to students to participate longer and motivate teachers to enhance their knowledge and to fight against school dropout phenomenon. In essence, the underlying idea of TPACK is not to just incorporate technology at the center of teaching and learning, but more to improve the process.…”