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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Implementation of STEM Tinkering Approaches in Primary School Education in Greece
Matthaios Patrinopoulos, Paraskevi Iatrou
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DOI:10.17265/1539-8072/2019.12.004
2nd Regional Centre for Educational Planning of Attica, Greece; Hellenic Education Society of STEM (Ε3STEM), Greece
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).
STEM, primary education, educational application, Greece
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