Portal STEM Education

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At the moment there is a focus on the use of the Ministry’s equipment. To this end, cables are being created with which sensors can work with as many boards as possible, the STEM Extension with which we can program S1 & S2 with Mind+, Lego type building materials, Supporting materials with related lessons and books and suggestions. Seminars have been started to make use of the equipment available in schools.

The preparation of the Panhellenic Competition is in progress, for which the registration form for teams, information, the webinars for teachers’ preparation, etc. can be found here.

Skills workshops
STEM
Afternoon activities (STEM Groups)
Programming
Natural sciences
Design & Technology
Use of existing
equipment
1821
Ministry equipment
Additional educational material
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Books
Best Practices
Tips, Additives

We can design our own knowledge and skills path.

Starting from what I am and where I want to go, we end up going through similar educational material, which is available in the [Repository] and in the [Repository structure] that is organised to facilitate this journey.

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What is STEM

An attempt to clarify the term and the approach
through relevant examples of scalar complexity.

It refers to approaches to education that integrate all four domains interdependently: Science, Technology, Engineering and Mathematics, encouraging interdisciplinary learning, critical thinking and problem solving.

What is STEM

STEM (Science, Technology, Engineering, Mathematics) refers to an interdisciplinary approach to education that integrates science, technology, engineering and mathematics. The aim of this approach is to provide authentic learning experiences that link theory to practice (stemedresearch.siu.edu)

From a pedagogical point of view, it promotes learning through the discovery and solution of real problems. This is achieved through the use of engineering design, where students are asked to define problems, develop and test solutions, thus enhancing their understanding and application of their knowledge to real-life scenarios (doe.virginia.gov).

The integration of mathematics and other sciences is seen as critical to the quality of STEM curricula. However, studies have shown that effective integration of these elements can be challenging, indicating the need for ongoing professional development for teachers and careful curriculum design (docs.lib.purdue.edu).

According to the guidelines of international organisations such as theNext GenerationScience Standards(NGSS, 2013) and UNESCO (2021), STEM education aims to develop critical thinking, creativity and problem-solving skills through experiential and inquiry-based learning.

STEM education is based on the principle of constructivist learning, where students build knowledge through active engagement in experimental activities. The interdisciplinary approach allows students to develop skills related to computational thinking, mathematical modelling and designing technological solutions. Research shows that participation in STEM activities increases students’ engagement with science and technology, preparing them for the demands of modern society(Bybee, 2013).

After completing the activity, students will have an understanding of basic meteorological parameters, such as temperature, humidity, wind and precipitation, and will be able to analyse sensor data, applying physics and mathematics principles. They will construct and calibrate a weather station, programming data collection and analysis with visualized interfaces.

At the same time, they will develop scientific thinking skills, collaboration and environmental sensitivity, by linking their measurements to real data and investigating the impact of meteorological phenomena on the environment.

General examples of STEM activities

Example 1: Investigating engineering structures

An introductory STEM activity might involve designing and building bridges using simple materials such as cardboard and sticks. Students work together to create models that can withstand different loads, applying engineering and physics principles. This activity promotes collaboration, computational thinking and the ability to analyse data.

Example 2: Programming and automation

Students use programming platforms, such as Scratch or Mind+, to create microcontroller-based automation (e.g. Arduino, micro:bit). Through exploratory learning, students develop algorithmic thinking skills and understand the importance of sensors and data in automation.

Learning outcomes

Based on the Curriculum, STEM activities should incorporate objectives that include:

  • Understanding basic scientific principles through experimentation and simulations.

  • The development of modelling and problem-solving skills.

  • Familiarity with programming and the use of technological tools.

  • Promoting teamwork and communication through collaborative activities.

More examples of STEM activities

Example 3: The construction of a simple solar oven from recyclable materials

Students will learn about physics (heat and energy), engineering (design and construction), mathematics (calculations of dimensions and angles) and technology (use of tools and materials). An activity that encourages combinatorial thinking, collaboration, experimentation, applying theoretical knowledge to practice, and searching for critical resources.

Example 4: Digital Temperature Meter

Another interdisciplinary example involving micro:bit automation is the construction of a “smart thermostat”. This activity combines elements from science, technology, engineering and mathematics, and can be linked to the education curriculum.

Students will use a microprocessor and two more IoT (temperature sensor and LEDs) to create a temperature gauge that will detect the temperature of a room and light different coloured LEDs (depending on the temperatures observed).

The “engagement” of the sciences:

  • Science: discuss the basic concepts of temperature, the Celsius and Fahrenheit scales, and how different factors affect the temperature in an environment.
  • Technology: we explore the operation of the microprocessor and the features it offers, such as temperature sensors and LEDs. Students will utilize programmable structures (conditions) and instructions and functions to read, display temperatures, and light LEDs under conditions.
  • Engineering: students design the automation layout and argue how to place it in a specific environment and with which construction, keeping in mind both the aesthetics and ergonomics of their construction.
  • Mathematics: we use mathematical equations to calculate the average temperature and see how the data varies over time. We create graphs to illustrate changes in temperature by period based on our measurements.

Link to the Curriculum:

This activity can be integrated into courses in Science (energy flows, thermodynamics), Technology (programming and robotics), and Mathematics (statistics and data analysis). At the same time, it encourages critical thinking, collaboration and an interdisciplinary approach. Students acquire practical knowledge and skills in an enjoyable and creative way, which will be useful in the future.

Example of an integrated activity:

Example 5: Designing our own Weather Station – From measurement to data analysis

Introduction:

Weather conditions affect our daily lives, from planning activities to agriculture and transport. In this activity, students will take on the role of scientists, building and programming a weather station using a microprocessor and sensors. Through data collection and analysis, they will learn how technology, physics and mathematics work together to understand the weather.

Objective:
  • Scientific knowledge: introduce students to the concepts of meteorology, data collection, data analysis and presentation of results.
  • Technology: using the microprocessor as a tool for measuring meteorological parameters and programming logic.
  • Engineering: Design and construction of a meteorology station.
  • Mathematics: Analysis of measurements and creation of graphs.
Expected Learning Outcomes:

After completing the activity, students will be able to:

Cognitive Domain (Cognitive)

  1. Understanding of meteorological parameters: students will be able to describe the physical concepts related to meteorology, such as temperature, humidity, wind speed and precipitation(Ahrens & Henson, 2021).
  2. Weather data analysis: they will be able to interpret data collected from sensors and discern trends and changes in weather conditions(Wilks, 2019).
  3. Application of principles of physics and mathematics: Students will apply basic principles of thermodynamics and statistical data analysis to understand measurements(Stull, 2017).
  4. Correlation with actual weather data: They will compare their measurements with data from official weather stations, developing critical analysis skills(NOAA, 2020).

Psychomotor Sector (Psychomotor)

  1. Construction and calibration of a weather station: Students will assemble a working weather station using sensors for temperature, humidity, light, wind, and precipitation(Arduino Science Journal, 2022).
  2. Programming for data collection and analysis: they will use visualized programming environments (e.g. Mind+, MakeCode) to automate data collection(Grover & Pea, 2018).
  3. Creating and interpreting graphs: they will use data processing software (e.g., Excel, Google Sheets) to create graphs and statistically analyze their data(Tufte, 2001).

Affective Sector (Affective)

  1. Developing scientific thinking: Students will cultivate research and experimentation skills by evaluating the reliability of their measurements(Duschl & Grandy, 2013).
  2. Cultivating environmental awareness: they will understand the impact of meteorological phenomena on the environment and investigate the effects of climate change(IPCC, 2021).
  3. Strengthening cooperation and communication: They will work in teams, share responsibilities and present their results, developing communication and scientific presentation skills(Johnson & Johnson, 2014).
Materials:
  • Microprocessor
  • Temperature sensor
  • Humidity sensor
  • Light sensor
  • wind intensity sensor
  • Rainfall sensor
  • Batteries
  • Cables
  • Digital display (optional)
  • Lego-type construction materials
  • Computer with visual programming software
Activity steps:

Introduction:

  • Discussion on the importance of meteorology in everyday life.
  • Presentation of the meteorological parameters to be measured.
  • Introduction to the basic functions of the microprocessor and its capabilities.

Design:

  • Creating small groups of students.
  • Each team designs its own weather station, determining the layout of the sensors and the display of the data.

Construction:

  • Students build the weather station by connecting the sensors to the microprocessor.
  • Installation of the station outdoors.

Programming:

  • Using programming software, students create an application to collect data from the sensors and display it on a computer screen or on a digital display or a website created for this purpose.
  • Processing of data to calculate average values, variations, etc.

Data analysis:

  • The collected data is transferred to the computer.
  • Using appropriate software , students create graphs to illustrate the change in weather parameters over time.
  • Analysis of the graphs and drawing conclusions.

Presentation:

Each team presents their work to the class, explaining the process of building, programming and analysing the data.

Link to the Analytical Programme:
  • Natural Sciences: Introduction to the concepts of measurement, temperature, humidity, light, wind and precipitation.
  • Mathematics: Collecting, organizing and analyzing data, creating graphs, calculating averages.
  • IT: Introduction to programming, using software to process and visualize data.
  • Technology: Design and construction with building materials and use of electronic devices (IoT).
Extension:
  • Comparative analysis: comparative analysis of meteorological data with data from meteorological stations in the region.
  • Prediction: use the data to predict future weather conditions.
  • Automatic update: Create a system that automatically informs users of changes in weather conditions.

Notes: This activity can be adapted according to the age and knowledge of the students.

Evaluation in STEM education

Assessment is a fundamental element of the learning process as it allows for continuous monitoring of student progress and feedback to improve skills (Black & Wiliam, 1998). Particularly in STEM education, where skill development includes cognitive, practical and metacognitive dimensions, assessment needs to be multidimensional and based on a variety of strategies (Sadler, 1989).

Evaluation:

Assessment is a fundamental element of the learning process as it allows for continuous monitoring of student progress and feedback to improve skills(Black & Wiliam, 1998). Particularly in STEM education, where skill development includes cognitive, practical and metacognitive dimensions, assessment needs to be multidimensional and based on a variety of strategies(Sadler, 1989).

Dimensions of the Evaluation

  • Understanding basic concepts and applying them to real problems

    Students are assessed on their understanding of fundamental principles and their ability to apply them to authentic problems(Bransford, Brown, & Cocking, 2000).Assessment includes discussions, case study analysis and laboratory reports(Harlen, 2013).

  • Operation and programming of microprocessors and sensors

    Emphasis is placed on practical application through the creation of microprocessor-based systems, such as Arduino and micro:bit(Grover & Pea, 2013).Students are assessed by presenting projects, documenting their code and analysing the algorithmic structures they use(Linn et al., 2015).

  • Understanding of system design and manufacturing processes

    Mechanical thinking and problem-solving skills are key elements of STEM education(National Academy of Engineering, 2009).Assessment includes the creation of functional prototypes, analysis of design options, and teamwork(Kolodner et al., 2003).

  • Application of mathematical tools in data analysis

    Students are assessed on their use of statistical and mathematical tools to process data and create graphs(Tufte, 2001).An important element of assessment is the accuracy of calculations and clarity in the presentation of data(Wilks, 2019).

Evaluation strategies

  • Continuous assessment (Formative Assessment)

    Continuous monitoring and feedback improves the learning experience and enhances students’ self-regulation(Black & Wiliam, 2009).It includes observations, verbal questions and progress monitoring during activities(Sadler, 1989).

  • Portfolio-Based Assessment (PBA)

    The systematic collection of deliverables, such as assignments, programming projects, and data analyses, allows for the recording of students’ learning progress(Paulson, Paulson, & Meyer, 1991).
    Qualitative analysis of projects helps to identify strengths and weaknesses in learning(Shepard, 2000).

  • Peer Assessment (Peer Assessment)

    Peer assessment fosters collaboration and metacognitive thinking, helping students to understand quality criteria and develop feedback skills(Topping, 1998).Students are involved in evaluating their peers’ work using clear and structured criteria(Falchikov & Goldfinch, 2000).

Vassilis Oikonomou (2014)

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