{"id":48,"date":"2018-01-02T14:32:52","date_gmt":"2018-01-02T14:32:52","guid":{"rendered":"http:\/\/e3stem.edu.gr\/wordpress\/?page_id=48"},"modified":"2021-11-25T15:15:00","modified_gmt":"2021-11-25T15:15:00","slug":"hellenic-education-for-stem-%ce%b53-stem","status":"publish","type":"page","link":"http:\/\/e3stem.edu.gr\/wordpress\/?page_id=48&lang=en","title":{"rendered":"Hellenic Education Society of STEM (\u03953 STEM)"},"content":{"rendered":"<p><!-- Matomo --><br \/>\n<script type=\"text\/javascript\">\n  var _paq = window._paq = window._paq || [];\n  \/* tracker methods like \"setCustomDimension\" should be called before \"trackPageView\" *\/\n  _paq.push(['trackPageView']);\n  _paq.push(['enableLinkTracking']);\n  (function() {\n    var u=\"\/\/e3stem.edu.gr\/matomo\/\";\n    _paq.push(['setTrackerUrl', u+'matomo.php']);\n    _paq.push(['setSiteId', '1']);\n    var d=document, g=d.createElement('script'), s=d.getElementsByTagName('script')[0];\n    g.type='text\/javascript'; g.async=true; g.src=u+'matomo.js'; s.parentNode.insertBefore(g,s);\n  })();\n<\/script><br \/>\n<!-- End Matomo Code --><\/p>\n<p><span style=\"color: #000000;\">The <strong>Hellenic Education Society of STEM<\/strong>, (<strong>\u0395 3 STEM<\/strong>), formed in 2017, is a registered,\u00a0<\/span><span style=\"color: #000000;\">independent, nonprofit professional body and its members work for STEM education\u00a0at primary, secondary and tertiary level.<\/span><\/p>\n<p><span style=\"color: #000000;\">The <strong>Hellenic Education Society of STEM<\/strong>\u00a0 is a nonprofit, self-perpetuating society of distinguished scholars engaged in pedagogical, educational ,scientific and engineering research, dedicated to the development of STEM education and its use\u00a0 for the school, tertiary and general welfare.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"color: #000000;\"><strong>\u0395 3 STEM<\/strong> is a community of University Professors, School educators and School\u00a0Advisors who share a common vision for the role of STEM epistemology in\u00a0promoting education.<\/span><\/p>\n<p><span style=\"color: #000000;\"><strong>\u0395 3 STEM<\/strong> engages in the development of STEM applications and epistemology with\u00a0practices linked to the <\/span>Inquiry Based<span style=\"color: #000000;\"> teaching and learning approaches.\u00a0It aims to promote the STEM epistemology, computing, computational science and\u00a0computational thinking, and to advance understanding and education of the STEM\u00a0methodology alongside with contemporary learning theories and didactic models.<\/span><br \/>\n<span style=\"color: #000000;\">It is the only professional body for STEM education in Greece with the vision to grant\u00a0chartered status to STEM in Education professionals.<\/span><\/p>\n<p><span style=\"color: #000000;\">The problems we face in our ever-changing, increasingly global society require the\u00a0integration of multiple STEM concepts in order to provide solutions to them. The\u00a0complexity of real-world problems is a driving force behind national calls for changes\u00a0in STEM education (NAS, NAE, and Institute of Medicine of the National\u00a0Academies, 2006; National Center on Education and the Economy, 2007). STEM\u00a0methodology follows the so-called transdisciplinary approach, which focuses on the\u00a0\u201cintegrated\u201d approach to teach the four disciplines included in the STEM cognitive\u00a0areas. According to Kelley &amp; Knowles (2016), STEM methodology <\/span>includes:<span style=\"color: #000000;\">\u00a0practical epistemology, the engineering design and making, the inquiry approach and\u00a0the dimensions of Computational Thinking in an integrated system (EDU-ARCTIC\u00a0Report, 2016; Psycharis, 2015; Psycharis,2016).<\/span><\/p>\n<p><span style=\"color: #000000;\">Computation\/computing, in the form\u00a0of <\/span>text based<span style=\"color: #000000;\">, optical and physical computing, is an indispensable component of<\/span><br \/>\n<span style=\"color: #000000;\">STEM epistemology, since it can be implemented for the design and solution of\u00a0authentic problems. Professional societies, such as the American Society for\u00a0Engineering Education and the National Academy of Engineering (NAE), call for new\u00a0educational approaches that focus on the hands-on, interdisciplinary, and socially\u00a0relevant aspects of STEM, specifically highlighting engineering as a discipline that\u00a0can meet these goals (Brophy, Klein, Portsmore, &amp; Rogers, 2008).<\/span><\/p>\n<p><span style=\"color: #000000;\">Many research documents combine advocacy for including CT in school Computer\u00a0Science studies with a critique of the way digital literacy is dealt with in education.\u00a0For example, Simon Peyton Jones reports that in England \u201cthere was a statutory\u00a0subject called Information and Communication Technology (ICT); however, it was a\u00a0technological subject focused on how to use <\/span>artefacts<span style=\"color: #000000;\">. A variety of factors made ICT a\u00a0<\/span>low status<span style=\"color: #000000;\"> subject especially in the eyes of students.\u201d This resulted in a complete\u00a0restructuring of the ICT syllabus, now called Computing. Hence, computer science is\u00a0introduced along with digital and information literacy, as advocated by the Royal\u00a0Society report (2012, p. 11): \u201cThe term ICT as a brand should be reviewed and the\u00a0possibility considered of disaggregating this into clearly defined areas such as digital\u00a0literacy, Information Technology <\/span>and<span style=\"color: #000000;\"> Computer Science. [\u2026] The term \u2018ICT\u2019 should\u00a0no longer be used as it has attracted too many negative connotations.\u201d<\/span><br \/>\n<span style=\"color: #000000;\">In this framework, engineering received a \u201cprominent place\u201d in the Framework as the\u00a0mission of integrating engineering into science instruction from Kindergarten to 12th-grade began (Shirey, 2017). According to the Next Generation Science Standards\u00a0(NGSS), there is a need to reform science education by introducing engineering\u00a0content and practices for instruction. This issue raises questions about the shift from\u00a0the epistemology of science education to the epistemology of engineering education\u00a0(EEE), as well as the resources and teachers\u2019 challenges for integrating engineering\u00a0pedagogy and epistemology in the curriculum (Shirey, 2015).<\/span><\/p>\n<p><span style=\"color: #000000;\">The aims and objectives of the <strong>\u0395 3 STEM<\/strong> are to:<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">provide best teaching and learning practices and concepts for the operative\u00a0delivery of STEM in Education didactics models<\/span><\/li>\n<li><span style=\"color: #000000;\">provide applied teaching projects\/didactic scenario and curriculum activities<\/span><\/li>\n<li><span style=\"color: #000000;\">provide material towards the clarification of the concepts \u201cSTEM in\u00a0Education\u201d and \u201cSTEM epistemology\u201d<\/span><\/li>\n<li><span style=\"color: #000000;\">promote the implementation of \u201cengineering pedagogy\u201d in Education\u00a0integrated <\/span>in<span style=\"color: #000000;\"> STEM Education<\/span><\/li>\n<li><span style=\"color: #000000;\">provide\u00a0guidance through the support of <\/span>STEM based<span style=\"color: #000000;\"> laboratories<\/span><\/li>\n<li><span style=\"color: #000000;\">provide innovative ideas for implementation of \u201cSTEM in education\u201d in\u00a0curriculum models<\/span><\/li>\n<li><span style=\"color: #000000;\">create and sustain a national professional association representing the educators in <\/span>STEM<span style=\"color: #000000;\"> in Greece<\/span><\/li>\n<li><span style=\"color: #000000;\">preserve and deliver a representative national opinion for member associations<\/span><\/li>\n<li><span style=\"color: #000000;\">provide a common forum for educators in STEM education at National and International level<\/span><\/li>\n<li><span style=\"color: #000000;\">cooperate with other organizations and stakeholders at local, national and international levels<\/span><\/li>\n<li><span style=\"color: #000000;\">facilitate and provide strategies for the dissemination STEM epistemology and practices for the teaching and learning process at local, national and international level.<\/span><\/li>\n<li><span style=\"color: #000000;\">provide support for member associations<\/span><\/li>\n<li><span style=\"color: #000000;\">organize and conduct workshops, conferences <\/span>and<span style=\"color: #000000;\"> seminars<\/span><\/li>\n<li><span style=\"color: #000000;\">be involved in National, European and International projects<\/span><\/li>\n<li><span style=\"color: #000000;\">publish publications with an International focus<\/span><\/li>\n<li><span style=\"color: #000000;\">increase community awareness of STEM epistemology<\/span><\/li>\n<li><span style=\"color: #000000;\">provide a repository with \u201cSTEM in Education\u201d learning design activities<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\"><strong>Membership<\/strong><\/span><\/p>\n<p><span style=\"color: #000000;\">Our members include University Professors, school teachers and school advisors working within Greek Education system.\u00a0Membership is achieved through a recognized qualification as a way to prove commitment to the STEM in Education. Membership provides access to material,\u00a0training, advice <\/span>and<span style=\"color: #000000;\"> support. (\u03953STEM), can support and represent those in the\u00a0foundation years of their career as teachers and it runs by providing seminars and workshops to students and schools.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #000000;\"><strong>References<\/strong><\/span><\/p>\n<p><span style=\"color: #000000;\">EDU-ARCTIC Report (2016). Edu-Arctic \u2013 Innovative educational program attracting young people to natural sciences and polar research, EDU-ARCTIC, European Union\u2019s Horizon 2020 research, NUMBER \u2014 710240. Retrieved from: http:\/\/edu-arctic.eu\/images\/project_reports\/EDU- ARCTIC_D3.1_v7_19-07-2016_KM.pdf<\/span><\/p>\n<p><span style=\"color: #000000;\">Kelley, T.R. &amp; Knowles, J.G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3 (1), 1-11.<\/span><\/p>\n<p><span style=\"color: #000000;\">National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies. (2006). Rising above the gathering storm: Energizing and <\/span>employing<span style=\"color: #000000;\"> America for a brighter economic future. Washington, DC: National Academies Press.<\/span><\/p>\n<p><span style=\"color: #000000;\">National Center <\/span>on<span style=\"color: #000000;\"> Education and the Economy. (2007). The report of the new commission on the skills of the American workforce. San Francisco, CA: Jossey-Bass.<\/span><\/p>\n<p><span style=\"color: #000000;\">National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Social Sciences. Chapter 10, 1\u20136.<\/span><\/p>\n<p>NGSS<span style=\"color: #000000;\"> Lead States. (2013). Next generation science standards: For states, by states. National Academies Press.<\/span><\/p>\n<p><span style=\"color: #000000;\">Psycharis, S. (2015). The impact of computational experiment and formative assessment in inquiry-based teaching and learning approach in STEM education. Journal of Science Education, and Technology, 25 (2), 316-326. DOI 10.1007\/s10956-015- 9595-z<\/span><\/p>\n<p><span style=\"color: #000000;\">Psycharis, S. (2016). Inquiry-based computational experiment, acquisition of threshold concepts and argumentation in science and mathematics education. Journal of Educational Technology &amp; Society, 19 (3), 282-293.<\/span><\/p>\n<p><span style=\"color: #000000;\">The Royal Society. (2012). Shut down or restart? The way forward for computing in UK schools.<\/span><\/p>\n<p><span style=\"color: #000000;\">Shirey, K. (2017). Teacher Productive Resources for Engineering Design Integration in High School Physics Instruction (Fundamental). In: Proceedings of the 2017 ASEE Annual Conference, Columbus, OH, June 2017.<\/span><\/p>\n<p><span style=\"color: #000000;\">Shirey, K. (2015). The Engineering Education Epistemology of a Science Teacher. ASEE RTP, Strand 1.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Hellenic Education Society of STEM, (\u0395 3 STEM), formed in 2017, is a registered,\u00a0independent, nonprofit professional body and its members work for STEM education\u00a0at primary, secondary and tertiary level. The Hellenic Education Society&#46;&#46;&#46;<\/p>\n","protected":false},"author":1,"featured_media":50,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0},"_links":{"self":[{"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/pages\/48"}],"collection":[{"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=48"}],"version-history":[{"count":19,"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/pages\/48\/revisions"}],"predecessor-version":[{"id":964,"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/pages\/48\/revisions\/964"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/media\/50"}],"wp:attachment":[{"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=48"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}