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At \u03953STEM, the establishment and effective operation of Research & Development groups in STE(A)M education is a crucial focus.\u00a0 Every member of E3STEM can join a group to work with, collaborate and achieve its goals. <\/p>\n\n\n\n
Each working group is overseen by dedicated Coordinators responsible for guiding, monitoring and facilitating group activities. The Coordinators cultivate a welcoming and positive atmosphere, ensuring new members feel valued and addressing any concerns that arise. They are supported by subgroup leaders, each specializing in specific topics.<\/p>\n\n\n\n
Regular plenary sessions provide a platform for our working groups to collaborate and exchange insights. With a shared commitment to synergy, all groups actively pursue opportunities for collaborative initiatives.<\/p>\n\n\n\n
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Working Group 1<\/strong> Artificial Intelligence (AI) and its applications in digital transformation are considered fundamental technologies of the 4th industrial revolution. Integrating AI into educational curricula is crucial, as evidenced by various initiatives already underway. The STEM and Artificial Intelligence in Education task force is dedicated to raising awareness and cultivating expertise in the teaching and learning of AI within STEM education, spanning all K-12 levels. <\/p>\n\n\n\n The group’s objectives include advancing research on the current state and future prospects of IT education and its integration with STEM education, supporting initiatives to publish original research papers in conferences, seminars, and journals, designing and highlighting training experiences focused on teaching and learning IT, and coordinating and curating a repository of educational resources on IT applications in STEM education.<\/p>\n\n\n\n Working Group 2<\/strong> Virtual and Augmented Reality (VR\/AR) applications, including serious games, have become an integral part of modern life, with their integration into education steadily growing. The incorporation of gaming elements into non-entertainment domains such as education, engineering, and sciences has demonstrated positive outcomes for users, as evidenced in both academic literature and practical applications. These technologies enhance user engagement, increase interest in the services provided, improve desired outcomes, extend user interaction times with the content, and foster long-term relationships built on mutual interest and respect.<\/p>\n\n\n\n Our group welcomes scientists, educators, and individuals interested in exploring the impacts of VR\/AR technologies and the societal implications arising from their widespread use. Our research focuses on both the theoretical and practical aspects of Mixed Reality and Gamification technologies, assessing methods, concepts, and applications to enhance knowledge acquisition and promote the adoption of appropriate practices by students, educators, consumers, scientists, and policymakers.<\/p>\n\n\n\n Our mission is to examine the technological, educational, aesthetic, cultural, and ethical implications of Gamification and Mixed Reality Technologies. We aim to disseminate our findings to the wider community through publications in scientific journals and conferences, as well as through popular articles, media interviews, and hosting open discussions, competitions, and seminars.<\/p>\n\n\n\n Working Group 3<\/strong> The STEM \u2013 Physical Computing, Educational Robotics, and Internet of Things group is dedicated to advancing research and pioneering initiatives centered on leveraging emerging technologies for educational purposes. Our areas of study encompass various fields, including:<\/p>\n\n\n\n Working Group 4<\/strong> Early childhood is a prime time for fostering innate curiosity and laying the groundwork for future success in education and careers. Quality preschool education not only enhances students’ performance throughout their academic journey but also cultivates their natural inclination for exploration, creativity, and inquiry. At this crucial stage, there’s a captivating correlation between young children’s thinking and STEM concepts. To maximize the long-term impact of STEM education on students’ career paths, it’s essential to introduce them to STEM engagement from an early age.<\/p>\n\n\n\n One popular avenue for STEM activities is educational robotics, which requires educators to have access to appropriate platforms, software tools, and teaching materials, all of which necessitate adequate school funding. Another effective approach is through Tinkering, a hands-on method that encourages playful problem-solving, experimentation, and student-driven exploration, often utilizing low-cost DIY solutions.<\/p>\n\n\n\n Our group focuses on exploring methodological strategies for seamlessly integrating STEM activities into both primary and preschool education, recognizing the critical role of early exposure to STEM in shaping future success.<\/p>\n\n\n\n Working Group 5<\/strong> In today’s world, Science and STEM disciplines are more crucial than ever. From the digital revolution to recent global challenges like the pandemic, the demand for increased STEM skills, such as interdisciplinary problem-solving, is evident across all sectors. Greece ranks sixth globally in the percentage of STEM graduates, yet better coordination is required to effectively integrate them into the workforce and promote gender diversity in STEM-related fields.<\/p>\n\n\n\n Just as diffusion describes the spread of molecules from areas of high concentration to low concentration, STEM practices need to be disseminated, expanded, and applied across all sectors, including those traditionally perceived as non-scientific. This concept of ‘STEM integration’ is vital for addressing various challenges, even in areas where its potential has not been fully recognized<\/p>\n\n\n\n Working Group 6<\/strong> The fourth industrial revolution, known as Industry 4.0, is marked by the convergence of Technologies with Natural Sciences, Health Sciences, Engineering, and essential STEM skills. To foster sustainable development, it is imperative for learners to acquire 21st-century skills and actively participate in scientific literacy, thereby enhancing their STEM competencies.<\/p>\n\n\n\n Numerous studies underscore the significance of holistic\/integrated STEM education and the exploration of contemporary STEM educational methodologies to bolster 21st-century skills and STEM competencies. Although there exists a plethora of research on holistic\/integrated STEM education, delineating its precise parameters remains a subject of ongoing scholarly discourse. The content, theoretical framework, pedagogical strategies, and integration techniques for this approach are continuously under examination and refinement within the educational community.<\/p>\n\n\n\n In our group, we delve into various facets of implementing the STEAM educational approach, which encompasses assessment methods and anticipated learning outcomes. Additionally, we develop pedagogical scenarios and engage in research using pertinent tools to further enhance our understanding and application of STEM education.<\/p>\n\n\n\n Working Group 7<\/strong> The STEM & Art group seeks to explore the intricate connections among the methodologies and practices utilized by artists, scientists, engineers, and other skilled professionals. Our aim is to uncover synergies and intersections that foster innovative problem-solving and creative expression across all STEM disciplines. By examining projects that blend art with STEM elements, we aim to showcase diverse artistic approaches that intersect with scientific and technological domains, including the creation of works-artifacts using physical computing.<\/p>\n\n\n\n Our primary objective is to investigate the dynamic interaction between Art and STEM through empirical research and interdisciplinary collaboration. Additionally, we strive to discover innovative methods for integrating new technologies into artistic endeavors.<\/p>\n\n\n\n Working Group 8<\/strong> Gender Equality stands as a cornerstone among the Sustainable Development Goals (SDGs) outlined by the United Nations’ 2030 Agenda and remains a priority identified by the European Commission. This pivotal issue fuels ongoing discourse surrounding the establishment of a balanced and equitable societal framework, significantly impacting the E3STEM community. Embracing contemporary societal norms necessitates the adoption of a philosophy centered on gender equality and the implementation of a comprehensive action plan to vigilantly monitor any deviations.<\/p>\n\n\n\n To address these imperatives, E3STEM has established an expert group (within the Association) known as the “Committee on Ethics, Ethics, and Gender Equality.” This committee, among other responsibilities, is dedicated to crafting and executing the “Gender Equality Plan,” reflecting the union’s stance on gender-related matters and guiding its initiatives and endeavors.<\/p>\n\n\n\n Under this comprehensive plan, we aspire to foster a culture within the E3STEM community that ensures equal opportunities for women and men across various spheres. This includes participation in research endeavors, representation in decision-making bodies, engagement in educational activities, the expression of scientific knowledge and personal opinions, and efforts to champion the outcomes of projects in which the association is involved. Ongoing monitoring of gender equality indicators falls under the purview of the dedicated working group responsible for formulating the Gender Equality Plan.<\/p>\n\n\n\n Working Group 9<\/strong> The purpose of the group is to support teachers (1st and 2nd grade) in integrating the dimensions of STEM education into their teaching approach, encouraging the development of computational thinking in their students and the exploration of space applications, through the AstroPi contest. The competition is about developing computational thinking and programming skills, enabling students to understand interdisciplinary problems related to operating and living on the International Space Station (ISS). Through this approach, students develop skills that allow them to solve problems, collaborate and discover new possibilities in the field of science and space exploration, using technology and computing tools.<\/p>\n\n\n\n Working Group 10<\/strong> The challenges faced by educators in planning and implementing STEAM activities in their teaching are diverse. According to their experiences, the integration of engineering teaching practices and technology tools, in the teaching context of their knowledge subjects (such as positive or theoretical sciences), proves to be a difficult task. Additionally, they consider their practical training in areas related to STEAM, computational thinking and science, engineering pedagogy and technology imperative. Also, a particular challenge is the degree of involvement of their students, through the STEAM teaching scenarios they design, the ideas of which stem from real everyday problems and situations in society.<\/p>\n\n\n\n Taking the above into account, the purpose of this group is to create a repository of good practice teaching scenarios of 1st and 2nd grade with STEAM activities (based on digital media or unplugged), to be used by the majority of the educational community. These activities can be the basis of inspiration for other STEAM activities and scenarios. The team designs and implements STEAM workshops, which will be educational in nature, to integrate engineering and technology into various subjects. The team members, with their expertise, will help interested educators to acquire the necessary knowledge to design and implement STEAM Artifacts and use them within the educational process. Finally, the group can also support research activity in Physical Computing, STEAM educational technology and digital transformation of knowledge.<\/p>\n\n\n\n Working Group 11<\/strong> Sustainable development (SDA) is “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.<\/p>\n\n\n\n Both with the decade of “Education for Sustainable Development (ESD)” (2004-2015), and with the 17 goals of sustainable development, the vision for a sustainable development lays its foundations in education. A natural consequence was the integration of the concept of “sustainability” into the curricula of most European countries. This is a new era in Environmental Education (E.E.) with the aim of developing and integrating the values of sustainability not only in formal, but also in non-formal and informal education, with the desired result of a sustainable society for all.<\/p>\n\n\n\n The purpose is to make citizens aware of environmental problems – problems of sustainable development. The goal is to spread the values of E.A.A., which will lead to the development of a new environmental culture. In the cultivation of critical ability, in the development of individual and collective responsibility, in the formation of new social values that lead to the creation of a better environment for life.<\/p>\n\n\n\n To achieve the above goal, the collaboration of the different scientific disciplines is necessary more than ever. For this reason, the methodology of E.A.A. adopts interdisciplinary approaches, giving a holistic and systemic character to P.E. It is a lifelong process that promotes cooperation at local, national and international levels. Knowledge of natural sciences, technology, mathematics, engineering as well as social and pedagogical sciences are necessary for the global understanding and approach of a sustainable development issue. There is no better exponent of the vision of this partnership than education.<\/p>\n\n\n\n For the above reasons, it is proposed to create an Environmental Education – Education for sustainable development committee that will approach sustainability issues by leveraging the use of STEM methods. Such an Education for Sustainable Development collaboration through STEM education will have multiple benefits.<\/p>\n\n\n\n Students, while dealing with different Environmental issues, using STEM methods, will practice scientific research (observation, classification, measurements, predictions, hypotheses, drawing conclusions, interpretation, conducting experiments) acquiring new skills that will guide them in the creation of new mental models-tools. They will acquire a scientific mindset. They will develop a spirit of teamwork and cooperation, a necessary requirement in a sustainable democratic society, as they will find that knowledge is a product of collaborative effort. Investigating the world that surrounds us and understanding the interaction of man with the environment, as a whole (natural and man-made), they will cultivate their critical ability, acquiring a disposition for active participation in the protection of the environment.<\/p>\n\n\n\n The topic of environmental issues that students of all grades are asked to study covers a wide range of key issues that concern society. Every environmental issue is now also a social issue. Although the 21st century has brought to the fore issues of environmental health and sudden natural disasters, and while it has been observed that geophysical hazard phenomena have always impressed students, it seems that many times teachers do not feel particularly confident about teaching these phenomena. The result is that students’ knowledge of them is incomplete or confused. With the right guidance and training of teachers on natural disasters and through the appropriate design of experiential educational activities (with play as a key tool) and experiments using STEM methods, students will be able to gain a deep understanding of the multidimensional nature of geo-environmental issues.<\/p>\n\n\n\n By combining experiential learning methods with physical-scientific knowledge, through a better understanding of environmental issues, the formation of new attitudes and behaviors is achieved, which also leads to the search for new ways of managing and solving them. In addition, the scientific literacy of citizens is increasing, a key issue in a 21st century society.<\/p>\n","protected":false},"excerpt":{"rendered":" At \u03953STEM, the establishment and effective operation of Research & Development groups in STE(A)M education is a crucial focus.\u00a0 Every member of E3STEM can join a group to work with, collaborate and achieve its...<\/p>\n","protected":false},"author":1,"featured_media":240,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0},"categories":[1],"tags":[],"_links":{"self":[{"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/posts\/1078"}],"collection":[{"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/types\/post"}],"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=1078"}],"version-history":[{"count":4,"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/posts\/1078\/revisions"}],"predecessor-version":[{"id":1114,"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/posts\/1078\/revisions\/1114"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=\/wp\/v2\/media\/240"}],"wp:attachment":[{"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1078"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1078"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/e3stem.edu.gr\/wordpress\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1078"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
“STEM and Artificial Intelligence in Education<\/strong>“
Coor<\/strong>dinators:<\/strong> Apostolos Xenakis, Antonis Karampelas<\/em><\/p>\n\n\n\n
“Mixed Reality Applications and Serious Games in Science and Engineering<\/strong>“
Coordinator:<\/strong> Ioannis Paliokas<\/em><\/p>\n\n\n\n
“STEM \u2013 Physical Computing, \u0395\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03ae \u03a1\u03bf\u03bc\u03c0\u03bf\u03c4\u03b9\u03ba\u03ae \u03ba\u03b1\u03b9 Internet of Things<\/strong>“
Coordinators:<\/strong> Konstantinos Kalovrektis, Apostolos Xenakis<\/em><\/p>\n\n\n\n
\u201cSTEM in Primary and Early Childhood Education\u201d<\/strong>
Coordinators: <\/strong>Dimitra Evangelou, Konstantinos Kalovrektis, Paraskevi Foti<\/em><\/p>\n\n\n\n
“STEM and Accessibility \u2502 Assistive Technologies<\/strong>“
Coordinator:<\/strong> Paraskevi Theodorou<\/em><\/p>\n\n\n\n
“STEM epistemology\u2502 STEM competencies\u2502 Evaluation of STEM Education\u2502 Teachers perspectives for STEM<\/strong>“
Coordinators:<\/strong> Sarantos Psycharis, Paraskevi Theodorou<\/em><\/p>\n\n\n\n
“STEM and Arts<\/strong>“
Coordinator:<\/strong> Konstantinos Kalovrektis<\/em><\/p>\n\n\n\n
“STEM and Inclusion \u2502 Ethics, Ethics and Gender Equality Committee<\/strong>“
Coordinators: <\/strong>Glykeria Karra, Paraskevi Theodorou<\/em><\/p>\n\n\n\n
“STEM and Computational Thinking with Space Applications: AstroPi Challenge<\/strong>“
Coordinators:<\/strong> Apostolos Xenakis, Vivi Iatrou<\/em><\/p>\n\n\n\n
“STEM Labs \u2502 STEM Scenarios Repository<\/strong>“
Coor<\/strong>dinators:<\/strong> Apostolos Xenakis, Vivi Iatrou<\/em><\/p>\n\n\n\n
“STEM – Geological Sciences, Sustainability Indicators and Sustainable Development<\/strong>“
Coordinators:<\/strong> Niki Evelpidou, Paraskevi Theodorou, Dafni Pontikou, Kyriaki Makri<\/em><\/p>\n\n\n\n