THE EFFECT OF A STEM TEACHING INTERVENTION ON THE DEVELOPMENT OF PRACTICES FOR PLANNING INVESTIGATIONS

Authors

  • Panagiotis Antonopoulos University of the Aegean, Rhodes, Greece
  • Michael Skoumios University of the Aegean, Rhodes, Greece

DOI:

https://doi.org/10.46827/ejes.v0i0.2686

Keywords:

STEM instructional material, planning investigations, weather station

Abstract

The purpose of the present paper is to investigate the contribution of a STEM teaching intervention to the development of practices for planning investigations in high-school students. STEM instructional material was developed based on the constructivist approach to learning with the use of science and engineering practices. The instructional material included a weather station consisting of a microcontroller with humidity, temperature, pressure, light intensity and raindrop sensors. The instructional material developed was implemented in 38 high-school students and the data was collected through a questionnaire completed by the students before and after the end of the teaching intervention. The research data included students’ answers to the questionnaires. The data analysis showed that the students are able to develop and use practices for planning investigations through the implementation of the instructional material that was constructed.

 

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Author Biographies

  • Panagiotis Antonopoulos, University of the Aegean, Rhodes, Greece
    High school teacher Panagiotis Antonopoulos obtained a first degree in education and electrical engineering from School of Pedagogical and Technological Education (SELETE) in 2007, a second a second degree in education from the University of Aegean in 2019 and a master degree in education with the use of new technologies from the University of Aegean in 2019. His research interests include teaching electrical engineering in high schools and integrating high technology in education. He is currently teaching electrical engineering in high schools.
  • Michael Skoumios, University of the Aegean, Rhodes, Greece
    Associate Professor Michael Skoumios obtained a first degree in physics from the National and Kapodistrian University of Athens in 1987, a second degree in education from the University of Aegean in 1992, and his PhD in science education from the Hellenic Open University in 2005. His research interests include science concept learning and teaching science in primary and secondary schools. He is currently teaching science education in the Department of Primary Education of the University of the Aegean.

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Published

2019-10-23

Issue

Vol 6, No 7 (2019)

Section

Articles

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