Keyword: STEAM

ABSTRACT: Increasingly, teachers are considering using Generative AI (GenAI) and large language models (LLMs) as new tools for developing lessons and creating resources. Interdisciplinary STEAM project design specifically continues to be problematic because it requires many professionals to work together in integrative ways when developing successful STEAM project designs. Collaborating closely to develop authentic problems, establish a high level of pedagogical quality, use principles of inclusive design, and create valid and reliable assessment instruments often exceeds the individual teacher’s professional expertise and available time. The purpose of this conceptual paper is to lay the foundation of what we call “the Interactive Design Process Framework (IDPF)” and propose its use in instruction. IDPF has four steps: Co-design, Analysis, Expert Review, and Synthesis. Using these four iterative (cyclical) steps, the IDPF framework positions GenAI as a collaborative designer to work with both classroom teachers and subject area expert reviewers. As a conceptual contribution, this paper does not present empirical data; rather, it articulates the theoretical rationale, structural logic, and design principles of the framework as a foundation for future empirical investigation. In addition to a primary education example of illustration, implications for practice, limitations of the study, and recommendations for future research are discussed.

ABSTRACT: Nowadays, the growing intersection between artificial intelligence (AI) models and its usage within education, has paved the way for innovative approaches to assess and improve engineering education initiatives, particularly those that rely on STEAM epistemology principles and, therefore, based on the core elements of Computational Thinking (CT). Projects aligned with CT goals, utilize a problem – based solving methodology, inspired by computer science concepts. This approach is not limited to coding, but applied to tackling complex open engineering problems, across various disciplines, including science, technology, engineering and mathematics, using strategies that are suitable for automation or computational modeling. A well-known framework, applicable within STEAM projects, which consists of a series of steps that students follow, in order to design a prototype artifact and find a solution to a complex problem is the Engineering Design Process (EDP). This paper investigates the impact of AI based methods and tools (i.e. GenAI tools) on STEAM engineering literacy among University students, especially within the content of next generation digital systems,  sensors and low power devices for precision agriculture application domain. Utilizing a rubric – based assessment and applying EDP process, the study evaluates two student teams tasked to design and implement a smart greenhouse, equipped with various sensors, actuators, automation and digital systems and data driven analytics capabilities. In particular, team A completed the project without using GenAI assistance, while team B employed GenAI tools throughout their design and implantation process. Comparative analysis of rubric based outcomes, indicates that GenAI assisted team demonstrates superior performance across all key STEAM engineering literacy dimensions, including analytical thinking, innovation and practical application of digital systems. Additionally using a pre and post - test design, the study measures knowledge acquisition related to digital automation systems, alongside student engagement, confidence in learning and AI tool effectiveness. Post - test results demonstrate a significant improvement in STEAM literacy, as well as positive shifts in engagement and confidence. Overall, our findings underscore the potential of GenAI, to significantly enhance students’ ability to tackle complex, semi – defined engineering problems, highlighting its relevance for modern engineering education curricula.

ABSTRACT: STE(A)M Education is an evolving educational approach that aims to combine educational models, teaching methods and pedagogical practices in the disciplines of science, technology, engineering, arts and mathematics. The STE(A)M approach requires a combined application of standards from different scientific fields in a structure easily adaptable to all possible combinations of cognitive objects. The ultimate goal is to create integrated teaching approaches in a holistic educational context. However, a necessary initial condition in order to achieve a substantial synergy in terms of methods and standards, and to design educational practices in which the various disciplines will function in tandem and complement each other, is the investigation of the educational relations between the cognitive fields and the discovery of intersection points between them. This article is a critical review of studies that reveal the ways in which Art functions during the learning process, the educational standards it applies and the possibilities of their application in teaching STEM subjects. The purpose of this article is to uncover the bridge that exists between Visual Arts and STEM disciplines that are being taught in the Greek classroom.

ABSTRACT: The World Economic Forum’s Education 4.0 initiative has identified critical characteristics of high quality learning in the Fourth Industrial Revolution, including content that fosters global citizenship, innovation, creativity, and technology skills, as well as experiences that incorporate, among others, problem-based and student-driven learning. The Living City project for high school students is presented as a demonstration of the integration of Education 4.0 characteristics into the STEAM classroom in a design-centered fashion that allows for student choice and creativity and considers the United Nations Sustainable Development Goals.

ABSTRACT: Nano-Science and nano-Technology (NST) is a new interdisciplinary field that promises to provide solutions to timeless global challenges. Given that NST deals with elements that cannot be observed with the naked eye, their understanding by young children undoubtedly requires appropriate teaching methods. These distinct aspects of NST align well with the capabilities of smart mobile devices, the critical feature of which is their ability to display interactive simulations and playful visualizations. This article aims to emphasize the feasibility of empirical research of how digital technologies support NST teaching to young children in the wake of the sudden pandemic outbreak based on a comprehensive literature review. With the virus as the central entity of nanoscale, following the current demands of the unprecedented health crisis, and developing appropriate educational applications in digital games, young children can be introduced to the fundamental concepts of NST.  NST is an interdisciplinary field that can enhance children's perceptions of the interconnectedness of nature with different fields of knowledge, such as Science, Technology, Engineering, Art, and Mathematics (STEAM).

ABSTRACT: The aim of this research is to suggest a didactic approach as to how students comprehend the growth and the activities of the two most well-known Ancient Greek civilizations (i.e. the Mycenaean and the Cycladic). The teaching approach is based on STEM perspective, the use of several digital technologies, as well as several learning theories. Digital technologies help students delve into the process of scientific discovery. The degree of new technology and STEM – based didactic approach appealing to students is evaluated through questionnaires. In particular, in our survey, 115 students participated and the questionnaires distributed to four schools of Volos and Veria Greece region. The Research was carried out with the consensus of their parents. According to our results, students expressed great interest in STEM activities that they were exposed to. Moreover, they expressed high interest in the integration of a classic history lesson with new technologies and they developed the ability to create simulations of ancient civilization activities. Furthermore, our work is focusing on issues regarding the process and efficiency, through the use, of an interactive time – line robotic car, which will be used to categorize historical events into periods on a timeline.