Open Access Peer-reviewed Research Article

Marine plastic pollution in kindergarten as a means of engaging toddlers with STEM education and educational robotics

Main Article Content

Konstantina Tallou corresponding author

Abstract

In recent years, education has increasingly focused on children's acquisition of digital skills and abilities, which leads to the need to create new educational methodologies capable of engaging students in computational thinking activities. The research interest of this paper focuses on how preschool children can be more involved in STEM and educational robotics through authentically experiential learning on the topic of marine plastic pollution. It examines toddler engagement through an integrated STEM scenario using the programmable robot Bee-Bot and encourages children to solve problems in many possible ways, assessing the strengthening of their necessary skills. The teaching intervention took place during the 2021-22 school year in a Kindergarten in the city of Ioannina. During the planning and implementation phase of the program, action research and field study are applied, while the sociocultural approach to teaching natural sciences, educational robotics, new technologies, engineering, the arts and mathematics. The research framework is completed with the evaluation process and the students disseminating the project learning outcomes.

Keywords
STEM, educational robotics, BeeBot, marine pollution

Article Details

How to Cite
Tallou, K. (2022). Marine plastic pollution in kindergarten as a means of engaging toddlers with STEM education and educational robotics. Advances in Mobile Learning Educational Research, 2(2), 401-410. https://doi.org/10.25082/AMLER.2022.02.008

References

  1. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). ``Doing" science versus ``being" a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity. Science Education, 94(4), 617-639. https://doi.org/10.1002/sce.20399
  2. Bybee, R. W. (2013). The case for STEM education: challenges and opportunities. Arlington, VA: NSTA.
  3. Chaldi, D., & Mantzanidou, G. (2021). Educational robotics and STEAM in early childhood education. Advances in Mobile Learning Educational Research, 1(2), 72-81. https://doi.org/10.25082/AMLER.2021.02.003
  4. Chalufour, I., & Worth, K. (2004). Building Structures with Young Children (Young Scientist).
  5. Chatzopoulos, A., Kalogiannakis, M., Papadakis, S., Papoutsidakis, M., Elza, D., & Psycharis, S. (2021). DuBot: An Open-Source, Low-Cost Robot for STEM and Educational Robotics. In Handbook of Research on Using Educational Robotics to Facilitate Student Learning (pp. 441-465). IGI Global. https://doi.org/10.4018/978-1-7998-6717-3.ch018
  6. Chesloff, J. D. (2013). Why STEM education must start in early childhood. Education Week, 32(23), 27-32.
  7. Dimitriadis, N. S. (2014). Learning Theories & Educational Software. Thessaloniki: Giola Publications.
  8. Doliopoulou, E. (2004). Contemporary Trends in Preschool Education, Athens: Print. George Dardanos.
  9. Donohue, C., & Schomburg, R. (2017). Technology and interactive media in early childhood programs: What we have learned from five years of research, policy, and practice. Young Children, 72(4), 72-78.
  10. Eguchi, A. (2010). What is Educational Robotics? Theories behind it and practical implementation. Society for Information Technology & Teacher Education International Conference, (pp. 4006-4014). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2022. https://www.learntechlib.org/primary/p/34007
  11. Eguchi, A. (2014) Robotics as a Learning Tool for Educational Transformation. Proceedings of 4th International Workshop Teaching Robotics, Teaching with Robotics & 5th International Conference Robotics in Education.
  12. Foti, P. (2021). Exploring kindergarten teachers' views on STEAM education and educational robotics: Dilemmas, possibilities, limitations. Advances in Mobile Learning Educational Research, 1(2), 82-95. https://doi.org/10.25082/AMLER.2021.02.004
  13. Highfield, K. (2019). Robotic toys as a catalyst for mathematical problem-solving. Australian Primary Mathematics Classroom, 15(2), 22-27.
  14. Kalogiannakis, M., & Papadakis, S. (2007). The dual form of further education of educators in ICT: technological and pedagogical training. International Conference on Computer Based Learning in Science, 265-276. https://hdl.handle.net/10797/14556
  15. Kalogiannakis, M., & Papadakis, S. (2020). The use of developmentally mobile applications for preparing pre-service teachers to promote STEM activities in preschool classrooms. In Mobile Learning Applications in Early Childhood Education (pp. 82-100). IGI Global. https://doi.org/10.4018/978-1-7998-1486-3.ch005
  16. Kastriti, E., Kalogiannakis, M., Psycharis, S., & Vavougios, D. (2022). The teaching of Natural Sciences in Kindergarten based on the principles of STEM and STEAM approach. Advances in Mobile Learning Educational Research, 2(1), 268-277. https://doi.org/10.25082/AMLER.2022.01.011
  17. Katsaris, I., & Vidakis, N. (2021). Adaptive e-learning systems through learning styles: A review of the literature. Advances in Mobile Learning Educational Research, 1(2), 124-145. https://doi.org/10.25082/AMLER.2021.02.007
  18. Komis, B. (2004). Introduction to the educational applications of Information and Communications Technologies. Athens: New Technologies Publications.
  19. Mamolo, L. A. (2022). Students' evaluation and learning experience on the utilization of Digital Interactive Math Comics (DIMaC) mobile app. Advances in Mobile Learning Educational Research, 2(2), 375-388. https://doi.org/10.25082/AMLER.2022.02.006
  20. Margot, K. C., & Kettler, T. (2019), Teachers' perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(2), 1-16. https://doi.org/10.1186/s40594-018-0151-2
  21. Martin-Hansen, L. (2002). Defining Inquiry: Exploring the Many Types of Inquiry in the Science Classroom. Science Teacher, 69, 34-37.
  22. Mavropoulos, A. (2004). Elements of teaching methodology. Athens: Savvalas.
  23. National Research Council (NRC). (2010). Exploring the intersection of science education and 21st-century skills: A workshop summary. Washington, DC: National Academies Press.
  24. National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Washington: National Academies Press. https://www.nap.edu
  25. National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: The National Academies Press.
  26. Noh, J., & Lee, J. (2020). Effects of robotics programming on the computational thinking and creativity of elementary school students. Educational Technology Research and Development, 68(1), 463-484. https://doi.org/10.1007/s11423-019-09708-w
  27. Papadakis, S. (2020a). Robots and robotics kits for early childhood and first school age. International Journal of Interactive Mobile Technologies, 14(18), 34-56. https://doi.org/10.3991/ijim.v14i18.16631
  28. Papadakis, S. (2020b). Evaluating a Teaching Intervention for Teaching STEM and Programming Concepts Through the Creation of a Weather-Forecast App for Smart Mobile Devices. In Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education (pp. 31-53). IGI Global. https://doi.org/10.4018/978-1-7998-4576-8.ch002
  29. Papadakis, S. (2021). The Impact of Coding Apps to Support Young Children in Computational Thinking and Computational Fluency. Frontiers in Education, 6, e657895. https://doi.org/10.3389/feduc.2021.657895
  30. Papadakis, S. (2022). Apps to Promote Computational Thinking and Coding Skills to Young Age Children: A Pedagogical Challenge for the 21st Century Learners. Educational Process: International Journal, 11(1), 7-13. https://doi.org/10.22521/edupij.2022.111.1
  31. Papadakis, S., & Kalogiannakis, M. (2017). Evaluation of Greek Android mobile applications for preschoolers. Preschool and Primary Education, 5, 65-100. https://doi.org/10.12681/ppej.11208
  32. Papadakis, S., & Kalogiannakis, M. (2019). Evaluating the effectiveness of a game-based learning approach in modifying students' behavioural outcomes and competence in an introductory programming course. A case study in Greece. International Journal of Teaching and Case Studies, 10(3), 235-250. https://doi.org/10.1504/IJTCS.2019.102760
  33. Papadakis, S., & Kalogiannakis, M. (2020). Learning computational thinking development in young children with Bee-Bot educational robotics. In Handbook of research on tools for teaching computational thinking in P-12 education (pp. 289-309). IGI Global. https://doi.org/10.4018/978-1-7998-4576-8.ch011
  34. Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., Kalogiannakis, M., & Vassilakis, K. (2021). Factors That Hinder in-Service Teachers from Incorporating Educational Robotics into Their Daily or Future Teaching Practice. CSEDU, 2, 55-63. https://doi.org/10.5220/0010413900550063
  35. Peglidou, P. (2014). STEM/6 Thinking Hats: A model for the development of creativity skills in Preschool education by utilizing web b2.0 technologies. Master's thesis, University of Piraeus, Piraeus.
  36. Scaradozzi, D., Sorbi, L., Pedale, A., Valzano, M., & Vergine, C. (2015). Teaching robotics at the primary school: an innovative approach. Procedia -- Social and Behavioral Sciences, 174, 3838-3846. https://doi.org/10.1016/j.sbspro.2015.01.1122
  37. Skaraki, E. (2021). Reinforcing preschoolers' phonemic awareness through the use of tablets. Advances in Mobile Learning Educational Research, 1(1), 28-36. https://doi.org/10.25082/AMLER.2021.01.004
  38. Skaraki, E., & Kolokotronis, F. (2022). Preschool and early primary school age children learning of computational thinking through the use of asynchronous learning environments in the age of Covid-19. Advances in Mobile Learning Educational Research, 2(1), 180-186. https://doi.org/10.25082/AMLER.2022.01.002
  39. Stemtosteam (n.d.). What is STEAM? https://www.stemtosteam.org
  40. Strataki, A. (2022). An evaluation of educational apps for preschool-age children in Android and iOS. Advances in Mobile Learning Educational Research, 2(1), 278-288. https://https://doi.org/10.25082/AMLER.2022.01.012
  41. Tallou, K. (2022). Museum and Kindergarten: STEM connections between exhibits and science. Advances in Mobile Learning Educational Research, 2(2), 333-340. https://https://doi.org/10.25082/AMLER.2022.02.003
  42. Thulin, S., & Redfors, A. (2017). Student Preschool Teachers' Experiences of Science and its Role in Preschool. Early Childhood Education Journal, 45(4), 509-520. https://https://doi.org/10.1007/s10643-016-0783-0
  43. Torres-Crespo, N. M., Kraatz, E., & Pallarsch, L. (2014). From fearing STEM to playing with it: The natural integration of STEM into the preschool classroom. SRATE Journal, 23(2), 8-16.
  44. Tsoukala, C. (2021). STEM integrated education and multimodal educational mate-rial. Advances in Mobile Learning Educational Research, 1(2), 96-113. https://https://doi.org/10.25082/AMLER.2021.02.005
  45. Tzagkaraki, E., Papadakis, St., & Kalogiannakis, M. (2021). Exploring the Use of Educational Robotics in primary school and its possible place in the curricula. In M. Malvezzi, D. Alimisis, & M. Moro (Eds). Education in & with Robotics to Foster 21st Century Skills. Proceedings of Edurobotics 2020, Online Conference February 25-26, 2021, 216-229, Switzerland, Cham: Springer. https://https://doi.org/10.1007/978-3-030-77022-8
  46. Xezonaki, A. (2022). Gamification in preschool science education. Advances in Mo-bile Learning Educational Research, 2(2), 308-320. https://https://doi.org/10.25082/AMLER.2022.02.001