Open Access Peer-reviewed Commentary

Main Article Content

Konstantina Tallou corresponding author

Abstract

In recent years, increasing attention has been focused on developing Kindergarten children's acquisition of 21st-century digital skills and competencies. New educational technologies have been created to engage students in computational thinking activities. In addition, the use and teaching of robotics have been increasingly studied in recent years, as research data has shown recommendations and positive outcomes for students and teachers. As global demand for food and non-food products continues to grow, primarily driven by population and income growth, the challenge of addressing resource depletion and climate change is also expected to increase. This intervention aims to present the global food system and food waste phenomenon to toddlers through an educational scenario for kindergarten using educational robotics and STEM methodology.

Keywords
17 Goals, STEM, educational robotics, Europeana, global food system

Article Details

How to Cite
Tallou, K. (2022). A proposal to introduce STEM and educational robotics in kindergarten through an educational scenario for the global food system with resources from Europeana. Advances in Mobile Learning Educational Research, 2(2), 509-517. https://doi.org/10.25082/AMLER.2022.02.020

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. Bagiati, A. & Evangelou, D. (2009). An examination of web-based P-12 engineering curricula: Issues of pedagogical and engineering content fidelity. Proceedings of the Research in Engineering Education Symposium. Palm Cove, Queensland.
  3. Bagiati, A., Yoon, S., Evangelou, D., & Ngambeki, I. (2010). Engineering curricula in early education: Describing the landscape of open resources. Early Childhood Research and Practice, 12(2), 1-15.
  4. Barianos, A. K., Papadakis, A., & Vidakis, N. (2022). Content manager for serious games: Theoretical framework and digital platform. Advances in Mobile Learning Educational Research, 2(1), 251-262. https://doi.org/10.25082/AMLER.2022.01.009
  5. Bers, MU (2008). Blocks to Robots Learning with Technology in the Early Childhood Classroom. Teachers College Press.
  6. Bertel, LB, Brooks, E., & Dau, S. (2019). Robot-Supported Inclusion and Learning: A Case Study on the KUBO Robot in Early Childhood Education. In Global Challenges in Assistive Technology: Research, Policy & Practice, AAATE, 2019.
  7. 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
  8. Chesloff JD. (2013). Why STEM education must start in early childhood. Education Week, 32(23), 27-32.
  9. Donohue, C., & Schomburg, R. (2017). Technology and interactive media in early childhood programs: What we've learned from five years of research, policy, and practice. YC 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). https://www.learntechlib.org/primary/p/34007
  11. Frohnmaier, D., Brandstetter, P., Gehring, F. (2015). Report on Food Waste Statistics in Europe, (603488). Available at the link below:
  12. Glezou, K. (2020). Fostering Computational Thinking and Creativity in Early Childhood Education: Play -Learn-Construct-Program-Collaborate. In Mobile Learning Applications in Early Childhood. Education (pp. 324-347). IGI Global. https://doi.org/10.4018/978-1-7998-1486-3.ch016
  13. Kalogiannakis, M., & Papadakis, S. (2017). An evaluation of Greek educational Android apps for preschoolers. In proceedings of the 12th Conference of the European Science Education Research Association (ESERA), Research, Practice and Collaboration in Science Education, Dublin City University and the University of Limerick, Dublin, Ireland (pp. 21-25).
  14. 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
  15. Kapaniaris, A. G., & Zampetoglou, G. (2021). Visual programming for the greation of digital shadow play performance using mobile devices in times of Covid-19. Advances in Mobile Learning Educational Research, 1(2), 162-170. https://doi.org/10.25082/AMLER.2021.02.010
  16. Kasioumi, M. (2021). The environmental Kuznets curve: Recycling and the role of habit formation. Review of Economic Analysis, 13 (3), 367-387. https://doi.org/10.15353/rea.v13i3.4688
  17. Kasioumi, M., Stengos, T. (2022). A Circular Model of Economic Growth and Waste Recycling. Circ.Econ. Sust . https://doi.org/10.1007/s43615-022-00177-7
  18. 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
  19. Katz LG (2010). STEM in the early years. https://ecrp.yuck.edu/beyond/seed/katz.html.
  20. Kikilias, P., Papachristos, D., Alafodimos, N., Kalogiannakis, M. & Papadakis, St. (2009). An Educational Model for Asynchronous E-Learning. A case study in a Higher Technology Education, In D. Guralnick (ed.) Proceedings of the International Conference on E-Learning in the Workplace (ICELW-09), 10-12 June 2009, New York: Kaleidoscope Learning (CD-Rom).
  21. Kim, J., Gilbert, J., Yu, Q., & Gale, C. (2021). Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children's Literacy and Math Skills. AERA Open 7(1), 1-19. https://doi.org/10.1177/23328584211004183
  22. National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: The National Academies Press.
  23. 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
  24. Papadakis, S. (2018). Is pair programming more effective than solo programming for secondary education novice programmers?: A case study. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 13(1), 1-16. https://doi.org/10.4018/IJWLTT.2018010101
  25. Papadakis, S. (2022). Apps to promote computational thinking concepts and coding skills in children of preschool and pre-primary school age. In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 610-630). IGI Global. https://doi.org/10.4018/978-1-6684-2411-7.ch028
  26. 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
  27. Papadakis, S., & Orfanakis, V. (2018). Comparing novice programing environments for use in secondary education: App Inventor for Android vs. Alice. International Journal of Technology Enhanced Learning, 10(1-2), 44-72. https://doi.org/10.1504/IJTEL.2018.088333
  28. Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Attitudes towards the use of educational robotics: Exploring pre-service and in-service early childhood teacher profiles. Education Sciences, 11(5), 204. https://doi.org/10.3390/educsci11050204
  29. Pasnik, S., & Hupert, N. (2016). Early STEM Learning and the Roles of Technologies. Waltham, MA: Education Development Center, Inc.
  30. Sripada, K. (2012). Neuroscience in the capital: Linking brain research and federal early childhood programs and policies. Early Education and Development, 23(1), 120-130. Stemtosteam (nd). What is STEAM? https://doi.org/10.1080/10409289.2012.617288
  31. Sullivan, A., Elkin, M. & Bers, M. U. (2015). KIBO robot demo: engaging young children in programming and engineering. In Proceedings of the 14th International Conference on Interaction Design and Children, 418-421 Boston, Massachusetts, June 21-24. https://doi.org/10.1145/2771839.2771868
  32. Tallou, K. (2022a). Museum and Kindergarten: STEM connections between exhibits and science. Advances in Mobile Learning Educational Research, 2 (2), 333-340. https://doi.org/10.25082/AMLER.2022.02.003
  33. Tallou, K. (2022b). 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
  34. 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://doi.org/10.1007/s10643-016-0783-0
  35. Torres-Crespo, NM, 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.
  36. Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components. Intermediate Unit 1 and Carnegie Mellon, Pennsylvania.
  37. Tzagkaraki, E., Papadakis, S., & Kalogiannakis, M. (2021). Exploring the Use of Educational Robotics in primary school and its possible place in the curricula. In Educational Robotics International Conference (pp. 216-229). Springer, Cham. https://doi.org/10.1007/978-3-030-77022-8_19
  38. Vidakis, N., Barianos, AK, Trampas, AM, Papadakis, S., Kalogiannakis, M., & Vassilakis, K. (2019). in-Game Raw Data Collection and Visualization in the Context of the ``ThimelEdu" Educational Game. In International Conference on Computer Supported Education (pp. 629-646). Springer, Cham. https://doi.org/10.1007/978-3-030-58459-7_30
  39. Vlasopoulou, M., Kalogiannakis, M., & Sifaki, E. (2021). Investigating Teachers' Attitude and Behavioral Intentions for the Impending Integration of STEM Education in Primary School. In St. Papadakis and M. Kalogiannakis (Eds.), Handbook of Research on Using Educational Robotics to Facilitate Student Learning (pp. 235-256). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-6717-3.ch009