Computational Thinking and STEM in Agriculture Vocational Training

A Case Study in a Greek Vocational Education Institution

Bibliographic Data

ID16946451
AuthorsEleftherios Chondrogiannis (Agricultural University of Athens), Eleni Symeonaki (Agricultural University of Athens), Dimitris Papachristos (University of West Attica), Demetrios Loukatos (0000-0002-7675-842X, Agricultural University of Athens), Konstantinos G Arvanitis (0000-0002-5778-6644, Agricultural University of Athens, corresponding author)
Year2021
Volume11
Issue1
Pages230-250
Publication date2021-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Investigation in Health, Psychology and Education (JOURNAL)
Journal identifiersISSN: 2174-8144 • E-ISSN: 2254-9625
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/ejihpe11010018
PMID34542461
OpenAlexW3135384876
LanguageEN
Citations received5
References cited41

Due to the dynamic nature of the agricultural industry, educators and their institutions face difficult challenges as they try to keep pace with future demands for knowledge and skilled workers. On the other hand, computational thinking (CT) has drawn increasing attention in the field of science, technology, engineering, and mathematics (STEM) education at present and, as advanced technologies and tools emerge, it is imperative for such innovations to be sustained with knowledge and skill among STEM educators and practitioners. The present case study aims to explore the relation between CT, STEM and agricultural education training (AET) in a Greek vocational training institute (IEK), the Agriculture IEK of Metamorfosis city (IEKMC), which is active in agriculture education. The research methodology is utilized according the positivist philosophical approach through data acquisition employing a questionnaire and the quantitative (statistical) analysis of data collected. The sample consists of IEKMC educators and students selected based on simple random sampling. Based on the participants belief that CT and STEM philosophy add value in the learning process, it focuses on the application of knowledge in the real world (students) and problem solving using new technologies (educators). Educators consider “experiments” as the most significant educational tool for problem solving in teaching practice. Students rate Greek Agriculture Education and Training (GAET) higher than educators. However, the participants evaluate GAET very low due to the lack of new innovative teaching methods being introduced. Finally, there is great interest in the implementation of CT and STEM in the European Union (EU) by students and educators

Agricultural education · Agriculture · Business · European union · Geography · Mathematics education · Medical education · Pace · Pedagogy · Vocational education · Computer Science · Evolutionary Algorithms and Applications · Genetics, Bioinformatics, and Biomedical Research · Medicine · Psychology · Teaching and Learning Programming

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