Mathematics Education, Western and Eastern Teaching Approaches Combined With Arts

The paper describes the experimentation results of the application in the classroom of a novel learning and teaching approach for studying mathematics. The method results from a combination of art and technology to stimulate and motivate secondary school students in mathematics often considered tedious and challenging to understand. This helped students revive the art perception displaying its hidden science base and understanding that most artists' reasoning is reducible to mathematical concepts

Students' Engagement through Computational Thinking and Robotics

Nowadays, school systems are underlining the relevance of "computational thinking" and educational robotics not only in STEM (science, technology, engineering and mathematics) education, but also in other humanistic disciplines as reinforcement of student creativity and problem-solving capacity. This paper presents an example of educational robotics tool used to engage students in their learning process through the manipulation and construction of artifacts

The Design and Implementation of an Open-source Programmable Bot for Educational Purposes

The ubiquity and an established framework for using open-source electronics and 3D prototyping platforms have enhanced the ways educational robotics (ER) is introduced. Low entry-level, a wide range of peripheral modules and 3D designs alleviate approaching the subject. Nevertheless, the relative ease such systems aim to provide tends to obscure the underlying machinery and basic principles. In this regard, the present article describes designing and implementing a simple programmable Arduino-based bot with a particular accent on the underpinning principles' exposition

Maths, Art and Technology: a Combination for an Effective Study

In this paper a novel learning and teaching approach for studying mathematics is presented. The method is the result of a combination between art and technology in order to stimulate and motivate secondary school students in mathematics often considered boring and difficult to understand. This helps students revive the art perception displaying its hidden science base and understand that artists’ reasoning is reducible to mathematical concepts. Currently, the research project is in the experimentation phase in which the students have the opportunity to test the model proposed. In the article some preliminary results are presented and discussed

Digital Storytelling Approach for Environmental Challenges and the Early School Leaving Prevention

Given the rapidly evolving nature of the labour market, it is crucial to develop individuals' soft skills to ensure effective job performance. To achieve this, teaching methods should prioritize the development of soft skills among students. One such instructional method is digital storytelling, which has been recognized as an essential tool for developing future workforce skills such as creativity, critical thinking, digital literacy, and communication skills. Two European Commission-funded projects under the Erasmus Plus Programme that utilize digital storytelling in education and training to help individuals and organizations adapt to the digital age are presented in the paper as examples of initiatives promoting this approach: The BIG_GAME and the Digital Stories

Fostering the Development and Implementation of Digital Learning Strategies for Digitization in Schools

In today's fast-paced and rapidly changing world, teachers must continually update their skills and competencies to meet the new requirements of education. As new technologies and teaching methodologies emerge, teachers need to stay abreast of these changes to be effective in the classroom.The paper discusses an approach for improvement of skills and competencies of the adult educators across Europe on how to use digital tools, digital content libraries and technology-enhanced methods, among them the “Episodes of Situated Learning”, to ensure engaging and meaningful virtual instruction in inclusive settings

Западни и източни подходи в образованието по математика, комбинирани с изкуство

ИМИ-БАН, 21.01.2021 г., присъждане на образователна и научна степен "доктор" на Микела Трамонти

Design Thinking as an Auxiliary Tool for Educational Robotics Classes

The dynamic spread of 3D printing technologies and open-source electronics prototyping platforms has significantly enriched the diversity of instruments used within educational robotics (ER) settings. An active, low-entry-level community offering ready-to-use libraries for a broad variety of devices assists in the development of quite sophisticated projects. However, the flipside of the coin is represented by the current research findings, which reveal that students’ interest in science, technology, engineering and mathematics (STEM) subjects has declined across Europe, as manifested in difficulties when approaching scientific topics and dealing with problems and phenomena studied from a multidisciplinary perspective. Consequently, a significant percentage of youths are at risk of social exclusion due to the direct relationship between low academic achievements and school dropout. Moreover, learners lack guidance in applied and life-context skills, such as creative thinking, problem solving, and collaboration, which highlights the need to introduce innovative pedagogical approaches. In this context, the design thinking (DT) methodology was proposed to tackle the problem. Originating in the development of psychological studies on creativity in the 1950s within the educational context, DT is known to foster creative thinking, help develop empathy, promote action-oriented actions, improve meta-cognitive awareness, contribute to problem-solving skills, and enhance students’ imagination. The last point supports the students’ development of critical thinking, social inclusion, teamwork skills, and academic performance. Thus, this paper introduces a methodological framework combining DT with ER classes. First, to approach the problem, the teachers’ survey data were collected and analysed to reveal the respondents’ level of integration of the DT methodology into current school curricula. Then, the work focused on the application of this framework in a learning experience by addressing the weakest points established and their elaboration through the combined ER and DT classes in the context of secondary schools