Computational Thinking and STEM in Agriculture Vocational Training: A Case Study in a Greek Vocational Education Institution.

Eleftherios Chondrogiannis,Dimitris Papachristos,Konstantinos G Arvanitis,Eleni Symeonaki,Dimitrios Loukatos

doi:10.3390/ejihpe11010018

Abstract

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.

Highlights

The introduction of the computational thinking (CT) concept has provoked much discussion about the new ability of analytical and critical thinking, while there is much research on the completion of CT as well as the epistemology of STEM
In the part of questionnaire about the opinion of STEM philosophy, all respondents agreed that from ‘often’ to ‘always’ for STEM: (a) it emphasizes the application of knowledge to real-world problems, (b) it emphasizes the critical thinking, (c) it supports the problem solving (d) it enhances the creativity and (e) it is important for economic development
This case study clarified the scope of CT and STEM philosophy in agricultural education training (AET), documented perceptions of them, and revealed strengths and weaknesses of Greek Agriculture Education and Training (GAET)

Summary

Introduction

The introduction of the computational thinking (CT) concept has provoked much discussion about the new ability of analytical and critical thinking, while there is much research on the completion of CT as well as the epistemology of STEM (science, technology, engineering and mathematics). According to the NGSS (Next-Generation Science Standards) committee, science educators are constantly expressing concern about the lack of understanding the engineering concepts. They believe that elements of the curriculum in science education should be changed and that these elements should be included in their training. STEM contains the science of engineering that has some peculiarities, focusing mainly on the so-called design thinking, which is related to the dimensions of computational thinking [1]. Known since the 1950s and 1960s as “algorithmic thinking”, it can be argued that it is a thinking orientation based on which problems are formulated as input-to-output con-versions and algorithms are sought to implement these transformations [15]

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Discussion

Conclusion