The Shield of Achilles using 3D Technologies to Support Teaching Scenarios of Homeric Epics

E Solomou,P Angelopoulos

doi:10.24018/ejers.2020.0.cie.1795

Abstract

The “Shield of Achilles” is an effort to teach in an interdisciplinary way both the teaching subjects of Ancient Greek (Omer’s Iliad) and Informatics (3D modelling and printing), that took place in the 1st Junior High School of Vrilissia, Athens, during the school year 2017-2018 [13]. Students of B grade of Junior High School (ages 13-14), on a voluntarily basis, separated into groups of 4, created in a 3D design environment the “Shield of Achilles” as were taught during the subject of Ancient Greek and according to the description of the shield given by Homer in his poem “Iliad”. The most of the shields were eventually printed out using the 3D printer of the computer lab. The aim of the project was to support teaching between STEM and Classical subjects, co-create and implement integrated models inspired by STEM and classical disciplines and to investigate the behavior of students through a school program based in both formal and non-formal educational approaches. Part of the program was supported through the school’s curriculum, part of the program had to be implemented out of school hours. After the completion of the project students responded to a questionnaire prepared by the teachers in a google form format. The most important results of this questionnaire are discussed in this work.

Highlights

According to the OECD’s PISA 2015 [1], which tested around 540000 15-year-old students in 72 countries and economies in science, with reading, mathematics and collaborative problem solving, only 12 out of the 72 countries and economies assessed have improved their science performance over this period
There is a need for innovative approaches to increasing the motivation of pupils towards both STEM [2] and classical subjects and for offering teacher training on new ways of introducing innovation and new teaching approaches
Students interested in classical subjects do not use scientific thinking, computational thinking, practice and methodologies based on the understanding of STEM subjects

Summary

INTRODUCTION

According to the OECD’s PISA 2015 [1], which tested around 540000 15-year-old students in 72 countries and economies in science, with reading, mathematics and collaborative problem solving, only 12 out of the 72 countries and economies assessed have improved their science performance over this period For this reason, there is a need for innovative approaches to increasing the motivation of pupils towards both STEM [2] and classical subjects and for offering teacher training on new ways of introducing innovation and new teaching approaches. Students with interest in STEM subjects are less interested in classical studies which lessens their chances of developing comprehensive knowledge and literacy on issues such as history, philosophy, languages, religions, etc Youth, even if they considered to be very good at their subject of studies do not seem to have an overall perception of issues not related directly to their studies. Its objectives are to monitor the acquisition of knowledge and skills related to both involved subjects students’ potential participation and performance in both subjects the need and enthusiasm of students to attend an interdisciplinary program based on creativity and cooperation

Scenario

Cross- linking

Means of teaching-materials-conditions

CONCLUSIONS