An Exploratory Teaching Proposal of Greek History Independence Events based on STEAM Epistemology, Educational Robotics and Smart Learning Technologies

Abstract

Digital technologies help students to delve into the process of scientific discovery. Curriculum integration of STEM contents based on constructivism theories of learning as a context to implement the Science, Technology, Engineering, Mathematics (STEM) epistemology. In this work, we proposed an Inquiry based STEM constructivist teaching and learning methodology for Historical events of the Greek Revolution, enriched with smart learning technologies and engineering practices, while combining Educational Robotics approach. In particular, students design and built a history – line and program their robot to move towards each station, which represent an important timestamp event for Greek Revolution. The robot reads the station's QR code, via a smartphone attached to it, and then returns back to its base. Students retrieve information regarding historical events and according to an APP on their smartphone, they play a knowledge game, concerning these events. This work also highlights, via qualitative results, the additional value that smart learning technologiesand educational robotics give to theoretical subjects, such as History, which should need to be taught in an exploratory way. In that way, students are actively involved in hands – on activities and engineering design process, gaining knowledge from subjects as technology, computer science and engineering.