Education of students from Greek schools regarding natural disasters through STEAM
Akylina Mereli 1 * , Evelpidou Niki 1 , Sarantos Psycharis 2 , Hara Drinia 1 , Assimina Antonarakou 1 , Maria Mereli 3 , Tzouxanioti Maria 1
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1 National and Kapodistrian University of Athens, Athens, GREECE2 School of Pedagogical and Technological Education, Athens, GREECE3 Aristotle University of Thessaloniki, Thessaloniki, GREECE* Corresponding Author


The goal of our research is to educate students at primary schools in Greece on rapid ongoing natural disasters through the holistic-interdisciplinary science, technology, engineering, art, and mathematics (STEAM)-based method. As a learning tool, an integrated program was designed with a variety of actions and activities aiming to experientially educate students in a holistic-interdisciplinary STEAM-based way. These are based on science, technology, engineering, art, and mathematics. This three-month program was chosen to be conducted in a private school of Attica, Greece, for the course “skill laboratories”. It was conducted to students of the second (seven years old) and the fifth grade of primary school (10 years old). In the beginning and the end of the program, the 133 participating students were given questionnaires, in order for the program to be assessed as to whether it managed to accomplish the initial goals. A total of 266 digital questionnaires were collected through ArcGIS survey123 application (part of geospatial cloud by Esri), which is an integrated solution for the creation, distribution and analysis of survey data. From the statistical analysis of their answers, the conclusion was that the vast majority of the students felt stress, confusion, depression and shock when they saw a forest fire. Most kids stated that they have thought of the consequences of extended wildfires and the flood events that follow.


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Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 8, Article No: em2314

Publication date: 01 Aug 2023

Online publication date: 23 Jun 2023

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