“STEM, STEAM and Educational Robotics in Kindergarten using WEB 2.0 tools. Organising an action plan at school”


Paraskevi Foti

STEM teaching is about using practical experiences while providing students with tools to develop and enhance their potential and influence the future. Because of that, this workshop has been organized through the Webex platform and 43 teachers working in Greek kindergartens in the 3rd district of Athens were the participants.

The aim of this workshop was for participants to get to know STEM, STEAM epistemology, and algorithmic thinking through practical examples.

Initially, I presented a PowerPoint presentation with definitions about STEM, STEAM, and algorithmic thinking and how we can integrate it in kindergarten school through gaming.

All the visual materials (screenshots, photos) belong and have been kindly provided by the author – Attribution CC-BY

Then, I presented a work plan which I had carried out at my school. The work plan was titled: The Circle of water-based on STEAM, within the framework of an eTwinning program. In order to have separate teams, participants were randomly divided into 4 breakout sessions and worked collaboratively through the Google Docs app.

All the visual materials (screenshots, photos) belong and have been kindly provided by the author – Attribution CC-BY

Each group, with different colors,(blue, red, green, orange) developed a work plan. They chose subject according to the photos in the collaborative document (land, recycling, earthquake, food consumption, traffic education).

Then, in the Padlet (collaborative online tool) each group according to its color added the title of its work plan and presented it in the end to all participants.

All the visual materials (screenshots, photos) belong and have been kindly provided by the author – Attribution CC-BY

After the presentation of all teams,  participants had the opportunity to do a quiz I created,  through the Kahoot application. That quiz included specific questions that tested their knowledge of STEAM.

All the visual materials (screenshots, photos) belong and have been kindly provided by the author – Attribution CC-BY

 At the end of the workshop and through the WordItOut application, participants created a word cloud with their impressions of STEAM.

All the visual materials (screenshots, photos) belong and have been kindly provided by the author – Attribution CC-BY


Design of the project

“Are we energy?”

This is the first question we use to introduce our Project.

At Escola Mestre Gibert, teachers believe all knowledge is connected.
Thus, 4th level Primary School teachers have decide to plan an interdisciplinary Renewable Energy Project, where all subjects can be included. The name of the project will be “Human Activity is Energy”.

Critical thinking, cooperation, creativity and communication are our skills

To engage the children, we use inquire based-learning. We build the project while creating challenges that they will solve and answer along with adding achievements.

As a result, teachers create and launch a collaborative project, where students’ experiments prove that energy is everywhere. Consequently, all subjects can contribute to build meaningful and comprehensive energy learning.

In this way, through Arts, Physical Education and Music, children can experiment how to show and to play with their energy.

In subjects such as Science, Technology, English Language and First Language, students build knowledge about energy and its uses. The English Language is the vehicular language to transmit the result of the learning process.

Moreover, a father of a student whose task is related to Clean Energies, will come to deliver a speech as an expert.

The challenge of students’ teamwork is the study of Renewable and Sustainable Energy, doing an internet research. They use the DRIVE platform to organize their work and organize an exposition in class. In this activity, the peers assessment will be very important.

Project evaluation

As we mentioned before, co-evaluation among peers is very important in order to obtain a good assessment. Students have to participate actively in all the learning process and until the end. Children use rubrics to pay attention to peers’ exposition and to express their opinions.

Finally, the children will perform a choreography to conclude the project, playing with multi-colour satin ribbons. For the soundtrack, previously we will record children’s voices singing a song called “Energize”, especially composed for the final show.

The song’s message is about Energy Resources and Earth Planet Health. Children enjoy singing the song and are engaging with its message:

On the last day of the project, students and teachers will gather together for a manifestation with banners, all spread around the playground, shouting messages such as: “save the Planet”, “we must use sustainable energy”, “SOS, planet Earth needs us!!”.

To conclude, we are convinced the project will engage the children, because they will be the protagonists of their learning process.

STEM Education vs Traditional Education

Author: Alketa Barjami

For the 2020 STEM Discovery Campaign, I organised few activities. They are listed and described below.

“STEM Education vs Traditional Education”

Type of activity or action: Training session
Date: 20/04/2020 – 24/04/2020

STEM helps to turn new ideas into better education. Timely education during PANDEMIC showed that STEM in home conditions, with the presence of the Internet, brought solutions to online education. Traditional education allows the student to receive formal education and teaches to focus on the topic in question.


For me, it was the first time I designed and implemented a lesson plan on Scientix, but it was not difficult … I could enrich it over time. The difficulty for students was that it was the first time they used online tools to build online puzzles. We could apply it for some more projects this month because we needed to learn online more…

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Teaching Science during Pandemic

Author: Cristina Nicolaita

For every teacher, the Coronavirus lockdown came with a big challenge, which for me was Teaching Science during school closure. We had to reshape our teaching style, taking into consideration our students’ needs during these days. The current situation of not being able to meet each other in our classes is a huge change. Our educational ministry has sent us a “letter of recommendation”. However, it was mostly up to every teacher’s creativity, skills and motivation to guide our students that are learning online. Sharing experiences with other colleagues helped a lot, like here, on the 2020 STEM Discovery Campaign. This is why I would like to tell you about my experience, as a Physics and IT teacher.

Teaching Science online

My first concern was my students’ online security and how to make sure everyone in the online class feels comfortable. It is also important for everybody to understand the teaching material keeping their own individual pace. Being the eTwinning ambassador for a long time, I have already known the answer: eTwinning platform. With its great functionalities, it allows us to share resources, communicate and collaborate in a safe environment. It became a solution for my 6th – 8th grade students learning physics. Together with my colleague Marusia Gabriela Cobel, on 4 April 2020, we co-founded “The virtual class of Physics”.

About our virtual class

eTwinning virtual class of Physics
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Teaching soft skills through STEM & reading online

Author: Adriana Lefter

My name is Adriana Lefter, primary school teacher in School Elena Doamna, Tecuci – Romania and with my 8 years old students we start a great adventure during this online teaching period.

Starting with the text The Lighthouse keeper`s lunch that we read it online in our meetings, using Google Meet, together and in groups, we explored the text and we carried out various activities. It was a good opportunity for students to communicate in their mother tongue, to express and interpret concepts, thoughts, feelings, facts and opinions in writing activities as well as communicating them in a foreign language for interpretations or translation of words and expressions. They did this creating comics about the text using online tools as toonytool or drawings by hand, and they add them all on Google Classroom, the platform that we use in this period.

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