Chondrogiannis Eleftherios, Symeonaki Eleni, Papachristos Dimitris, Loukatos Dimitrios, Arvanitis Konstantinos G
Department of Natural Resources Management and Agricultural Engineering, Agricultural University of Athens, Iera Odos 75, 11855 Athens, Greece.
Department of Industrial Design and Production Engineering, University of West Attica, Thivon 250 and P. Ralli, 12244 Egaleo, Greece.
Eur J Investig Health Psychol Educ. 2021 Mar 1;11(1):230-250. doi: 10.3390/ejihpe11010018.
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.
由于农业产业的动态性质，教育工作者及其所在机构在努力跟上未来对知识和技术工人的需求时面临着艰巨的挑战。另一方面，计算思维（CT）目前在科学、技术、工程和数学（STEM）教育领域受到了越来越多的关注，并且随着先进技术和工具的出现，对于STEM教育工作者和从业者而言，必须用知识和技能来维持此类创新。本案例研究旨在探讨希腊一所职业培训机构——梅塔莫尔福西斯市农业职业培训学院（IEKMC）中CT、STEM与农业教育培训（AET）之间的关系，该学院活跃于农业教育领域。研究方法依据实证主义哲学方法进行运用，通过问卷调查收集数据，并对所收集的数据进行定量（统计）分析。样本由基于简单随机抽样选取的IEKMC教育工作者和学生组成。基于参与者认为CT和STEM理念在学习过程中具有附加价值，它侧重于知识在现实世界中的应用（学生）以及使用新技术解决问题（教育工作者）。教育工作者认为“实验”是教学实践中解决问题的最重要教育工具。学生对希腊农业教育培训（GAET）的评价高于教育工作者。然而，由于缺乏新的创新教学方法的引入，参与者对GAET的评价非常低。最后，学生和教育工作者对在欧盟（EU）实施CT和STEM表现出极大的兴趣。
