Panagiotis Antonopoulos, Michael Skoumios


The purpose of the present paper is to investigate the contribution of a STEM teaching intervention to the development of practices for planning investigations in high-school students. STEM instructional material was developed based on the constructivist approach to learning with the use of science and engineering practices. The instructional material included a weather station consisting of a microcontroller with humidity, temperature, pressure, light intensity and raindrop sensors. The instructional material developed was implemented in 38 high-school students and the data was collected through a questionnaire completed by the students before and after the end of the teaching intervention. The research data included students’ answers to the questionnaires. The data analysis showed that the students are able to develop and use practices for planning investigations through the implementation of the instructional material that was constructed.


Article visualizations:

Hit counter



STEM instructional material, planning investigations, weather station

Full Text:



Antoniadou, P. & Skoumios, M. (2013). Primary teachers' conceptions about science teaching and learning. The International Journal of Science in Society, 4 (1), 69-82.

Arnold, J. C., Kremer, K., & Mayer, J. (2014). Understanding Students' Experiments—What kind of support do they need in inquiry tasks? International Journal of Science Education, 36(16), 2719-2749.

Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11.

Bybee, R. W. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 70, 30-35.

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. A report prepared for the Office of Science Education, National Institutes of Health. Colorado Springs, CO: BSCS.

Chen, Z., & Klahr, D. (1999). All other things being equal: Acquisition and transfer of the control of variables strategy. Child development, 70(5), 1098-1120.

Czerniak, C. M., & Johnson, C. C. (2014). Interdisciplinary science teaching. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. 2, pp. 395–411). New York, NY: Routledge.

Driver, R., Guesne, E., Tiberghien, A. (1985). Some features of children's ideas and their implications for teaching. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 193-201). Milton Keynes, UK: Open University Press.

Duggan, S., & Gott, R. (2000). Intermediate General National Vocational Qualification (GNVQ) Science: a missed opportunity for a focus on procedural understanding? Research in Science & Technological Education, 18(2), 201-214.

Duschl, R. A., & Bybee, R. W. (2014). Planning and carrying out investigations: an entry to learning and to teacher professional development around NGSS science and engineering practices. International Journal of STEM Education, 1:12.

English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(3), 1-8.

Forbes, C., Lange, K., Möller, K., Biggers, M., Laux, M. & Zangori, L. (2014). Explanation construction in 4th-grade Classrooms in Germany and the United States: A Cross-national Comparative Video Study. International Journal of Science Education, 36(14): 2367-2390.

Gonzalez, H. B., & Kuenzi, J. (2012). Congressional Research Service Science. Technology, Engineering, and Mathematics (STEM) Education: A Primer, 2. Congressional Research Service, Library of Congress.

Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.

Johnson, C. C., Peters-Burton, E. E., & Moore, T. J. (Eds.). (2015). STEM road map: A framework for integrated STEM education. Routledge.

Khishfe, R., & Lederman, N. (2006). Teaching nature of science within a controversial topic: Integrated versus nonintegrated. Journal of Research in Science Teaching, 43(4), 395-418.

Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661-667.

Kurt, K., & Pehlivan, M. (2013). Integrated programs for science and mathematics: review of related literature. International Journal of Education in Mathematics, Science and Technology, 1(2), 116-121.

Kyriazi, E., & Constantinou, C. (2005). The Science Fair as a Means for Developing Graphing Skills in Elementary School. In Michaelide, P. & Margetousaki, A.(edits). Proceedings of the 2nd International Conference on Hands on Science: “Science in a Changing Education (pp. 359- 368). Rethymno: The Laboratory for Science Teaching, Department of Education, University of Crete, 13th – 16th July 2005.

Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM defined: Contexts, challenges, and the future. The Journal of Educational Research, 110(3), 221-223.

National Research Council. [NRC] (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.

NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

Ríordáin, M. N., Johnston, J., & Walshe, G. (2016). Making mathematics and science integration happen: key aspects of practice. International Journal of Mathematical Education in Science and Technology, 47(2), 233-255.

Roth, W. M., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127-152.

Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research, 2(1), 28-34.

Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., Boeve-de Pauw, J., Dehaene, W., Deprez, J., De Cock, M., Hellinckx, L., Knipprath, H., Langie, G., Struyven, K., Van de Velde, D., Van Petegem, P. and Depaepe, F. (2018). Integrated STEM Education: A Systematic Review of Instructional Practices in Secondary Education. European Journal of STEM Education, 3(1), 2-12.



  • There are currently no refbacks.

Copyright (c) 2019 Panagiotis Antonopoulos, Michael Skoumios

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).