DC FieldValueLanguage
dc.contributor.authorHatzigianni, Maria-
dc.contributor.authorPapamanolis, A.-
dc.contributor.authorLiapis, Antonios-
dc.contributor.authorManousogiannaki, Georgia-
dc.date.accessioned2024-04-11T13:49:38Z-
dc.date.available2024-04-11T13:49:38Z-
dc.date.issued2023-01-01-
dc.identifierscopus-85180029505-
dc.identifier.isbn9781003824374-
dc.identifier.other85180029505-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1991-
dc.description.abstractDespite the worldwide spread of the maker movement, limited empirical research exists in relation to early childhood education. This chapter reports on a project with preservice early childhood teachers of a Greek public university who participated in an open workshop around makerspaces and the making culture organized by a team of experts from the School of Architecture of the Technical University of Crete that operates the Athens Municipal Makerspace (AMMS). The project underlines the importance of high-quality professional development for prospective early childhood teachers, who are mostly women, and aligns with Sustainable Development Goal 4, “Quality education.” Pre (N = 63) and post questionnaires (N = 51) were utilized to identify students’ knowledge on making and makerspaces. Focus group interviews (N = 18) to examine prospective teachers’ reflections on their experience and facilitate a pedagogical discussion on adopting possible changes in their educational practice with very young children were also used. Findings showed great enthusiasm and very positive feedback from students. Their confidence increased significantly in employing new technologies for a Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning approach and in becoming more creative, signaling a brighter, more creative future for education and lifelong learning of young women and girls.en_US
dc.language.isoenen_US
dc.relation.ispartofScience, Technology, Engineering, Arts, and Mathematics (STEAM) Education in the Early Years: Achieving the Sustainable Development Goalsen_US
dc.titleEarly childhood teachers becoming makers themselves before teaching young children the value of makingen_US
dc.typeBook Chapteren_US
dc.identifier.scopus2-s2.0-85180029505-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.identifier.spage153en_US
dc.identifier.epage166en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85180029505&origin=inward&txGid=2758c26b14744a4e51cf7a40c4d4d0faen_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.openairetypeBook Chapter-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-9378-2598-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Book Chapter / Κεφάλαιο Βιβλίου
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