From Classroom to Sky: The Drones4STEM Initiative in Secondary Education

The Drones4STEM initiative marks a pioneering step in enriching STEM education by integrating drone technology into secondary school curriculums. This innovative approach provides educators with easily deployable tools and custom-designed instructional scenarios, significantly enhancing the teaching...

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Vydáno v:IEEE Global Engineering Education Conference s. 1 - 5
Hlavní autoři: Karachalios, Theodoros, Karachristos, Christoforos, Kouvara, Theodora, Fanariotis, Anastasios, Fotopoulos, Vassilis, Orphanoudakis, Theofanis
Médium: Konferenční příspěvek
Jazyk:angličtina
Vydáno: IEEE 08.05.2024
Témata:
drone education
Engineering education
Engineering profession
Floors
Focusing
learning scenarios
Navigation
Next generation networking
Scratch programming
Sparks
STEM education
ISSN:2165-9567
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Shrnutí:The Drones4STEM initiative marks a pioneering step in enriching STEM education by integrating drone technology into secondary school curriculums. This innovative approach provides educators with easily deployable tools and custom-designed instructional scenarios, significantly enhancing the teaching and learning experience. The initiative is exploits compact, low-cost and user-friendly drones combining their use with a comprehensive 'Drones4STEM' floor mat kit, offering a hands-on, interactive learning platform. By simplifying the technological aspects, Drones4STEM allows educators to focus more on educating and inspiring students about the multifaceted applications of drones in various sectors. This paper delves into the specifics of the Drones4STEM kit, its practical applications in educational settings, and the structured Drones4STEM e-course for educators. Through this initiative, educators are equipped with the necessary skills and knowledge to foster an engaging and dynamic STEM learning environment, preparing students for the technological advancements of the future and inspiring them to explore diverse career paths in drone technology and its applications.
ISSN:2165-9567
DOI:10.1109/EDUCON60312.2024.10578681