Supervisors info:
Γκούσκος Δημήτρης, Επίκουρος Καθηγητής, Τμήμα Επικοινωνίας και Μέσων Μαζικής Ενημέρωσης, ΕΚΠΑ
Summary:
The first part of the bachelor's thesis presents its theoretical Bibliographic background. Specifically, a search was conducted in the modern literature regarding the definition and historical background in Environmental Education, as well as its goals and objectives. There is also a report on the threatened species of sea turtles and basic information about them, such as anatomy, but also their ecological significance. This is followed by an analysis of the DGBL industry and its contribution to Primary Education, but also specifically to Environmental education. The involvement and use of digital games as learning tools and the results of already applied researches on learning benefits are examined. STEM Education is then approached, with a historical background and then the benefits and the need to integrate it into the training process. In particular, studies are presented, which examine the use of the Minecraft Education Edition game to introduce students to STEM Education and the results of those researches.
The second part concerns the planning of the educational intervention, including the research hypothesis and the research questions, the purpose and further objectives of the intervention, on which the design was based, the parameters taken into account, the sample and the environment in which it was applied, as well as the originality and the value of the implementation of the specific intervention. In addition, a detailed presentation of the steps of implementation of the educational intervention is made, which is divided into Phase A and B, but also in the Pre-Mid-Post Test. In this chapter, the badges that the students acquired after each successful stage are presented, as well as their creations inspired by the intervention itself. In the end, the results from assessments of the Pre-Mid-Post Test are analyzed, recorded and presented and also a comparison of the knowledge made held by students before the start of the educational intervention, those who acquired after Phase A and those who finally submitted after Phase B, in completion of the educational intervention. The presentation is implemented through diagrams but also a "knowledge ruler-amplifier" in which the correct answers, given by the students per stage, are marked.
In the third and last part of the work, concerns the conclusions that were formulated from the measurements implemented and recorded in the previous chapter, as well as thoughts and ideas for future extensions of this educational intervention.
Keywords:
Enviromental Education, DGBL, STEM, MinecraftEdu
