Hellenic Journal of STEM Education 2021-01-21T17:47:16+03:00 Open Journal Systems <p><strong>Hellenic Journal of STEM Education (HJSTEM) (</strong><a href=""></a>) is an International Journal and aims to increase knowledge and enhance understanding of ways in which STEM epistemology can improve education, through the publication of high-quality peer-review research. The Editorial team welcome research papers on the STEM pedagogy, which combine theory and practice. Hellenic Journal of STEM Education is published online in English by iSER (The International Society of Educational Research) and E3STEM (Hellenic Education Society for S.T.E.M.). Hellenic J STEM Ed aims to become a major outlet for scientific work in the field of STEM education. All manuscripts are published open access and are subject to CC 4.0. Authors retain the copyright for their articles. Issues are published twice a year which make a volume for the journal. We are implementing a strict double blind review process in which authors and reviewers do not identify the other side. Please visit <a style="box-sizing: border-box; background-color: #ffffff; color: #007ab2; font-family: Lato, sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px;" href="">Author Guidelines</a><span style="color: rgba(0, 0, 0, 0.87); font-family: Lato, sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"> to view the review criteria that form the basis of reviewer evaluation and editor decision.</span></p> Editorial: STEM Education: “What’s in a Name?” 2020-07-02T21:31:17+03:00 Mehmet Fatih Taşar <p>In this editorial, I am explaining my background in STEM education course design, delivery, and research experiences and discussing the current state of STEM journals internationally. I am also including a short overview of the three articles of this inaugural issue of Hellenic Journal of STEM Education.</p> 2020-06-25T00:00:00+03:00 Copyright (c) 2020 Mehmet Fatih Taşar K-12 STEM Education: An Overview of Perspectives and Considerations 2020-06-22T15:33:58+03:00 Lynn Bryan LABRYAN@PURDUE.EDU S. Selcen Guzey <p>Over the last two decades, discussions, rhetoric, recommendations, and policies regarding STEM education have escalated among businesses and industry, policy makers, think tanks, and educators around the world. STEM education is cast as pivotal in increasing productivity, prosperity, and global competitiveness; as a lynchpin in addressing current and future socio-geo-political-economic challenges; as a panacea for filling shortages in workforce pipelines. In this commentary, we discuss the emergence of STEM acronym, its variants, and the rhetoric surrounding STEM that drives educational policy. We examine more closely the integration of STEM and present an example of how in our own work, we have begun to clarify the characteristics of integrated STEM that guide our projects. We summarize some of the research studies in the emerging field of integrated STEM that document its benefits and reflect on the opportunities afforded STEM educators for future research. This commentary is by no means exhaustive, but is intended to instigate thought, reflection, and progress regarding the nascent state of integrating the STEM disciplines.</p> 2020-06-18T17:32:32+03:00 Copyright (c) 2020 Lynn Bryan, S. Selcen Guzey A Conceptual Framework for Computational Pedagogy in STEAM education: Determinants and perspectives 2021-01-21T17:47:16+03:00 Sarantos Psycharis Konstantinos Kalovrektis Apostolos Xenakis <p>Computational Pedagogy is an instructional approach based on Computational Science and the Computational Experiment as well as on the CPACK model. Computational Science in Education engages students in computational modeling and simulation technology in alignment with the essential features of Inquiry based teaching and learning approach and the Computational Thinking dimensions (practices and skills). STEAM –content based epistemology- education is connected to Computational Pedagogy through the Computational Experiment leading to a proposed model called ‘Computational STEAM Content Pedagogy’ as a teaching and learning approach which can be implemented in a STEAM holistic interdisciplinary/trans-disciplinary epistemology approach to the curriculum for solving real computational problems.</p> 2020-06-19T18:12:24+03:00 Copyright (c) 2020 Sarantos Psycharis, Konstantinos Kalovrektis, Apostolos Xenakis Eighth Grade Students' Knowledge of Key Biotechnology Concepts 2020-06-25T16:37:54+03:00 Tahir Atıcı Burçin Atasoy Mehmet Fatih Taşar Tuğba Taflı <p>The aim of this study was to examine whether the students ' understanding of the concepts related to biotechnology in the elementary eighth grade curriculum had anything to do with gender and school differences. The sample of this study, in which the semi-experimental pattern is used, consists of 100 eighth grade students studying at Maltepe secondary school and Uluönder Secondary School in the central districts of Ankara province in the 2018-2019 academic year. The data were collected through the Biotechnology Information Survey prepared by the researcher. The Cronbach alpha reliability coefficient of the data collection tool used was calculated as 0.737 and it was determined by expert opinion that its reliability was sufficient. Two independent samples T-tests were used to analyze the data obtained. The data collection tool was applied to the groups in the form of a final test after the subject was processed. According to the results of the analysis, there was no significant difference between school variables. It was found that there was no significant difference in the understanding of Biotechnology concepts of students in schools located in different regions. In addition, when the student answers obtained from the Biotechnology Information survey were examined, it was revealed that the students had incomplete and incorrect information about biotechnology.</p> 2020-06-25T16:37:54+03:00 Copyright (c) 2020 Tahir Atıcı, Burçin Atasoy, Mehmet Fatih Taşar, Tuğba Taflı