Teaching Programming towards the Development of Early Analytical Structural and Critical Minds

Analytical thinking is a transversal learning skill that can help an individual develop experience and excel in wide areas, academic, social, civic, and professional. It facilitates skilled reading, writing, reasoning independently of the thematic area, problem solving, evaluation of values, and informed decision-making. It helps individuals set goals, develop alternatives, and identify sound courses of implementation.

Despite the applicability of analytical thinking throughout an individual’s lifetime, development of the skill in early life in the context of school curricula in primary schools is not representative of its importance. Current teaching avenues mainly deploy math, which provides a general theoretical background. However, the interest of children in math education may lag behind other subjects as children do not see direct links to everyday life. Interestingly enough analytical thinking is missing from early formal technology education. This is predominantly a result of teaching approaches that follow dry presentations and exercises.  Current teaching practices fail to leverage the inherent link between technology education and creativity, which emerges when children are encouraged to find innovative solutions through brainstorming and problem solving sessions.

Information technology provides a new medium for developing analytical thinking through programming concepts: it is precise, structured, step-wise, and requires the setting of goals, exploration of alternatives, and evaluation of implementation approaches in a typical problem solving, project-based methodological structure. Learning activities that explore programming concepts may serve as complementary tools for developing critical thinking in the context of science education curricula. Finally, the technology offers additional advantages, such as the option of visual solutions that can be tailored to inspire children’s curiosity, promote creativity, and increase motivation.

cMinds aims to use programming teaching as a tool for developing analytical, structural, and critical thinking among young children. The project runs from December 2010 to November 2012.

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“Environmental Sustainability Training for Children through on-line Simulation, Exploration, and Collaboration”

Acceptance of environmentally-friendly practices, such as renewable energy solutions, is still low facing high resistance by local communities. This points to the urgent need for environmental education, especially targeting the next generation.

The stakes are high: modern society cannot afford failure in the environmental education of children. ENVKIDS aims to raise awareness on environmental sustainability and climate change mitigation activities among elementary school youngsters through age-appropriate on-line educational activities.

ENVKIDS does not aim to compete with existing environmental education curricula. Instead, it aims to provide value-adding on-line tools that complement existing practices and promote collaboration among European schools. At the same time the activities will promote children’s’ ICT skills.

The project runs from December 2009 to November 2011 and is partly funded by the Comenius action of the Life Long Learning programme as project ID 502390-LLP-1-2009-GR-COMENIUS-CMP.

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Associated Researchers: A. Hatzidimos, N. Chisochoides, G. Papadopoulos, J. Michopoulos, A. Bagiati, K. Xrysagis, G. Ntalos

PostDoctoral Researchers: L. Spyrou, D. Papanastasiou

Ph.D Candidates: D. Benis, I. Kaffe, C. Florou, H. Tsalapata, A. Axenopoulos, A. Ntalos

Graduate Research Assistants: I. Koutsaftikis, D. Koutsaftikis

Undergraduate Research Assistants: O. Meikopoulos

- High Performance Computing and Networking

- Software Engineering and Informatics

- Computational Science and Engineering

- Problem Solving Environments

- Engineering Education

This laboratory is the reorganization of the previously approved lab “mechatronics and biomechatronics”, in order to better accommodate and describe the research activities of the personnel involved.

Video: Finite element modeling of human movements

The team activities cover also the design and simulation of material processing. Advanced techniques of computational thermodynamics and kinetics are used together with the finite element method for the simulation of the material microstructure during processing the calculation of residual stresses in complicated structures, and the simulation of casting and surface treatment of materials.

-N. Kioleidis AEBE

-Petrola

-Motoroil

-Hellenic Petroleum

-Attiko Metro

Post Docs: D. Syrivelis, D. Bountas, D. Karampatzakis, M. Kozyri, Dr.Fotis Foukalas

Ph.D. students: M. Tsiampas, A. Dadaliaris, M.-A. Rammou, M.-O. Nef, L. Perlepes, F. Liakou, N. Zarokostas, I. Kolokouris, G. Giannakas, G. Drasidis, D. Zaharis

MSc. students: A. Marnari, Aristidis Iakovou, Panayiotis Chalkias, Konstantina Roumeliotou, Maria Prodromou

Post Docs: Th. Korakis, G. Paschos, P. Flegkas, S. Gitzenis

Ph.D. students: D. Zisiadis, S. Kopsidas, V. Sourlas, Ch. Papathanasiou, K. Stathopoulos, L. Gkatzikis, A. Apostolaras, S. Keranidis, N. Giallelis, D. Giatsios, K. Houmas, V. Miliotis

Associated Researchers: A. Vakali (AUTH), P. Lampsas (TEI Lamias)

Postdoctoral Researchers: N. Nanas, D. Syrivelis

Ph.D Candidates: M. Pitikakis, E. Kelis, D. Benis, I. Kaffe, K. Koytsoumpelas, Th. Fevgas

Graduate Research Assistants: I. Koutsaftikis, D. Koutsaftikis

Undergraduate Research Assistants: G. Sarailidis, S. Kondovas