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All Journal Journal of Research in Mathematics, Science, and Technology Education Journal of Research in Environmental and Science Education
Konstantinos T. Kotsis
Lab of Physics Education and Teaching, Department of Primary Education, University of Ioannina, Greece
Education Environmental Science Mathematics Social Sciences Other

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Inquiry-Based Learning in Science: Mathematical Reasoning’s Support of Critical Thinking Konstantinos T. Kotsis
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 1 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i1.35

Abstract

The evolution of educational paradigms toward inquiry-based learning (IBL) in science education has significantly altered pedagogical practices by emphasizing the necessity of active student participation in the learning process. Through questioning, research, and problem-solving, IBL invites students to investigate scientific phenomena, so promoting a closer knowledge retention and understanding. Integral to this approach is the function of mathematical thinking, which functions not only as a tool for quantitative analysis but also as a basic framework for critical thinking. Mathematical reasoning helps students organize their searches, efficiently analyze data, and come to reasonable conclusions. This interaction improves their ability to link mathematical ideas and scientific concepts, developing more advanced higher-order thinking abilities. Understanding how mathematical reasoning supports critical thinking within IBL will help curriculum development and teaching strategies in science education be much more informed as education progressively prioritizes integrating multidisciplinary approaches. In science education especially, IBL is especially helpful since it fits very nicely with the Next Generation Science Standards, which support student-centered learning environments that advance critical thinking and teamwork. IBL helps students develop critical skills, including analytical thinking and reasoning, by pushing them to create their own questions and search for answers through investigation. Moreover, including mathematical reasoning in IBL improves students’ problem-solving capacity by letting them approach challenging scientific questions with a strong methodological framework. IBL thus not only fosters curiosity but also provides the cognitive tools required for advanced learning in scientific fields.
The Use of STEM as a Tool for Teaching the Concept of Magnetism in Kindergarten Vasiliki Samara; Konstantinos T. Kotsis
Journal of Research in Environmental and Science Education Vol. 2 No. 1 (2025): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v2i1.1

Abstract

This study explores the integration of STEM education as a tool for teaching the concept of magnetism to kindergarten children. The research highlights the importance of engaging young learners through hands-on activities and creative storytelling, which allows them to express their understanding of magnetism based on their everyday experiences. The findings indicate that children initially possess misconceptions about magnets, such as believing that they attract all metals and that larger magnets are inherently stronger than smaller ones. Children are guided to correct these misconceptions and better understand magnetic properties through structured activities, such as drawing objects attracted and repelled by magnets. Artificial intelligence tools, such as ChatGPT and ideogram.ai, facilitate collaborative storytelling, enabling children to create illustrated narratives about magnets and enhancing their engagement and creativity. The study also emphasizes the role of technology in supporting children’s learning processes, allowing them to visualize and present their findings innovatively, such as through videos and presentations. Moreover, the research identifies the need for further exploration of children’s interactions with magnets and the effectiveness of AI in teaching complex scientific concepts to preschoolers. The results suggest that active participation in STEM activities significantly boosts children’s confidence and interest in science, laying a foundation for future engagement in STEM fields. Overall, this paper contributes valuable insights into the pedagogical strategies that can enhance the teaching of magnetism in early childhood education, advocating for the continued integration of technology and creative methods in the learning process.  
Co-Authors Vasiliki Samara