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.

Purpose: – Over the years, game-based learning approaches have been adapted in teaching and learning both to engage and motivate students during learning activities. Game technology, such as serious and simulation games, have been used as a new generation of training educational tools enhancing students’ learning and academic performance. An important aspect in the evaluation of those methods is that it focusses particularly on cognitive learning outcomes, ignoring the significance of other processes including emotional aspects in game environments that also contribute significantly to learning, performance and motivation. The purpose of this paper is to present the empirical evidence of a research related to the emotional experiences of pre-service teachers, after the implementation of a simulated classroom environment during the semester.Design/methodology/approach: – SimSchool classroom simulation was used for the training of pre-service teachers in classroom and for behavior management issues. The research took place at the Democritus University of Thrace (DUTH) and the School of Pedagogical and Technological Education (ASPETE), in Greece. This study aimed to gain insights related to the emotions that pre-service teachers experienced during the simulated activities.Findings: – The results indicated that participants from DUTH experienced more negative and less positive emotions during the game including anxiety, nervousness, disappointment, insecurity, inability to deal with simSchool activities, defeat, dissatisfaction, fatigue, fear and stress. Moreover, the results revealed that ASPETE’s participants experienced more positive and less negative emotions during playing with the simulation, including excitement, motivation and satisfaction.Originality/value: – The related research on the use of games in teacher training is still at its infancy, the current research aimed to address teacher training through a simulated classroom environment and investigate the emotional experiences of pre-service teachers during simulated activities.

The goal of our research is to educate students at primary schools in Greece on rapid ongoing natural disasters through the holistic-interdisciplinary science, technology, engineering, art, and mathematics (STEAM)-based method. As a learning tool, an integrated program was designed with a variety of actions and activities aiming to experientially educate students in a holistic-interdisciplinary STEAM-based way. These are based on science, technology, engineering, art, and mathematics. This three-month program was chosen to be conducted in a private school of Attica, Greece, for the course “skill laboratories”. It was conducted to students of the second (seven years old) and the fifth grade of primary school (10 years old). In the beginning and the end of the program, the 133 participating students were given questionnaires, in order for the program to be assessed as to whether it managed to accomplish the initial goals. A total of 266 digital questionnaires were collected through ArcGIS survey123 application (part of geospatial cloud by Esri), which is an integrated solution for the creation, distribution and analysis of survey data. From the statistical analysis of their answers, the conclusion was that the vast majority of the students felt stress, confusion, depression and shock when they saw a forest fire. Most kids stated that they have thought of the consequences of extended wildfires and the flood events that follow.