The article considers the essence and potential of STEM-education, the implementation of which is important for the training of specialists of the new generation and socio-economic development of our country. The core of the basic concepts of STEM-education as a new direction in education is revealed, the appearance of the acronym "STEM" is covered, its meaning is discussed, and the conceptual field of its synonymous categories is analyzed. The main advantages of this area and the main issues of STEM-approach implementation in the domestic education system are clarified. The experience of the world's leading countries (including the USA, Great Britain, and Canada) in the implementation and development of STEM-education is analyzed. The conclusion about efficiency of activity of the establishments of the general secondary education focused on STEM-technologies is made. The necessity of improving the education system of Ukraine focusing on the experience of STEM programs implementation in the above-mentioned countries is substantiated. Possibilities of application of STEM-technologies in the New Ukrainian School (NUS) are defined (at an initial stage of training in particular). The conclusion is made about the need to restructure the whole learning process, which presupposes moving away from the teacher-centered model of learning, giving students initiative, stimulating their activity, activating development of critical thinking and creativity. It is noted that the role of teachers in STEM-education is changing, which, in turn, raises the issue of training and retraining of teachers who could work in this direction and transfer the process of STEM-education from individual to mass. The need to provide educational institutions with appropriate material resources (LEGO designing sets, computers, new generation of textbooks, etc.) has been confirmed.
The article defines the essence of professional health of educators as a harmonious set of components, namely: intellectual (state of cognitive sphere, which actualizes motives, knowledge, health-preservation skills), physical (state of organs and systems of the body, which is based on morphological and functional reserves that provide adaptive responses); mental (state of mental and emotional spheres, the basis of which is the general mental comfort, which provides an adequate behavioral response); spiritual (set of characteristics of the spiritual world of an individual, the need to master the system of universal spiritual values; motivational and value attitude to the spiritual heritage), social (essence of relations with society, based on values and motives of individual behavior, economic, political, social, spiritual spheres of life) health. It is noted that the change in the regime of educational activities during the quarantine affects the professional health of educators. The article outlines the violation of the psychological and physical condition of the subjects of the educational process as a result of professional activities during quarantine. On the basis of the developed questionnaire, the peculiarities of emotional reaction and behavior of teachers and students during the quarantine are found out. Survey and self-assessment methods were used for assessment. The most common states of emotional response to the situation of coronavirus spread were identified and the causes of anxiety in respondents were clarified. The degree of activity of educators and students in the area of disease prevention and strengthening their own health has been determined. Peculiarities of educational and professional activity of subjects of educational activity during quarantine are determined. The degree of adaptation of students and teachers to the peculiarities of work in the conditions of distance / blended learning is clarified. Inquiries of teachers and students concerning information and preventive work in the conditions of quarantine are revealed. The vectors of preventive and corrective actions for the preservation of physical and psychological health are outlined.
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