The article presents the results of a theoretical and empirical study of the problem of style peculiarities of the human life activities, namely the styles of communication of student youth aviation industry as a specific form of human activity, the essence of which is the interaction of partners, subject-subject relations. The style of life activities is considered as a way of existence of a person characterized by originality; it covers the entire system of human being, its internal and external manifestations, and provides activity of a certainty in the characterization and predictability of behavior in a wide range of situations. The authors proceed from the assumption that enhancement of the subject’s life activity requires taking into account the existing and expanding (or forming), in the given direction, style peculiarities of the activity in mutual connection to its personal qualities. The article reflects the basic theoretical foundations of the conducted research and the empirical data obtained on students’ communication styles and their connection with the mental qualities of the personality. It is revealed that modern student youth is characterized by use in communication of a wide range of means, among which, according to various classifications, prevail styles such as: altruistic, cooperative, collegial, liberal, dialogical, compromise, whichintheir content indicate the orientation of the subject on partner, cooperation with him, finding a common solution, mutual respect, etc., demonstrating the ability to communicate. The data obtained also indicate the need for students to expand the irarsenal of communication toolsanduse the ircap abilitiesin a variety of conditions and requirements of life activities. The study proved that there is a mutual connection between the communication styles with the mental (personality) qualities of students: personality qualities may lead to an inclination for a particular style of communication, and vice versa. The same testifies the possibility of their formation of certain styles on the basis of development (or creation) of corresponding personality qualities; extension of the same style peculiarities of interaction, the use by a person of specific styles in life will promote the development of personality’s associated with this mental formations.
The article presents the results of theoretical and practical analysis of the problem of STEM education in Ukraine. The authors assume that the definition of theoretical and methodological principles of this problem will help create conditions for the effective completion of educational and upbringing tasks in educational institutions. The article reveals the main conceptual principles of the order of the Cabinet of Ministers of Ukraine 05.082020 № 960-r «On approval of the Conception of natural sciences and mathematical education development (STEM-education)». Implementation of this Conception is envisaged by 2027. This Conception is aimed at the development of STEM-education, its large-scale implementation at all levels of education, establishing partnerships with employers and research institutions and their involvement in the development of natural sciences and mathematical education. The article also reveals the main theoretical and methodological principles of STEM-education such as: methodological principles, resource principles, organizational conditions and human resources, which ensures the success of the implementation of innovative learning in the education system. Creating an educational STEM-environment in an educational institution is one of the main tasks of the current stage of development of STEM-education. The educational STEM-environment of an educational institution is a set of intellectual and material conditions for the implementation of research results, technologies, engineering and integrated knowledge that ensure the self-development of a free and active personality and the realization of creative potential of students. STEM-education is implemented under the conditions of integration of all types of education on the basis of online platforms, media products, STEM-centers or laboratories, virtual STEM-centers, using non-standard methods, such as: STEM-excursions, interactive quests, contests or competitions in areas such as Internet of Things and robotics, STEM -festivals of makers and inventors, scientific picnics, hackathons, etc. The authors assume that the use of the above innovative and interactive methods and forms of work, organically combined with the peculiarities of educational activities, will effectively meet requirements of the Conception of natural sciences and mathematical education development (STEM-education), will allow students to form skills of research and engineering, invention and entrepreneurship, will provide support to students in their professional self-determination.
Відомості про автора: Горбенко Світлана, кандидат психологічних наук, доцент, старший науковий співробітник сектору науковометодичного забезпечення STEM-освіти відділу STEM-освіти Державної наукової установи «Інститут модернізації змісту освіти», Київ, Україна. У колі наукових інтересів: проблема соціалізації дітей з особливими освітніми потребами, особливості організації та впровадження STEMосвіти у закладах освіти. Василашко Ірина, завідувач сектору інноваційних форм та методів діяльності педагогічних працівників відділу STEM-освіти Державної наукової установи «Інститут модернізації змісту освіти», Київ, Україна. У колі наукових інтересів: проблема соціалізації молоді, інноваційних методів діяльності педагогічних працівників, особливості організації та впровадження STEM-освіти у закладах освіти.
The article presents the relevance of the study and organization of psychological and pedagogical conditions for the development of STEM education. The authors assume that the study of this problem will contribute to the improvement of the effectiveness of educational and educational tasks of educational institutions. The authors stated that the psychological and pedagogical conditions for the development of STEM education in educational institutions are the purposeful organization of the educational STEM environment in the educational institution; educational and methodical support of educational institutions; improving the professional skills of scientific and pedagogical workers; psychological readiness of teachers for innovative activities; motivation of students for research, design, invention activities etc. STEM education is a tool for implementing the key provisions of the Concept of the New Ukrainian School regarding the renewal of didactic methods, means, forms and principles of education. Strengthening the role of STEM education will increase the motivation of students to study natural and mathematical subjects, as well as engineering, technology, and informatics. STEM education unites the efforts of the participants of the educational process in the formation of the competencies of the students, which will give the opportunity to propose innovative solutions for the economic development of the state and other spheres of society.
The article presents the relevance of forming the professional skills of teachers of general secondary education institutions in the context of STEM education development. The study of this problem contributes to the effectiveness of the introduction of innovations and the fulfillment of educational and educational tasks by educational institutions at a high quality level. The content of the article reveals in detail the teacher's pedagogical activity, its types, principles and functions, structural components and levels of formation, professional characteristics of the teacher as an element in the education system. The longitudinal study of the levels of formation of the structural components of pedagogical activity (projective, organizational, communicative, gnostic) of teachers of general secondary education institutions has highlighted the positive impact of STEM education on professional development. STEM education has become a tool for the effective realization of teachers' creative potential to update didactic methods, tools, forms and principles of teaching. The strengthening of the role of STEM education has led to teachers' motivation to teach integrated subjects of the natural sciences, mathematics, and humanities, which also contributed to the improvement of the study results. The development of teachers' professional skills is facilitated by participation in various events at the regional, national, and international levels. At such events, educators not only gain new knowledge, access to new resources, but also have the opportunity to present their own work and exchange new thoughts, ideas, experiences, as well as find solutions to develop a STEM education model for the systemic development of an educational institution.
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