The authors investigate the theoretical foundations of the concept of ecosystem, interdisciplinary approaches and features of integrated STEM education in the educational process, analyzed the components of the educational ecosystem and proved that they all directly affect the quality of STEM subjects. The authors conducted a survey to identify ways to develop components of the ecosystem of STEM education, which involved 105 respondents, students of pedagogical specialties of Borys Grinchenko Kyiv University and teachers of secondary schools in different regions of Ukraine. The analysis showed that the successful implementation of STEM education, involving all components of the ecosystem, involves the development of science education, in particular, the introduction of inquiry-based learning and the use of digital technologies in the educational process. Process skills are described, which are formed using inquiry-based learning, examples of tasks for the formation of basic and integrated skills of the scientific process are presented. Based on the research, the role of digital tools in the development of science education is demonstrated and groups of digital tools are identified that are necessary for ecosystem development and will help increase the efficiency of the educational process, make STEM learning interesting and productive; examples of digital resources that support students' learning in various integrated STEM environments are given and their role in the development of the STEM education ecosystem is described. Digital tools can be used to increase students' positive motivation, expand their experience and accelerate learning, they help to study STEM subjects and encourage students to explore scientific ideas in new ways.
The article outlines the problem of future teachers preparation for implementation of STEAM education with the help of innovative learning models and new approaches to organization of educational process. The authors carried out the analysis of innovative classroom utilization peculiarities for organization of STEAM training of future teachers on the basis of innovative pedagogical technologies utilization and innovative forms of students’ learning activities organization that are based on the rotation model. In particular, objects of STEAM learning ecosystem were defined as well as the place and the role of learning environments there exemplified by innovative classroom (ICR). The article represents the results of the research on educational trends, innovative pedagogical technologies and methods of innovative classroom organization which will satisfy the needs of the learning process participants. These results are based on the survey where 198 students of Borys Grinchenko Kyiv University took part. Characteristics of innovative classroom, approaches to organization of ICR depending on the number of rotation stations, rotation models, their advantages and disadvantages are described. There is a description of innovative classroom in Borys Grinchenko Kyiv University which is designed as an educational centre for preparation of future primary school teachers, training teachers in the sphere of innovative technologies, in particular, to implement tasks of STEAM education. The practical part of the research is in description of STEAM lesson organization in the innovative classroom using the example of the training carried out using innovative classroom equipment, mentioned innovative technologies and models. The participants of the training had to perform a learning project using inquiry-based method where each stage of the project had to be fulfilled on a definite rotation station of the innovative classroom. The research leading to these results received, within the framework of the Modernization of Pedagogical Higher Education by Innovative Teaching Instruments. MoPED – KA2 CBHE – 586098-EPP-1-2017-1-UA-EPPKA2-CBHE-JP.
This article shows theoretical foundations and experience of research on the formation students' ICT competence, which was conducted based on the TOTE model. Described criteria of information and communication competence, proposed the model for the formation of ICT competence of high school students during the process of computer science education and to verify its effectiveness by conducting a monitoring study. The results of the experiment determined the impact of way of formation, method of formation and form of assisstance on the formation of students' ICT competence.
The article focusses on approaches to key and IC competences formation that is a combination of modern teaching trends and authentic teaching approaches to education based on competences structure.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.