STEM education has become the normative base for teaching natural sciences, physical-mathematical disciplines and engineering sciences in a number of coun-tries. This technique has become the basis for a series of reforms for secondary and higher education in the USA, Australia, and some other countries. The meth-od involves the integration of training in the fields of mathematics, technical spe-cialties, scientific research and engineering. The widespread use of this technique and its active research throughout the world over the past ten years is due to the need to improve the quality of technical education and the ever-increasing rate of technological progress. This research is devoted to studying the impact of the STEM education introduction for 3rd year students of technical and pedagogical departments for improving the quality of training. The study involved two groups of students from two universities in Russia and China. The sample consisted of 316 people from each university, and the same amount was for control group to verify the results. The two study groups underwent training using two different STEM methodologies - “amalgam” and “interconnect”, which involve varying degrees of integration of various academic subjects within the coordinated STEM education. Both study groups used online-education integrated with STEM that helped to significantly increase the involvement of students in the learning pro-cess. All three groups passed pre-tests and post-tests on the learning outcomes before and after the introduction of the STEM education. The average grades re-ceived by students on studied disciplines show that the STEM education increas-es the academic performance with the statistical error of the study exceeded. The introduction of the “interconnect” method, which implies a greater integration of subjects during the training, showed provably higher results than the “amalgam” method. However, this study cannot be used to assess the quality and capabilities of each of these methods, since such an assessment requires additional research.
The aim of the study was to determine the effectiveness of using a mobile learning platform for students’ entrepreneurial competence improvement. The platform was implemented by the Russian State Vocational Pedagogical University and the Financial University under the Government of the Russian Federation. It allowed users to publish assignments, exchange ideas, generate photo and video content, demonstrate creative developments, and receive feedback. The research process enrolled 70 experimental group students, 25 control group students, 2 instructors, and 2 administrators from the considered educational institutions, as well as 3 practitioners invited to review projects. As a result of this examination (Cronbach’s alpha ranged from 0.678 to 0.714), it was noted that 41.4% of all research participants rather agreed that the experiment goals were accomplished and noted personal progress in mastering entrepreneurial competences, whereas 53.4% agreed unequivocally that the experiment was fully successful. Analysis of entrepreneurial competences and deviations from repeated competence evaluations before and after the experiment revealed that the experimental group was marked with notable progress (F (1.32) = 42.26, p = 0.00, = 0.56). Average entrepreneurial competence assessment results for this group were slightly higher than those for control – they constituted 4.5 points against 4.0. Research findings are believed to be universal and interesting to educators and administrative staff of educational institutions or those involved in creating and conducting entrepreneurship training courses.
Аннотация. В статье обосновывается необходимость готовности пре-подавателей вуза к использованию в своей профессиональной деятельности ресурсов информационно-образовательной среды. Активное внедрение в учебный процесс информационно-коммуникационных и дистанционных образовательных технологий позволяет обеспечить переход к качественно новому уровню педагогической деятельности, так как значительно расши-ряет ее дидактические, информационные, методические и технологические возможности, что, несомненно, способствует повышению результативности образования.Авторами описаны особенности функционирования информацион-но-образовательной среды, в которой следует предусмотреть полный на-бор сервисов для планирования мероприятий самостоятельной работы, консультирования обучаемых по выполнению текущих и зачетных зада-ний и контроля результатов их выполнения. Обозначены мотивационный, технологический, эмоционально-волевой, коммуникативный и рефлексив-ный компоненты готовности преподавателей вуза к эксплуатации ин-формационных средств в своей повседневной работе. Сформулированы задачи педагогической деятельности по использованию информационно-образовательной среды и организационно-педагогические условия, от ко-торых зависит успех реализации ее возможностей.Ключевые слова: готовность, дистанционное обучение, дистанцион-ные образовательные технологии, преподаватель вуза.
The significance of the issue under study is due to the fact that nowadays there is a necessity of rethinking of conception of training future vocational teachers to use application software taking into account a competency-based approach. The article is aimed at studying the contradictions underscored while analyzing the conditions of the process of preparation of future vocational teachers for using application software within the educational process and also the ways of their solving realized with the help of the competency-based approach. The competency-based approach allows forming a system of requirements for the practical part of the research based on technology of project education. In the given research work the authors' viewing of principles of formation of conditions of preparation of the vocational teachers for using the application software within the education process is presented. The analysis of groups of conditions is made with regard to the discipline "Information Technologies in Education." With the use of traditional vision ("to know, to be able, to have") and vision from the point of view of Dublin descriptors. The contents of the article could be of interest for teachers who are engaged into training the Bachelors of Vocational Education (branch-wise) and also retraining in the sphere of use of the application software in the education process.
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