Collective Subject in Implementation of STEM Technologies in Engineering Education

Abstract

Provision of quality of engineering education upon implementation of international CDIO initiative (Conceive – Design – Implement – Operate) results in implementation of new education technologies, in particular: STEM (Science, Technology, Engineering, Mathematics). Its implementation allows to solve a set of educational issues concerning motivation of students from the first day by using integrated practically oriented assignments, step-by-step immersion into designing activity. Interdisciplinarity and integration, inherent in the STEM technology, assume moving out of a teacher as a holder of educational situation from his disciplinary area, would demand to be a co-participant of a student activity, his initiative in solving creative tasks. Successful realization of STEM technology depends significantly on new competences of teachers and managers, their capabilities to significant modifications of their occupational activity. Difficulty of implementation of STEM technology is related with unpreparedness of teachers and managers. This work is aimed at substantiation of necessary conditions providing readiness of managers, teachers, and students to implement the STEM technologies characterized as a collective subject. The experimental results serve as theoretical substantiation of the concept of formation of collective subjects (managers, teachers, students), determination of new functionality of managers, teachers, students, stepping of this process to provide implementation of STEM technology. The practical implementation was performed at the Federal innovation platform of Siberian Federal University: Model of system modifications in multilevel engineering education.

Distance Learning in the Humanitarian Field amid the Coronavirus Pandemic: Risks of Creating Barriers and Innovative Benefits

“…As part of the implementation of distance learning, its participants must complete a specially organized course and master a set of educational material, allowing users to study the theoretical part, to pass intermediate testing, and to attend a workshop, if necessary, as well as to pass control testing (Manning et al, 2003;Picciano, 2017;Gagne, Shepherd, 2001). A course implemented in distance learning can be an element of an educational program aimed at studying theoretical and practical material (Beldarrain, 2006;Rogerson-Revell, 2015;Gafurova et al, 2020).…”