Organization of Steam Lessons in the Innovative Classroom

Abstract

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.

Use of digital tools as a component of STEM education ecosystem

“…At the same time, the elements of disciplines retain their original essence. This contributes to the expansion of knowledge, information and methods cross-disciplinary the approach is related to the study of the research topic at the intersection of many disciplines, as well as the general features of the disciplines transdisciplinary goes beyond individual disciplines, focuses on a specific problem and the acquisition of relevant knowledge [23], which are related to all disciplines, between and beyond, in order to understand the modern world under the imperative of unity of knowledge process in the implementation of STEM [38]. In addition, for the effective implementation of STEM education, teachers must have a deep knowledge of scientific, technological, engineering and mathematical content they teach, and they must have specialized knowledge of how to teach students STEM content, and have special pedagogical knowledge and skills.…”

“…they immerse a person in the created event environment. The use of such technologies is not so common in education, although there are already examples of STEM centers with specialized equipment for such activities [38]. The following virtual reality headsets (helmets) can be distinguished among computer VRs: HTC Vive, Oculus Quest 2.…”

Computer Modeling as a Means of Implementing Project-Based Activities in STEM-Education

“…Building a computer model is the technology that helps observe and study phenomena and processes in dynamics, perform multiple tests of the model, obtain various quantitative indicators in numerical or graphical representation, in particular those that require performing complex, numerous or time-consuming calculations (Morse et al, 2020).…”

Структура Та Перспективи Розвитку Сучасних Систем E-University

“…Д. Воронін, В. Саєнко, та Х. Толчієва висувають ідею модернізації системи освіти на три етапи, включаючи підвищення цифрової компетентності всіх учасників вищої освіти на основі компетентностей XXI століття та активне наповнення електронного інформаційного середовища університетів якісним контентом [3].…”