Professional Competences in STEM Education

Sabirova, Fairuza; Vinogradova, Marina V.; Isaeva, Anastasia; Литвинова, Т. Н.; Kudinov, S. I.

doi:10.3991/ijet.v15i14.13527

Cited by 8 publications

(8 citation statements)

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“…For example, according to Seo et al (2021), in the context of learning based on video lectures, students have many visual-based tasks: reflection, note-taking (important facts), memorization, clarification, viewing, search, orientation (in the subject or topic being studied), rest. In line with this, different students may focus on different aspects of the video (Rabin et al, 2021;Sabirova et al, 2020).…”

Section: Assessment Of Mobile Applications For Learning Stem Disciplinesmentioning

confidence: 99%

Covid-19 Effect on the Assessment of the Use of Smartphone Apps in STEM Learning

Ikonnikova¹,

Sabirova²,

Batrakova³

et al. 2022

INT J INSTRUCTION

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The purpose of the study is to analyze the impact of the Covid-changed learning environment on the assessment of mobile applications for learning STEM disciplines. The study presents the results of the surveys of teachers (n = 38, age 32-52) and students (n = 188, age 19-21) of Sechenov First Moscow State Medical University and Kazan Federal University. The participants evaluated the effectiveness of mobile applications designed to study STEM disciplines. A thorough analysis of three apps dedicated to STEM learning and nine auxiliary niche apps allowed revealing their pros and cons, in particular, expanded student opportunities, the ability to study while staying in the Russian Federation, the availability of a Russian-language version, and the ability to make an appointment (for teachers or students). Due to the increased use of mobile devices by young people, the time frame for completing lessons and motivation to accomplish assignments (tasks related to engineering, solving problems in a notebook, taking notes, completing assignments on the device and in the notebook) were also defined as important. The analysis of mobile apps in the context of distance and blended learning unveiled that, in addition to the well-known criteria, the assessment of such learning means should also make allowance for the possibility to complete tasks outside the digital space, screen time reduction capacity, and accessibility for users. Learning based on a mobile application must be planned to encourage student thinking, the desire to obtain good results, and involvement in project activity.

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Section: Assessment Of Mobile Applications For Learning Stem Disciplinesmentioning

confidence: 99%

Covid-19 Effect on the Assessment of the Use of Smartphone Apps in STEM Learning

Ikonnikova¹,

Sabirova²,

Batrakova³

et al. 2022

INT J INSTRUCTION

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“…If we take a look back we shall understand that STEM education does not have a long history [1]. The abbreviation STEM was first proposed by the American scientist R. Colwell in the 90s and began being actively used at the dawn of the 20th century [2]. Initiated in the United States, STEM training has spread to countries that have suffered from a lack of interest in STEM careers [3].…”

Section: Introductionmentioning

confidence: 99%

“…In most developed countries -the USA, Israel, Australia, Britain, Japan, Canada, and others -the popularity of STEM education is constantly growing to date [2]. This interest reaches more than 450 million elements with a simple Google search, which includes the terms "STEM", "STEM education" or "STEM education research" [6].…”

Section: Introductionmentioning

confidence: 99%

STEAM Education in the View of the Bulgarian Teacher

Topalska¹

2021

TEM Journal

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The reality we live in is constantly changing, modern technologies comprise all spheres of life, changing it irreversibly. These transformations require completely different knowledge, skills, and especially competencies with the modern human. To meet these needs adequately, the educational system is also changing - new approaches, methods, and technologies of teaching are being introduced. The purpose of the study, which found a place in this report, is to examine the teacher's position and opinion on the very popular STEAM training in the Republic of Bulgaria during the last two years.

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“…In the recent years, with a gradual expansion of information economy model to developing countries, the problem has become more urgent due to the constant adoption of new technologies as a requirement at all careеr levels [1]. Therefore, it is a primal necessity to eliminate the lack of connection between theory and practice, as well as to help the students to develop their emotional intellect (leadership and communicative skills), which is also possible only through practice-oriented education [2]. Another important aspect is the opportunity to gain intercultural communication competence [3] when learning from foreign professionals (including the gradually developing digital communication inside the corporations).…”

Section: Introductionmentioning

confidence: 99%

Development of Professional Skills in the Context of Higher School Dual Education

Tastanbekova

Абенова

Yessekeshova

et al. 2021

Int. J. Emerg. Technol. Learn.

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The article considers aspects of the dual education system which are implemented in advanced higher education institutions of the Republic of Kazakhstan. The ranking of the best universities for the implementation of the dual education sys-tem is analyzed within the framework of previous studies on the matter. It is not-ed that in the system of dual education a significant role is given to the formation of the personality of the specialist. It is emphasized that dual education is aimed at raising awareness of students' educational and professional activities. The main competences of the student at different levels (practical training, content and structure of educational programs, level of mutual trust, level of adaptation to the work process, level of learning motivation, level of precision in understanding the profession, level of standardized training) are described. The importance of prac-tical orientation of the education system based on acquired competences (solving real production problems, reforming research work, participation in scientific and practical conferences) is emphasized. Recommendations on the process of intro-ducing dual education are provided and models are offered for classification of professional development resources, components of conceptual model, principles of formation of the structure and content of the educational programs, indicators of professional skills, and indicators of professional skills development.

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Professional Competences in STEM Education

Cited by 8 publications

References 0 publications

Covid-19 Effect on the Assessment of the Use of Smartphone Apps in STEM Learning

Covid-19 Effect on the Assessment of the Use of Smartphone Apps in STEM Learning

STEAM Education in the View of the Bulgarian Teacher

Development of Professional Skills in the Context of Higher School Dual Education

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