Study of the Efficiency of the Methodical System of Studying Physics on the Basis of Stem-Technologies in Higher Education Technical Units

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

“…If take these values as thresholds (i.e. compare the each condition's significance level with them -if it is less than the threshold, the condition is discarded (0), otherwise the condition is accepted (1)), then there are 12 conditions selected for AV G (1,2,3,4,6,7,13,14,15,16,17,19), and 11 for W AV G (the same as for AV G, except 1). This number of conditions is excessive, so an empirically sampled multiplier (1.1) was introduced and applied to T AV G and T W AV G, giving such limit values 1.1T AV G = 1.298 and 1.1T W AV G = 1.320 "Selection by AVG" and "Selection by WAVG" (1 -condition sampled, 0 -condition not sampled).…”

“…In Ukraine, the application of STEM technologies in education was considered in the research works of O. Y. Shagova (pedagogical conditions were determined and a model for the future officers of the Armed Forces of Ukraine readiness formation to use STEM technologies in professional activities was developed [18]), O. S. Kuzmenko (developed the concept of STEM education of a technical higher education institution to ensure the integration of physics and professionally oriented disciplines [19]), L. I. Melnychenko (developed pedagogical conditions for the formation of research skills of future primary school teachers by means of STEM technologies [20]), V. V. Pikalova (determined pedagogical conditions for the use of package GeoGebra as a tool for concept of STEM education implementation in the process of future mathematics teachers training [21]), V. V. Boychenko (the specifics of professional and pedagogical training of STEM teachers of high school in the USA are determined and the corresponding programs at the first (bachelor's) and second (master's) levels of higher education are characterized [22]). N. Valko's dissertation developed the concept of training future teachers of natural and mathematical disciplines for the use of STEM technologies (primarily robotic STEM projects) in professional activities [23]; the author's latest works are devoted to educational applications of artificial intelligence technologies [24].…”

Selection of pedagogical conditions for training STEM teachers to use augmented reality technologies in their work

“…В Українi питання застосування STEM-технологiй у навчаннi розглядались у дисертацiях О. Ю. Шагової (визначено педагогiчнi умови i розроблено модель формування готовностi майбутнiх офiцерiв ЗС України до застосування STEM-технологiй у професiйнiй дiяльностi [18]), О. С. Кузьменко (розроблено концепцiю STEM-освiти технiчного закладу вищої освiти щодо забезпечення iнтеграцiї навчання фiзики та професiйно зорiєнтованих дисциплiн [12]), Л. I. Мельниченко (розроблено педагогiчнi умови формування дослiдницьких умiнь майбутнiх учителiв початкової школи засобами STEMтехнологiй [15]), В. В. Пiкалової (визначено педагогiчнi умови використання пакету GeoGebra як iнструмента реалiзацiї концепцiї STEM-освiти у процесi пiдготовки майбутнiх учителiв математики [16]), В. В. Бойченка (визначено специфiку професiйно-педагогiчної пiдготовки STEM-учителiв старшої середньої школи США й схарактеризовано вiдповiднi програми на першому (бакалаврському) та другому (магiстерському) рiвнях вищої освiти [2]). У дисертацiї Н. В. Валько розроблено концепцiю пiдготовки майбутнiх учителiв природничо-математичних дисциплiн до застосування STEM технологiй (насамперед -робототехнiчних STEM-проєктiв) у професiйнiй дiяльностi [20]; останнi роботи автора присвяченi освiтнiм застосуванням технологiй штучного iнтелекту [21].…”