THE USE OF THE STEM APPROACH IN ENHANCING THE QUALIFICATIONS OF TEACHERS IN THE NATURAL SCIENCES, MATHEMATICS, AND TECHNOLOGY SUBJECTS
DOI:
https://doi.org/10.54662/veresen.4.2024.11Keywords:
postgraduate education, practice-oriented task, professional competence of natural sciences, mathematics and technology teachers, STEM approach, teacher professional developmentAbstract
The article explores the possibilities of using the STEM approach in the educational process of postgraduate pedagogical education institutions, aligned with the scientific research theme of the department, titled «Synergy of the STEM Education Opportunities in Enhancing the Professional Competence of Teachers of Natural Science, Mathematics, and Technology». The current state of research on the use of STEM in teacher professional development is analyzed. It has been proven that the STEM approach is an effective tool for a teacher’s professional improvement, as it ensures a practical focus in the professional development process, experience in project-based activities, and integration with other subjects and educational fields. The criteria for selecting modern, practice-oriented content for professional development courses based on the STEM principles have been identified. These topics should align with the principles of interdisciplinary and transdisciplinary approaches, addressing issues common to various subjects. A list of topics for courses for teachers of natural sciences, mathematics, and technology, which meet the developed criteria, is proposed. The requirements for organizing the learning process are discussed, ensuring active participation of attendees, engaging them in research and design-project activities, while considering the teachers’ level of preparation and needs. The examples of practice-oriented tasks for sessions with mathematics and technology subjects teachers that meet the established criteria are provided. The assignments for mathematics teachers involve the integration of the mathematics and arts fields, while the ones for technology subjects educators combine the technological, mathematical, and natural sciences fields. The use of such tasks will contribute to improving teachers’ practical skills and encourage the systematic use of active learning methods in practice.
References
Balyk, N. R., Shmyher, H. P., Vasylenko, Ya. P., Oleksiuk V. P. & Skaskiv H. M. (2019). Stem-approach to the transformation of pedagogical education. E-learning and STEM Education, 11, 109–123. Retrieved from: https://us.edu.pl/wydzial/wsne/wp-content/uploads/sites/20/Nieprzypisane/el-2019-11-08-STEM-APPROACH.pdf (eng).
Haida, V. Ya. & Kavetskyi, V. Ye. (2023) .Osoblyvosti pidvyshchennia kvalifikatsii vchyteliv pryrodnychoi haluzi v konteksti rozvytku STEM-osvity [Peculiarities of Professional Development for Natural Sciences Teachers in the Context of STEM Education Development]. Naukovi zapysky. Seriia: Pedahohichni nauky, 210, 83–89. Retrieved from: DOI: https://doi.org/10.36550/2415-7988-2023-1-210-83-89 (ukr).
Law of Ukraine «On Education». Zakonodavstvo Ukrainy. Retrieved from: http://zakon3.rada.gov.ua/laws/show/2145-19 (ukr).
Liskovych, O. V. (2023). Vykorystannia mozhlyvostei STEM-osvity u protsesi pidvyshchennia kvalifikatsii vchyteliv fizyky ta astronomii [Utilizing the Opportunities of STEM Education in the Professional Development of Physics and Astronomy Teachers]. Veresen, 2 (97), 40–49. Retrieved from: DOI: https://doi.org/10.54662/veresen.2.2023.04 (ukr).
Nezvychaini mozaiky R. Penrouza [Unusual mosaics]. Retrieved from: https://kpi.ua/2020-kp38-1 (ukr).
Order of the Cabinet of Ministers of Ukraine of August 05, 2020 № 960-р «On the approval of the Concept of the development of science and mathematics education (STEM education) The concept of development of science and mathematics education (STEM education)». Retrieved from: https://www.kmu.gov.ua/npas/pro-shvalennya-koncepciyi-rozvitku-a960r (ukr).
Pohromska, H. S., Makhrovska, N. A., & Rohozhynska, E. K. (2022). Relevantnist matematychnoi osvity v synerhii skladnykiv STEM [Relevance of Mathematics Education in the Synergy of Components]. Veresen, 3 (94), 17–28. DOI: https://doi.org/10.54662/veresen.3.2022.03 (ukr).
Roger_Penrose. Retrieved from: https://en.wikipedia.org/wiki/Roger_Penrose (eng).
Salnyk, I. V., Velychko, S. P. & Siryk, E. P. (2019). Formuvannia profesiinoi kartyny svitu vchytelia fizyky v STEM oriientovanomu navchalnomu seredovyshchi [Formation of the professional picture of the world of a physics teacher in a STEM-oriented educational environment]. Zbirnyk naukovykh prats Kamianets-Podilskoho natsionalnoho universytetu imeni Ivana Ohiienka. Seriia: Pedahohichna. Vyp. 25, 39–41. DOI: https://doi.org/10.32626/2307-4507.2019-25.38-41 (ukr).
Soroko, N. V. (2020). Pedahohichni modeli STEAM-oriientovanoho osvitnoho seredovyshcha dlia rozvytku informatsiino-tsyfrovoi kompetentnosti vchytelia osnovnoi shkoly [Pedagogical models of a STEAM-oriented educational environment for the development of information and digital competence of primary school teachers]. Fizyko-matematychna osvita. Vyp. 2 (24), 142–150 (ukr).
Soroko, N. V. (2018). Problema stvorennia STEAM-oriientovanoho osvitnoho seredovyshcha dlia rozvytku informatsiino-tsyfrovoi kompetentnosti vchytelia osnovnoi shkoly [The problem of creating a STEAM-oriented educational environment for the development of informational and digital competence of primary school teachers]. Naukovi zapysky. Seriia: Pedahohichni nauky. Vyp. 173 (2), 187–195. Retrieved from: http://nbuv.gov.ua/UJRN/Nz_p_2018_173(2)__45 (ukr).
Vitenko, I. M., Oleksiuk, O. R. & Kucher L. A. (2022). Realizatsiia kontseptsii STEM-osvity v systemi pidvyshchennia kvalifikatsii pedahohichnykh pratsivnykiv [Implementation of the STEM Education Concept in the System of Teacher Professional Development]. Naukovi zapysky Maloi akademii nauk Ukrainy, 3 (25), 39–47. Retrieved from: DOI: https://doi.org/10.51707/2618-0529-2022-25-05 (ukr).
