THE SYNERGY OF PROGRAMMING AND NATURAL-MATHEMATICAL DISCIPLINES IN THE CONTEXT OF STEM EDUCATION
DOI:
https://doi.org/10.54662/veresen.3.2025.04Keywords:
computational thinking, programming, synergy, Python, STEMAbstract
The article explores the synergy between programming, particularly with Python, and the system of STEM-oriented secondary education. Programming is no longer perceived as a solely technical skill; instead, it is increasingly recognized as a tool for developing students’ computational thinking and as a foundation for interdisciplinary integration across mathematics, physics, chemistry, biology, and technology. Python, due to its simplicity and versatility, is identified as an optimal programming language for educational purposes at the school level. The paper emphasizes the potential of programming to serve as a connecting thread between STEM disciplines, enabling students to work with real data, construct models, visualize scientific concepts, and solve complex interdisciplinary tasks. The article analyzes current practices in Ukrainian schools, where Python is gradually being introduced within the computer science curriculum. However, this integration often remains fragmented and isolated from other subjects. Drawing on national and international research, as well as the authors’ own teaching experience, this article identifies the key challenges of integrating Python into STEM education – including insufficient teacher preparation, a shortage of appropriate teaching materials, and limited access to equipment – and proposes practical solutions to address them. One of the highlights is the development and implementation of a certified teacher training course, «Start into the World of Coding: Python for Beginners», which promotes the transition from teaching Python as an isolated subject to using it as a tool for inquiry-based learning across disciplines. In addition, the article presents an open STEM lesson titled «Smart Coding: Algorithmic Structures in Python,» showcasing practical tasks that connect programming with mathematics and natural sciences. Through this experience, the authors demonstrate how programming facilitates the development of computational models, supports interdisciplinary project work, and enhances students’ ability to think critically, analyze, and solve real-world problems.
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