Features of Formation of Engineering Stem Component in Teaching Physics and Technical Disciplines in Innovative Educational and Scientific Environment

Abstract

The article considers the current problems of implementation of STEM-technologies and the separation of engineering STEM-component, which is important for the formation of STEM-competencies in subjects of study. Teaching physics to students of non-physics specialties in technical institutions of higher education in the context of reforming physics education is carried out, as a rule, in the I–II courses. The content of the discipline “Physics” needs to be modernized in accordance with modern achievements of physics science and didactic principles of construction of the course of physics, considering the fundamentals, scientific, continuity and interdisciplinary connections. Therefore, the modernization of higher education in Ukraine requires taking into account the general trends in the development of higher education systems in the context of globalization and European integration processes, namely the trends in the development of STEM-education. It is established that the change in the field of higher education, in particular technics, taking into account the development of STEM-education involves revising the concept of training in each field, so modernizing the content of education requires updating the educational base (goals, content, methods, forms and means), through which in the future the implementation of modern innovative STEM-approaches will be carried out. Taking into account current trends and the main directions of improving the educational process, the method of teaching physics to effectively acquaint students with the basics of physics, which is required for further study of professionally oriented disciplines, should be aimed not only at qualitative, scientifically and methodologically sound teaching, provided by the educational activities of the teacher, and mainly to intensify the independent educational and research activities of students. Such a technique should develop and stimulate interest in knowledge and understanding of physics, their application in explaining the phenomena and processes of the microworld and the world as a whole and give students an effective system of knowledge, skills and form a natural worldview. The article outlines the peculiarities of the formation of the engineering STEM-component and gives an example of consideration of the work of the physics workshop with programming elements. It is determined that the physics experiment is an important factor in the development of STEM-education in higher education institutions of technical profile and methods of teaching physics. The use of STEM-technologies activates the independent cognitive-search activity of students before studying physics and technical disciplines.