Geogebra Dynamic Models At The Mathematics Lessons As A Stem-Approach

Botuzova, Yuliia

doi:10.31110/2413-1571-2018-017-3-005

Cited by 9 publications

(5 citation statements)

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“…• several academic disciplines, the mastery of which involves the use of information technologies and ensures the formation of skills to perform practical tasks that will be important for employment (Martyniuk, 2018;Balyk & Shmyger, 2017; Department of STEM education IMZO); • the process of assimilation of knowledge, abilities, skills, and methods of activity, which involves interdisciplinary approaches in the construction of the content of education and the selection of methods and tools of education (Botuzova, 2018); • technology for the development of personal qualities of young people, which ensures the ability to solve complex problems, think critically, and have cognitive flexibility and creativity (online: https://osvita.ua/legislation/Ser_ osv/61444/); • creative space for the formation of a child's worldview (Hom, 2022); • pedagogical technology for the formation and development of mental, cognitive, and creative qualities of young people to ensure their competitiveness in the modern labor market based on the integration of the content and methodologies of natural sciences, technologies, engineering, and mathematics (Stryzhak et al, 2017); • a method of teaching a subject for personalization of learning (Oliynyk et al, 2020); • an educational strategy that follows project-based learning through a process of scientific research and engineering design for a team-based solution to a real problem situation (Zhao, 2015;Zhou & Li, 2021); • an approach to learning that is based on the visualization of scientific phenomena, which "allows you to easily grasp and acquire knowledge based on practice and a deep understanding of processes" (online: https://uk.wikipedia. org/wiki/STEM);…”

Section: A Clarification Of the Concept Of "Stem Education"mentioning

confidence: 99%

World Practices of STEM Education Implementation: Current Problems and Results

Юрченко

Yurchenko²,

Proshkin³

et al. 2022

IJREL

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The term “STEM education” has been clarified. It is well-founded that STEM education is a learning process that is based on interdisciplinary and practical orientation and provides the formation of skills to acquire theoretical knowledge, and master scientific methods for their use in solving specific practical tasks (not only in professional activities). A quantitative analysis of the results of the implementation of STEM education, presented in scientific publications, was carried out. A small percentage of publications dedicated to STEM education have been found. It has been established that in countries with developed economies, there are significantly more published scientific results regarding the implementation of STEM education. Practical cases of the implementation of STEM education in Ukraine and the world are highlighted. Among these are the organization of STEM education through solving problem situations in field conditions; basing classes on solving practical tasks in a certain professional field; examples of organizing and conducting lessons in high school on an interdisciplinary basis; cases for four scenario exercises; cases for solving practice-oriented tasks at home; and cases of inclusive education using STEM projects. A content analysis of modern practices of implementing STEM education on the basis of open educational resources such as Coursera, edX, Udemy, Prometheus, and EdEra was conducted. The analysis of open educational resources shows that there are too few courses that would focus on STEM education and on training teachers to implement STEM-oriented education. The basis for the research was scientific publications in publications indexed by the scientometric databases Scopus and Web of Science over the past 10 years, and dissertation research conducted in Ukraine.

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Section: A Clarification Of the Concept Of "Stem Education"mentioning

confidence: 99%

World Practices of STEM Education Implementation: Current Problems and Results

Юрченко

Yurchenko²,

Proshkin³

et al. 2022

IJREL

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“…The introduction of STEM-education in educational institutions of various specialties was studied by such domestic scientists as O. Hrybiuk [18], Y. Botuzova [19], L. Gryzun [20], I. Chernetsky [21,22], N. Polikhun. [21,22], I. Savchenko, V. Sipiy, O. Strizhak [21], N. Morse [23], L. Klimenko [24] and others.…”

Section: Related Work and Recent Researchmentioning

confidence: 99%

Actual areas of development of digital competence of officers of the armed forces of Ukraine

Пінчук¹,

Prokopenko²

2021

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The purpose of the study is to find ways to solve the current problem of improving the military education system. The needs in the formation and development of digital competencies of military management officers in different competence areas were studied: information and data literacy, communication and collaboration, digital content creation, safety and problem solving are studied. Possession of a high level of competence in these areas, according to the authors, significantly affects the professional development of officers during their military careers. The attention is focused on the possibility of implementing transdisciplinary integration in the system of advanced training of officers of the Armed Forces of Ukraine. The subject of the study, among other things, was the formation of readiness to use STEM-technologies in professional activities. The study reviewed modern STEM-approaches in the educational process and analyzed the experience of countries such as the United States, Australia, China, Britain, Israel, Korea, Singapore. The results of the survey among the students of advanced training courses at The National Defence University of Ukraine named after Ivan Cherniakhovskyi are highlighted. In particular, the attitude and needs of military management officers to training and professional development were clarified; identified their educational interests. In particular, the need for effective ownership of tools for planning and organizing project work, analysis and evaluation of achieved results is identified.

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“…[34]. We will also add CoCalc [3,23,29,40] and GeoGebra [5,9,11,19,20,31,32] cloud services to this list.…”

Section: Introductionmentioning

confidence: 99%

Methodology of formation of modeling skills based on a constructive approach (on the example of GeoGebra)

et al. 2021

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Author’s methodology of forming modeling skills involves 4 steps: Step 1 – the teacher step by step constructs the curve by means of cloud based service GeoGebra; Step 2 – the teacher offers a description-definition of the curve and provides a ready-made algorithm by which students model the curve independently in GeoGebra; Step 3 – the teacher offers an algorithm for constructing a curve model, and students need to characterize the properties of the curve or give its definition based on the results, Step 4 – students are offered definitions of curves that they have to model in GeoGebra). An example of realization of the author’s methodology is given, the pedagogical experiment on proof of its effectiveness is described.

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Geogebra Dynamic Models At The Mathematics Lessons As A Stem-Approach

Cited by 9 publications

References 0 publications

World Practices of STEM Education Implementation: Current Problems and Results

World Practices of STEM Education Implementation: Current Problems and Results

Actual areas of development of digital competence of officers of the armed forces of Ukraine

Methodology of formation of modeling skills based on a constructive approach (on the example of GeoGebra)

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