Principles of effective functioning of training system of future teachers of natural science and mathematics for STEM technologies usage

Valko, Nataliia; Osadchyi, Viacheslav

doi:10.1051/shsconf/202110402016

Cited by 6 publications

(4 citation statements)

References 34 publications

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“…Various aspects of t he use of technologies to support the implementation of STEM/STEAM education are considered by Borrego and Henderson [5], Bybee [6], Corlu, Capraro and Capraro [8], Dovgyi et al [11], English [14], Kelley and Knowles [25], Kim et al [27], Kramarenko, Pylypenko and Zaselskiy [29], Margot and Kettler [31], Mayo [32], Morze and Strutynska [39], Ong, Smith and Ko [44], Plaksenkova et al [48], Pylypenko [49], Semerikov, Mintii and Mintii [53], Stryzhak et al [55], Uttal and Cohen [58], Valko and Osadchyi [59], Xie, Fang and Shauman [63], Zeidler [65].…”

Section: Literature Reviewmentioning

confidence: 99%

Use of digital tools as a component of STEM education ecosystem

Hrynevych¹,

Морзе²,

Вембер³

et al. 2021

Educ. Technol. Q.

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The authors investigate the theoretical foundations of the concept of ecosystem, interdisciplinary approaches and features of integrated STEM education in the educational process, analyzed the components of the educational ecosystem and proved that they all directly affect the quality of STEM subjects. The authors conducted a survey to identify ways to develop components of the ecosystem of STEM education, which involved 105 respondents, students of pedagogical specialties of Borys Grinchenko Kyiv University and teachers of secondary schools in different regions of Ukraine. The analysis showed that the successful implementation of STEM education, involving all components of the ecosystem, involves the development of science education, in particular, the introduction of inquiry-based learning and the use of digital technologies in the educational process. Process skills are described, which are formed using inquiry-based learning, examples of tasks for the formation of basic and integrated skills of the scientific process are presented. Based on the research, the role of digital tools in the development of science education is demonstrated and groups of digital tools are identified that are necessary for ecosystem development and will help increase the efficiency of the educational process, make STEM learning interesting and productive; examples of digital resources that support students' learning in various integrated STEM environments are given and their role in the development of the STEM education ecosystem is described. Digital tools can be used to increase students' positive motivation, expand their experience and accelerate learning, they help to study STEM subjects and encourage students to explore scientific ideas in new ways.

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Section: Literature Reviewmentioning

confidence: 99%

Use of digital tools as a component of STEM education ecosystem

Hrynevych¹,

Морзе²,

Вембер³

et al. 2021

Educ. Technol. Q.

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show abstract

“…This article highlights further research by the authors, begun in[128,141,149,179,187,202,218,219,221,223,224].…”

mentioning

confidence: 79%

9th Workshop on Cloud Technologies in Education: Report

Kiv

Семеріков

Shyshkina³

et al. 2022

CTE Workshop Proc.

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“…We will compare the obtained results with the studies which are the most relevant to the object of study and local conditions of Ukraine within the scope of this research. Valko and Osadchyi (2021) In general, all studies on the issue under research are aimed at exploring the STEMbased educational process and training future teachers to work with these tools. They differ in research objects (for example, students of higher education institutions, primary and secondary school teachers, natural science teachers, etc.…”

Section: Discussionmentioning

confidence: 99%

Building Readiness of Future Natural Science Teachers for Professional Activities Using Stem Tools

Marushko,

Hrechko,

Truskavetska

et al. 2023

RDLUZ

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Aim. The aim of the study is to determine the level of readiness of future science teachers to use the STEM approach in the educational process and to develop recommendations for the integration of relevant STEM tools into the educational process of Ukraine. Methods. The study involved the following methods: the focus group method, the two-phase survey, the accompanying survey, the variable impact method, and the statistical analysis. Results. Students majoring in natural sciences are poorly prepared for the integration of STEM tools. Students of the experimental subgroup became more ready to use STEM tools and developed a more structured vision of systemic issues. Comprehensive educational courses are an effective means of preparing future teachers for the integration of STEM tools in their future activities. Conclusions. STEM approach can be effectively integrated into teaching natural sciences through comprehensive educational courses and practical activities that develop the future teachers’ skills. Virtual laboratory technologies demonstrated the greatest effectiveness. Prospects. Prospects for further research focus on the need to verify the obtained results for a wider sample of future teachers of natural sciences and other majors of higher education institutions (HEIs).

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Principles of effective functioning of training system of future teachers of natural science and mathematics for STEM technologies usage

Cited by 6 publications

References 34 publications

Use of digital tools as a component of STEM education ecosystem

Use of digital tools as a component of STEM education ecosystem

9th Workshop on Cloud Technologies in Education: Report

Building Readiness of Future Natural Science Teachers for Professional Activities Using Stem Tools

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