ŠiuolaikinĖS VAIKYSTĖS FENOMENŲ SOCIALINIŲ-EDUKACINIŲ TYRIMŲ METODOLOGINIAI KONTEKSTAI

Juodaitytė, Audronė; Malinauskienė, Daiva

doi:10.15181/tbb.v75i3.1423

Cited by 1 publication

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“…Taigi, STEAM ugdymas tai aktyvaus supratimo, patirčių ir prasmių konstravimo procesas, jau įgytų ir naujų žinių bei patirties jungimas, aiškiai suvokiant mokymosi tikslą, planuojant, veikiant, vertinant ir reflektuojant mokymosi procesą, pažangą ir pasiekimus, orientuojantis į patį ugdymo(-si) procesą, atliepiantis šiuolaikiniam ugdymui keliamus reikalavimus. Kai tyrimo dalyvių diskusija vyksta taikant kokybinę tyrimo strategiją, tyrimą atliekant tarpusavio sąveikos kontekste, o duomenys interpretuojami siejant juos su konkrečiomis pedagogų veiklos nišomis, iškyla poreikis paisyti holistinio požiūrio (Juodaitytė, 2012).…”

Section: Steam Ugdymo Metodasunclassified

Pradinių klasių mokytojų, taikančių STEAM ugdymo metodą, patirtys integruoto-holistinio kompetencijų lygmens požiūriu

Spiriajevienė,

Tumosienė,

Lastauskienė

2023

Mokslo Taikomieji Tyrimai Lietuvos Kolegijose

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After analysing literature sources, the article discusses the STEAM educational approach and its application in primary education. The concept of teachers’ competencies and the significance, structure, and levels of integrated and holistic competencies are analysed. The guidelines for training primary school teachers, the importance of cooperation of higher education institutions with practitioners applying the STEAM educational approach, and the relevance of curriculum improvement are discussed. 18 Lithuanian and foreign educators using the STEAM educational approach participated in a scientific focus group interview study. Having obtained the content analysis data, teachers’ experiences were analysed, and competencies were identified. Educators’ competencies were analysed based on the STEAM fields: science, technology, engineering, art, and mathematics. The applicability of the STEAM areas in the educational process and other experiences of using the STEAM educational approach were identified. Using content analysis, the following categories were identified: the STEAM activities in education institutions (23 statements), General competencies in the STEAM (17 statements), Subject-specific competencies in the STEAM (11 statements), Most needed competencies (8 statements), Use of science in the STEAM (17 statements), Use of technology in the STEAM (21 statements), Use of Engineering in the STEAM (11 statements), Use of Arts and Culture in the STEAM (19 statements), Use of Mathematics in the STEAM (16 statements). The discussion of the participants in the study focuses on the following main sub-categories: Information Technology (11 statements), Creativity (9 statements), Application of knowledge in mathematics (7 statements), Project development (5 statements), Practical research (5 statements), Sharing of best practices (5 statements), New technologies and information management (4 statements), Design and construction (11 statements), Painting/Drawing (6 statements), Playing music (5 statements), and Data processing (6 statements). These main sub-categories reveal primary teachers’ competencies when applying STEAM education in their work. Creativity competence took a special place in the analysis of competencies. It is analysed in the article from integral, multifunctional, and holistic perspectives.

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Section: Steam Ugdymo Metodasunclassified