Students' Project Competency within the Framework of STEM Education

Abstract

The article is devoted to formation of students' project competence within the framework of STEM education. Project competence is an important component of professional competence of a future specialist and is applicable to designate professionalism. The article identifies the main characteristics of STEM education as means of formation of project competence of students. Project competence is characterized by possession of special knowledge, skills and abilities (to solve problems on the basis of putting forward and substantiating hypotheses, to set an activity goal, to plan activities, to collect and to analyze necessary information, to carry out an experiment, to present research results). Structure of project competence is presented by information, research, and analytical components. The authors conclude that STEM education provides formation of students' project competence.

Development of the CPOL design to improve the ability to develop teaching materials

“…In addition, Nouri et al (2017) also explain that collaborative learning can effectively solve problems and improve students' ability to complete projects. Collaborative learning also requires project competence, meaning that students have special knowledge, skills and abilities to solve problems based on hypotheses, set activity goals, plan activities, collect and analyse required information, conduct experiments and present research results (Levanova et al, 2020).…”

An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA

“…In this literature review, there are five studies related to performance-based assessment, namely [43][44][45][46][47]. In the formative assessment approach, there are three studies, namely [48][49][50]. The rest are studies using a variety of assessment approach terms, namely, criteria-based assessment [51], e-portfolio assessment [52], school-based assessment [53], summative assessment [54], workplace assessment [55], computer-based assessment [56], scenario-based assessment [57], inclusive-based assessment [58], and classroom-based assessment [59].…”

“…It is expressed by possessing knowledge, skills, and exceptional knowledge abilities. The authors of [48] found that assessment methods included operational feedback, continuous quality assessment for each completed practical, and criteria-based assessment.…”

“…Competencies can help develop students' careers and then place students in a healthy competitive environment in the world of work if the acquired competencies meet the needs of the industry and current conditions. The study of [61] is related to employability skills construction, [62] is associated with the structure of technical competence, generic competence and industry competence, [33] is related to students' workplace competence, [34] is related to technical skills and soft skills, [35] is related to leadership skills and entrepreneurial competencies, [39,48] are related to project competencies that include the domain of knowledge, skills, and abilities, [37] is related to learning competence, [38] is related to soft skills construction and teamwork skills, [41,55] are related to teaching practice competence for teacher students covering the cognitive, psychomotor and affective domains; [44,56] are related to problem solving competence, and [57] pertaining to student competence in mathematics and numeracy.…”

A Quasi-Experimental Evaluation of Teaching Software Testing in Software Quality Assurance Subject during a Post-Graduate Computer Science Course

“…The practices carried out in this phase of the study were programming Dojo (with the Scratch tool, similar at [37]) and the Java language; the practical project, as indicated [38], divided into two parts. Further details will be provided later, in the Execution section.…”