DEVELOPMENT STEM-EDUCATION IN UKRAINE (ACCORDING TO THE RESULTS OF THE RESEARCH “THE STATE OF DEVELOPMENT STEM-EDUCATION IN UKRAINE”)

Authors

  • V. V. Chernomorets head of the sector of research of educational processes of the department of STEM-education, SSI “Institute of education content modernization”, Kyiv, Ukraine, [email protected]; ORCID ID: http://orcid.org/0000-0003-4143-5046
  • I. V. Vasylenko researcher of the sector of research of educational processes of the department of STEM-education, SSI “Institute of education content modernization”, Kyiv, Ukraine, [email protected]; ORCID ID: http://orcid.org/0000-0001-5500-5659
  • M. V. Kovalenko head of the sector of research of educational processes of the department of STEM-education, SSI “Institute of education content modernization”, Kyiv, Ukraine, [email protected]; ORCID ID: http://orcid.org/0000-0003-4143-5046

DOI:

https://doi.org/10.51707/2618-0529-2020-19-08

Keywords:

The New Ukrainian school, STEM-education, STEM-approach, innovative pedagogical technology, STEM-centers/laboratories

Abstract

The article considers the results of the research “The state of development STEM-education in Ukraine”, which was conducted by the Department of STEM-education of Institute of education content modernization. The study was conducted by questionnaire. The toolkit is Google Forms, for all groups of respondents: regional coordinators, methodologists of city/district methodological centers, heads of secondary education institutions, teachers of subjects: computer science, mathematics, physics, biology, chemistry, technology. The number of respondents is 2,988. The questionnaires contained different types and content of questions, the analysis of the answers to which allows us to draw conclusions about the state of development of STEM education in Ukraine. The process of developing the field of STEM-education is in the following main areas: creating a legal framework, methodological and scientific-methodological basis, conducting research on the content and results of the process, acquainting teachers with the best examples of foreign and domestic innovation experience, training, support and support STEMteachers, etc. Research of the content, processes and results of STEM-education provides prompt receipt of information that reflects the changing pedagogical reality, helps to introduce innovation into the practice of the educational process, allows to draw conclusions and adjust educational activities at a certain stage. Thanks to the generalized results of research we have the opportunity to draw conclusions, make recommendations, and sometimes improve the theoretical foundations of the field of STEM education.

References

Vasylashko, I. P. et al. (2017). Methodical recommendations on the implementation of STEM-education in secondary and out-of-school educational institutions of Ukraine for the 2017/2018 academic year. Metodyst. Kyiv : Shkilnyi svit, 8 (68) [in Ukrainian].

Vasylashko, I. (2017). Introduction of STEMtraining is a response to the challenge of time. Upravlinnia osvitoiu, 2 (386) [in Ukrainian].

Glossary of STEM education terms. Retrieved from : http://ontology.inhost.com.ua/index.php?graph_uid=1347 [in Ukrainian].

Honcharova, N. (2015). Glossary of terms that define the essence of the concept of STEM-education. Informatsiinyi zbirnyk dlia dyrektora shkoly ta zaviduiuchoho dytiachym sadochkom, 17–18 (41), 120 р. [in Ukrainian].

Dubaseniuk, O. A. (2014). Innovations in modern education. Innovatsii v osviti: intehratsiia nauky i praktyky : zbirnyk naukovo-metodychnykh prats. 492 р. [in Ukrainian].

Chernetskyi, I., Polikhun, N., Slipukhina, I. (2017). The place of STEM-learning technology in the educational paradigm of the XXI century. Naukovi zapysky Maloi akademii nauk Ukrainy, 9, 210 р. [in Ukrainian].

Lukasheva, A. O. (2018). Facets of scientific and technical creativity of Zaporizhzhia region, 2, 40 р. [in Ukrainian].

Patrykeieva, O. O., Horbenko, S. L., Lozova, O. V., Vasylashko, I. P. (2019). Organization of STEM-training in educational institutions. Problemy osvity, 91, 115 р. [in Ukrainian].

Patrykeieva, O. O., Horbenko, S. L., Lozova, O. V., Vasylashko, I. P. (2019). Introduction of STEM-education in secondary and out-of-school educational institutions: methodical aspect. Ridna shkola, 9–10, 95 р. [in Ukrainian].

Methodical recommendations for the development of STEM-education in secondary and out-of-school education institutions in the 2019–2020 academic year. Retrieved from : https://drive.google.com/file/d/1jF4z8ADQGX59abuk-Bq8N5JRi8Vd4AmvI/view [in Ukrainian].

Polikhun, N. I. et al. Introduction of STEM-education in the conditions of integration of formal and non-formal education of gifted students (2019). Kyiv : Institute of Gifted Children NAPSU [in Ukrainian].

Anderson, R. D. Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13 (1). 1–12. Retrieved from : https://www.researchgate.net/publication/226764428_Reforming_Science_Teaching_What_Research_Says_About_I nquiry. DOI: 10.1023/A:1015171124982

Published

2021-04-12

How to Cite

Chernomorets, V. V., Vasylenko, I. V., & Kovalenko , M. V. (2021). DEVELOPMENT STEM-EDUCATION IN UKRAINE (ACCORDING TO THE RESULTS OF THE RESEARCH “THE STATE OF DEVELOPMENT STEM-EDUCATION IN UKRAINE”). Scientific Notes of Junior Academy of Sciences of Ukraine, (3(19), 71–81. https://doi.org/10.51707/2618-0529-2020-19-08