Креативний компонент STEM-освіти: від осмислення потреби – до формування успішного досвіду

Abstract

The article substantiates the need to use a creative component of content and teaching aids in STEM-education. The author highlights the successful experience of implementing the creative component in modern educational systems of other countries and proves its impact on the level of learning productivity. The regularities of building a model of STEM-lesson based on the creative component are determined, in particular: between the level of divergent thinking about educational process subjects and educational activity productivity in general, between the continuous development of creative abilities and mastering the new professional competences and ways of thinking. The author notes that considering the above patterns during the construction of STEM-lesson helps the teacher form in students a responsible attitude toward innovation as a product of their own development and as a driving force of social development.The stages of productive occupation are characterized as follows: students' comprehension of different ideas and finally the choice of one proposal of changes, the most relevant and which can be embodied in a new educational product; generating and accumulating ideas, the teacher's position should not dominate, which will promote free choice of students from many proposals of one or two of the most progressive; stages of «incubation» and «enlightenment», and especially «verification».Practical advice for teachers is described. The first piece of advice is to create a group of expert students whose task is to assess the «value» of each proposed idea according to such criteria as compliance with the purpose of the educational program, technological efficiency, nonstandard, rationality and integration, duration and scope.The second piece of advice is to «measure» the cost of the practical implementation of the proposed ideas, which helps recalculate the potential of students, the conditions of STEM-classes, and the search for additional resources.The third piece of advice is to develop an action plan for the practical implementation of the idea chosen by the students. Both expert stu-dents and other STEM participants can develop their plan in groups of 3–5 people. When presenting an action plan, only well-grounded practical steps are taken into account, which will form the basis of a single developed plan.Some problems that need to be solved to effectively use the creative component in the STEM education system are outlined: special train-ing of teachers, development of the corresponding educational and didactic material, development of creative and productive thinking at both pupils, and teachers