Abstract
Introduction. STEM education is based on processes based on the integration of fields of knowledge in science, technology, engineering and mathematics. The use of STEM education allows you to prepare specialists who are in demand in the labor market and have the skills of the 21st century. The purpose of the study is to develop and verify the effectiveness of the STEM education model in the preparation of university students. Materials and methods. The following methods were used in the research: analysis of scientific and methodological literature, pedagogical experiment (ascertaining, forming and control stages), method of mathematical processing of results (Pearson's chi-squared test – χ 2 ), modeling of the pedagogical process. 97 students of the Faculty of Extra-budgetary Education of the Perm Institute of the Federal Penitentiary Service (Russian Federation) took part in the pedagogical experiment. Results. On the basis of competence-based, transprofessional and synergetic approaches and principles of consistency, projectedness, independence and interdisciplinarity, a model for the implementation of STEM education in the preparation of university students throughout the entire period of study has been developed in classroom classes in various disciplines, during extracurricular and independent work. STEM elements are considered as certain areas that give a new look at the learning process at a law school: science – the totality and integrativity of knowledge acquired by students in the study of various disciplines; technology – the use of information technologies with various software for conducting judicial and other examinations; engineering – the possession of legal technology and its effective application; mathematics – the application of mathematical methods in legal activity. Interdisciplinary STEM projects based on the facts of real professional activity were used as elements or the basis of a lesson, options for short-term, medium- term or long-term homework, an element or the basis of extracurricular work. The level of competence formation (χ 2 = 8.46; p=0.05) increased significantly after the formative experiment. Conclusion. The interrelation of STEM elements with the content of legal education has been established, a set of techniques and methods aimed at the formation of professionally important competencies, including those of the 21st century, has been selected.
Published Version
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