Abstract
Every year, despite our desires and preferences, innovative processes take place in the world, new technologies are created that permeate all spheres of social life. Thus, the last couple of years have been marked by the emergence of 3D printers, the creation of supermarkets of the future, modernization of production through robotic prefabricated systems, testing of robot buses, the development of virtual reality and artificial intelligence and more. Various innovations also affected the education system of Ukraine. Forms, methods, teaching aids, the role of teacher and student, curricula and assessment systems are changing. With the modernization of the educational process, new directions in education appear. Yes, today you can hear about mixed, inverted, mobile, social learning, video scribing, cloud technologies, inverted classroom, storytelling, start-up challenge, etc. Due to the spread of coronavirus infection and the introduction of quarantine, distance education has become relevant. Thus, at the present stage there is a global reform of Ukrainian education, aimed at changing conceptual priorities, finding ways to integrate into the European education system. One of the promising areas is the introduction of STEM-education, which provides for the integration of natural sciences, which focuses on the development of new technologies, mathematical calculations, innovative thinking. In this context, there is a reorientation of the educational process to the development of personality, and such a reorientation involves the improvement of the entire education system, and consequently the teaching methods of individual disciplines, including natural sciences. To do this, it is necessary to calculate the conditions and stages of implementation of STEM-education in the educational process of general secondary education in Ukraine, which in the future should meet the needs of the country for well-trained engineers and specialists in STEM education.
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