Implementation Of STEM Education Research Articles

STEM-EDUCATION AS A BASIS FOR IMPROVING THE QUALITY OF NATURAL EDUCATION IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL

The article considers the problem and prospects of introducing the use of STEM-education as one of the main factors in improving the quality of natural education. Today, the ideas of the STEM approach to learning are supported by many educational systems around the world. Thus, according to the Concept of the New Ukrainian School, a school graduate must be an individual, a patriot and an innovator. To analyze the potential and degree of implementation of STEM education, we conducted a survey in September–November 2021, by surveying 99 teachers. Questionnaire for teachers, consisted of 2 thematic sections. The first thematic section included questions about the general information of the interviewer and his/her work environment. The second section included questions about STEM education and its impact on the interest of students in the learning process; comprehensive knowledge of natural processes and phenomena by students; for the development of general competencies by students, etc. The analysis of the questionnaires allows the authors to form two general trends of the study, the first one in the powerful potential of STEM technology to improve the quality of natural education. Thus, 92.2% of surveyed teachers believe that the involvement of STEM education will increase interest among students in natural sciences. The second trend is characterized by the slow accumulation of STEM didactics and teaching methodics. Only 18.18% of teachers were satisfied with the equipment of their classroom. Thus, seeing the potential of STEM-education in the promotion of natural education we can predict a significant expansion of STEM-didactics and the introduction of STEM-laboratories in the implementation of the Concept of the New Ukrainian School, which will further positively affect the quality of natural education.

INNOVATIVE APPROACHES TO STEM-EDUCATION IMPLEMENTATION ON HISTORY LESSONS

The article reveals important aspects of the introduction of the history of STEM technologies in the school curriculum as a means of implementing STEM education. The purpose of STEM education is to purposefully create links between school and social practices, between the educational process and the whole world in terms of developing the child's natural abilities, the level of which will determine his successful self-realization both in school and out of school. The student not only learns to generate interesting ideas, but also immediately implements them, learns to plan their activities based on the task and available resources, which will definitely be useful to him in real life. Based on the essence and purpose of STEM education, its implementation requires a radical change in existing programs and forms of education in the educational institution. It was found that the problem of STEM education in Ukrainian schools is broader than the modernization of teaching only natural sciences and mathematics, and is relevant to subjects of all fields without exception, including history. The information field on better understanding of the methodology of STEM education through innovative methods, tools and forms of organization of the educational process has been expanded: case studies, contextual learning technology; work with primary sources, texts in English, infographics, QR-codes, artistic images; integration with STEM disciplines. It is determined that common to this type of technology is an integrated approach to learning, which is based on establishing links between school subjects or school subjects and science, life, professions. The given examples of lessons prove the effectiveness of these tools in the development of competencies of students of the new Ukrainian school, namely: educational and informational; communicative (social); mastery of methods of analysis and critical thinking, ability to work with text; experience of decision-making, actions in a new situation, problem solving; skills of independent work and teamwork that are important in the future profession, in particular the STEM profession.

STEM Experiences of Science Teachers and Fifth Grade Students

"Abstract: The aim of this study is to reveal the opinions of science teachers and fifth grade students on STEM education and applications, which form the basis of the field of Science and Engineering applications. Qualitative data collection tools were used in the study. Data were collected using an open-ended questionnaire prepared with open-ended questions used in phenomenology research. The obtained data were analyzed by descriptive analysis method. The results of the analysis of the data showed that teachers experienced some problems during the application, but they saw it as an especially useful application for both themselves and students. They said that students have similar problems with teachers, but they have contributed to them in many ways. As a result, it can be said that although there are many deficiencies in the implementation of STEM education, it provides positive contributions for science teachers and students. For these applications to be more effective and efficient in the future, studies can be conducted to search and eliminate the shortcomings of the application."

STEM Education

The purpose of the study is to analyze the key challenges in the implementation of STEM education in Russia and the largest economies in terms of employment promotion and increasing students’ competitiveness. The research is based on the system analysis aimed at assessing the current status of STEM education in Russia and highlighting its key problems, and the comparative analysis is focused on comparing the approaches to STEM education implementation in Russia and other countries. It has been shown that STEM approach is being most actively implemented in the American system of education, which attracts young people to STEM careers through state and non-formal STEM education programs. The research describes a scheme of cooperation and partnership between stakeholders and the federal coordinating body of the Russian Federation providing support for the STEM education and aimed at the interaction between state and public institutions.

The Urgency of STEM Education in Indonesia

Industry 4.0 and 21 st -century skills are quickly increasing and becoming more knowledgeable. In this century, the primary purpose of our educational system should be to prepare students to live in the world. STEM Education has garnered increasing attention in recent years, and it is important to comprehend STEM Education. Indonesia is one of the largest countries in Southeast Asia with a vast number of human resources that need to be developed. The purpose of this study was to investigate the urgency of STEM education in Indonesia within the scope of 21 st -century skill categories using the content analysis method, to investigate best practices of STEM education for teachers by investigating engineering design skills training, and to review the literature from 1990 to 2016 that has focused on the development of STEM education around the world. The data demonstrated that STEM Education has grown over the world and has a significant influence on students' idea comprehension, literacy, and creativity. Many studies show that the best strategy for science teachers is to incorporate STEM education. STEM is relevant to everyday life and improve student performance. These findings are important to be implemented in Indonesia for STEM Education implementation in Indonesia

STEM EDUCATION IN THE CONTEXT OF FUTURE PEDAGOGICAL STAFF TRAINING

STEM education is one of the important directions of educational reform of the XXI century. The article focuses on modern initiatives that are made in the field of STEM learning and require the development of a model of education reform that responds modern needs of society. It is noted that the proposed educational scenario confirms the hypothesis underlying this study, namely, the need to reform the existing model of educational staff training in the direction from classical education to innovative STEM education. It is substantiated that the issues of STEM education are not only issues and problems in the field of natural and mathematical sciences, engineering, advanced technologies, but also, first of all, educational policy, methodology, management and organization of activities. It is confirmed that STEM education is best implemented through a combination of its different levels: formal, non-formal, informal. The article proposes mechanisms of reforming pedagogical education for the introduction of STEM education at the Pedagogical University with aim of the training of educators of the new formation and the main components of this model. The model of pedagogical staff training includes: creation of scientific and research STEM centre, educational policy (conceptual and methodological developments of education reform model in STEM direction), increase of communication intensity on STEM education topic, promotion of STEM education ideas among the general public, increase of educators’ qualifications and practitioners involved in education. A study was conducted to test this model in practice during 2016-2020. STEM-education in Ternopil Volodymyr Hnatiuk National Pedagogical University (TNPU) was implemented taking into account the updating of the content of educational and professional programs in accordance with the requirements of the labour market, personal approach, formation of competencies and skills in the field of advanced technologies. It is established that the main indicators of the results of STEM education implementation at the university are: active participation of pupils, students, teachers in various forms of STEM training in the STEM centre of the Faculty of Physics and Mathematics of TNPU, growing interest in STEM projects and STEM practices with help of excursions, competitions, festivals, science picnics.

Emotional, Attitude and Classroom Action Research Competency Conduction of Undergraduate Students Through STEM Education

The purposes of this research were: 1) to develop lesson plans for STEM education for undergraduate students with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare emotional, attitude towards research, and classroom action research competency of undergraduate students before and after implementing STEM education. The sample was one class of the teaching profession program in Chemistry. The experimental group was selected by simple random sampling. The research instrument was lesson plans for STEM education management and practical skill development, a test of research knowledge, a research skill assessment form, an observation form, and a questionnaire. The statistics used were the percentage, mean, standard deviation, and Multivariate Paired Hotelling’s T-Square. The research results showed that 1) the efficiency of the STEM lesson plans for undergraduate students’ processing performances was 87.12 percent, and the performance results were 74.17 percent (87.12/74.17), meeting the set criteria of 75/75, 2) students had emotional, attitude towards research and classroom action research competency conduction after implementing the lesson plans of STEM education was significantly higher than before at the .05 level of statistics.

STEM Learning for Science Education Program: Reference to Indonesia

STEM education has now become a concern for researcher of education to be considered as a highly demanding learning. In Southeast Asia, Indonesia is one of the largest countries that has a lot of human resources that need to be improved in skills and abilities. This study aims to examine whether the urgency of STEM learning in Indonesia by looking at 21st century skills, this study uses content analysis methods, including examining the best implementation of STEM education aimed at teachers by investigating technical design skills training for teachers and students and also reviewed the literature from previous research from 1990 to 2016 which focused on developing STEM learning education throughout the world. In this study it was found that STEM education showed very significant developments throughout the world and had a major impact in efforts to improve students' understanding of concepts, literacy and creativity. From various research sources have provided evidence that implementation in implementing STEM Education to teachers. STEM is an application of daily life that is close and increases students' awareness of the environment.

STEM Education Implementation in Indonesia: A Scoping Review

In Indonesia, STEM education has been implemented in the learning process since 2014. The number of researches on the implementation of STEM education are increasing from year to year. Therefore, this research was conducted to map the all articles published online with the theme of STEM education implementation in Indonesia. The scoping review was carried out following the framework from Arksey & O'Malley (2005), with the following steps: (1) formulating research questions, (2) exploring research results on Google Scholar database from 2015-2020 with the keyword “implementation” + "STEM education" + “Indonesia”, (3) sorting the collected articles with predetermined criteria and selecting them according to the PRISMA model, (4) discussion, and (5) conclusion. Found 597 articles that match to these keywords and 154 articles that meet the criteria as research data. The results showed that the STEM education is implemented as a learning strategy and approach, integrated with other learning models, used as a learning assessment, and developed into teaching materials, modules, and learning media. Additionally, teachers implement STEM to improve entrepreneurship skills, learning motivation, and various 21st-century skills in their students. Furthermore, research on STEM has been conducted in 19 provinces in Indonesia, which are dominated by West Java and East Java provinces. Beside that, the STEM education has been studied at all levels of education and high school is the most widely used research subject and STEM education has grown in small units and has proven to be capable of developing many student skills. The implementation of STEM education can be a trigger for renewal in the world of education.

MODELS AND RESOURCES FOR TEACHING STEM-DISCIPLINES IN THE CONTEXT OF THE COVID-19 PANDEMIC

The development and improvement of human skills and capabilities through education are key drivers of economic, social success and personal well-being. This study highlights the need for training STEM specialists in educational institutions. An analysis of the conceptual framework and regulatory support for the implementation of STEM-education in Ukraine. The lack of a unified strategy for the digital transformation of domestic higher education institutions and the launch of new STEM-oriented educational programs has been identified. The peculiarities of teaching STEM-disciplines related to the need to use equipment and specialized software are described. An overview of approaches and examples of implementation of STEM-disciplines according to the model of traditional, blended and distance learning at Ternopil National Pedagogical University named after Volodymyr Hnatiuk has been given. The need to modify the existing models of teaching STEM-disciplines for the implementation of quality education in the conditions of COVID-19 is substantiated. Examples of STEM-education resources in universities in Great Britain, Spain and Ukraine are given. A model of behavior of teachers of STEM-disciplines under conditions of uncertainty about the model of teaching organization has been developed. The proposed model can serve as a basis for analyzing the needs and capabilities of the educational institution to implement effective teaching of STEM-disciplines in conditions of uncertainty, in particular, caused by COVID-19, costs and alternative ways of organizing the educational process. Prospects for further research are identified.

Teaching robotics to future teachers as part of education activities

One of the most effective ways to implement STEM education in full secondary education is through research activities. It is implemented by performing certain projects. Professional activity of teachers of natural and mathematical disciplines in STEM education is aimed at the students’ mental, cognitive, and personal qualities formation and development. Their level determines the possibility of further mastering by students of a promising specialty STEM industry. It also involves the formation of the ability and willingness to solve complex problems, which is possible with the appropriate level of critical thinking, creativity, cognitive flexibility, teamwork, as well as the ability to implement research activities. In article determines the nature of the relationship between disciplines and the degree of integration. The place of project activity on robotics in school training is considered, describes the competencies that are formed as a result of such project activities. the possibility of teaching robotics to future teachers within the framework of existing curricula is also considered. The concept of STEM education has a broad interpretation: from a simple list of “exact” or “engineering” disciplines to inventive activity. In Ukraine, this area has become synonymous with scientific and research work: research and experiments. From this point of view, robotics is an effective means of developing STEM education. But this is a new tool and schools have a low level of interest in its study. Therefore, our article focuses on finding opportunities to implement the basics of robotics in education. The article formulated course requirements in accordance with the educational needs of the future teachers of science, mathematics and the level of technology development. The paper presents an example of project implementation in robotics, describes the stages of its implementation and achieved educational results.

UNMASKING THE EFFECTS OF TEACHERS WHISTLEBLOWING SOME ATTRIBUTES ON IMPLEMENTING STEM EDUCATION: NATIONAL CURRICULUM DOCUMENT 2006 PERSPECTIVE

Abstract Purpose of the study: The purpose of the current research was to measure the effect of teachers self-efficacy, locus of control, and emotional labour on implementing STEM education, focusing on national curriculum document 2006 concerns/guidelines. The researchers enthusiastically explored and reported actual situations happening to implement STEM Education in male public sector primary schools of district Lahore, Punjab province of Pakistan. Methodology: The researchers structured quantitative leading to ex post facto research focusing positivist paradigm on a sample randomly selected 530 participants. The researchers administered Henson (1999) Sources of Self-efficacy Inventory, Rose and Medway (1981) Locus of Control Scale, Çukur (2009) Teachers Emotional Labour Scale, Nistor et al. (2018) Teachers questionnaire on STEM Education Practices and self-constructed questionnaire on national curriculum document 2006 based concerns/guidelines on STEM Education, to collect the data from male primary schools teachers working in public sector schools of Lahore. The researchers run regression analysis and Pearson Product Moment Correlation (r) to analyze the data. Main findings: Findings of the current research revealed that teachers self-efficacy have affected 82.90%, locus of control 65.60%, emotional labour 70.50% and national curriculum document 2006 have affected 28.10% on implementing STEM education. Moreover, a significant strong relationship existed between self-efficacy and STEM education (r = .910**, n = 528, p < .05), locus of control and STEM education (r = .873**, n = 528, p < .05), emotional labour and STEM education (r = .840**, n = 528, p < .05) and a significant and weak association yield between national curriculum 2006 concerns and STEM education (r = .002**, n = 528, p < .05). Applications of the study: The findings of the current research will be applicable for primary schools male teachers who break the ice about their cognitional, social, and emotional attributes that are practised to implement STEM education focusing national curriculum document 2006; as they monotonously worked for students lap of luxury. Novelty/originality of this study: There are hardly any studies conducted on self-efficacy and STEM education but, void researches structured to measure the effect of teachers locus of control, emotional labour, and national curriculum document 2006 based concerns/guidelines on implementing STEM education. The authors has made a significant contribution by portraying clear pictures of current appealing situations happening in male public sector primary schools of district Lahore of Punjab-Pakistan.

The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work

STEM education is an important approach for preparing students for a competitive workforce with essential skills in the 21st century. However, successfully implementing STEM education in primary and secondary schools presents a variety of challenges. The study suggests that a neglected challenge in the literature is how to sustain teachers’ positive emotions toward STEM educational work, which may cause teachers to be more engaged in, motived by, and committed to STEM education. Therefore, the study aims to contribute to the literature by investigating the mechanism of the construction and suitability of teachers’ emotions toward STEM educational work based on a single case study conducted in Hong Kong from the social constructionist perspective. The major findings of the study indicate that (1) positive emotions toward STEM educational work may be constructed by the teacher’s positive interpretation of the work, i.e., STEM educational work as the facilitator of students’ overall development and that (2) positive emotions toward STEM educational work may be sustained by enabling school institutions to have the elements of shared power, administrative support, and the value of a whole-person education.

Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia

The emphasis on STEM education in the physics curriculum moves toward addressing the 21st-century demands, but its implementation is fraught with issues and challenges. This paper exposes teachers’ and students’ concerns and problems with integrated STEM education implementation and relates them to the anticipated problem in quantum physics (QP) learning and facilitation (L&F) in secondary school. The QP L&F challenges include the odd ontological worldview and abstractness of concepts, which have created serious misconceptions among teachers and students. A solution is proposed to address this difficulty, including applying an interactive simulation and a hands-on experiment. This paper also proposes a theoretical framework for developing an instructional module to cater to meaningful QP learning with integrated STEM elements. The proposed theoretical framework has several advantages, including guidance in planning an instructional module applicable to classroom activities and explaining the topic using an inquiry-based learning (IBL) approach with learning activities coordinated using the 5E Instructional Model. Nonetheless, further research is necessary to study the instructional module’s development, usability, and L&F effectiveness in the classroom.

How to Implement STEM Education Research in Kindergartens

How to Implement STEM Education Research in Kindergartens

Awareness and Views of Teachers Who Received In- Service STEM Training About STEM

This study aimed to investigate the awareness and views of teachers from different disciplines who received in-service STEM training about STEM education. To this end, the study employed a mixed methods research design in which both quantitative and qualitative research approaches are used. For the quantitative phase of the study, the sample was composed of 64 teachers from the different branches. The teachers were sampled using convenience sampling. For the qualitative phase of the study, the teachers were chosen using criterion sampling. The sample was drawn of 16 teachers who had a high, moderate or low level of awareness. The quantitative data were collected using the “STEM Awareness Scale” and the qualitative data were collected using a semi-structured interview form. The analysis results showed that teachers’ awareness of STEM increased after the in-service training. The teachers held the view that using the STEM approach in their classes is beneficial to, themselves, students, and the country and the effective implementation of STEM education depends on the elimination of shortcomings such as the lack of time, materials, and workshops.

Awareness and Views of Teachers Who Received In- Service STEM Training About STEM

This study aimed to investigate the awareness and views of teachers from different disciplines who received in-service STEM training about STEM education. To this end, the study employed a mixed methods research design in which both quantitative and qualitative research approaches are used. For the quantitative phase of the study, the sample was composed of 64 teachers from the different branches. The teachers were sampled using convenience sampling. For the qualitative phase of the study, the teachers were chosen using criterion sampling. The sample was drawn of 16 teachers who had a high, moderate or low level of awareness. The quantitative data were collected using the “STEM Awareness Scale” and the qualitative data were collected using a semi-structured interview form. The analysis results showed that teachers’ awareness of STEM increased after the in-service training. The teachers held the view that using the STEM approach in their classes is beneficial to, themselves, students, and the country and the effective implementation of STEM education depends on the elimination of shortcomings such as the lack of time, materials, and workshops.

Formation of informational and digital competence of secondary school students in laboratory work in physics

The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.

Use of digital tools as a component of STEM education ecosystem

The authors investigate the theoretical foundations of the concept of ecosystem, interdisciplinary approaches and features of integrated STEM education in the educational process, analyzed the components of the educational ecosystem and proved that they all directly affect the quality of STEM subjects. The authors conducted a survey to identify ways to develop components of the ecosystem of STEM education, which involved 105 respondents, students of pedagogical specialties of Borys Grinchenko Kyiv University and teachers of secondary schools in different regions of Ukraine. The analysis showed that the successful implementation of STEM education, involving all components of the ecosystem, involves the development of science education, in particular, the introduction of inquiry-based learning and the use of digital technologies in the educational process. Process skills are described, which are formed using inquiry-based learning, examples of tasks for the formation of basic and integrated skills of the scientific process are presented. Based on the research, the role of digital tools in the development of science education is demonstrated and groups of digital tools are identified that are necessary for ecosystem development and will help increase the efficiency of the educational process, make STEM learning interesting and productive; examples of digital resources that support students' learning in various integrated STEM environments are given and their role in the development of the STEM education ecosystem is described. Digital tools can be used to increase students' positive motivation, expand their experience and accelerate learning, they help to study STEM subjects and encourage students to explore scientific ideas in new ways.

Teachers’ views on implementing STEM education at secondary schools in Nam Dinh province

The goal of STEM education not only helps students master knowledge, but also aims at practical access through practical activities. Although the policy of introducing STEM education into the subject is available, teachers and educational administrators at the secondary schools still face many challenges in implementing STEM education in the subjects. Based on the main contents of the STEM education training materials of the Ministry of Education and Training, we designed a survey on the implementation of STEM education in secondary schools. The survey results from 150 teachers and educational administrators at secondary schools in Nam Dinh province indicate the advantages and challenges in implementing STEM education in schools, and also reflect the actual effectiveness of training courses, training materials for STEM education. Teachers’ opinions from the survey also suggest practical themes in order to implement STEM education efficiently.