Przejdź do treści

Uniwersytet Śląski w Katowicach

Wydział Sztuki i Nauk o Edukacji

STEM-APPROACH TO THE TRANSFORMATION OF PEDAGOGICAL EDUCATION

full-text article

DOI: 10.34916/el.2019.11.08

Nadiia Balyk, Galyna Shmyger, Yaroslav Vasylenko, Vasyl Oleksiuk, Anna Skaskiv Volodymyr Hnatiuk Ternopil National Pedagogical University (Ukraine)

Abstract: STEM-education is one of the important areas of the educational reform of XXI century. Modern initiatives in the field of STEM require the development of a model for transforming education that would correspond to contemporary demands of society. Such a general scenario and preliminary statement confirm the thesis underlying this research: there is a need to transform the existing model of training, first of all, pedagogical staff from classical education to innovative STEM-education. It was found that institutions and scholars are searching for new approaches to prepare people for solving real problems of the surrounding world through different STEM-approaches in education. In the article, the authors describe the transformation model of education for the introduction of the STEM-approach in a pedagogical university in order to prepare educators of a new formation and the main indicators of its effectiveness.

Keywords: a model for transforming education, STEM-education, STEMapproach, STEM- practices, pedagogical university

REFERENCES

  • Asunda, P. A., & Mativo, J. (2016). Integrated STEM: A new primer for teaching technology education. Technology and Engineering Teacher, 75(4), 8–13.
  • Balyk, N., Shmyger, G. (2018). Development of Digital Competences of Future Teachers In E. Smyrnova-Trybulska (Ed.), E-learning and Smart Learning Environment for the Preparation of New Generation Specialists Vol. 10 (pp. 487–501). Katowice-Cieszyn: Studio Noa for University of Silesia. ISSN: 2451-3644 (print edition) ISSN 2451-3652 (digital edition) ISBN: 978-83-66055-05-6.
  • Bouwma-Gearhart, J., Perry, K.H., Presley, J.B. (2014). Improving postsecondary STEM education: Strategies for successful interdisciplinary collaborations and brokering engagement with education research and theory. Journal of College Science Teaching, 44(1), 40–47.
  • Breiner, J., Harkness, M., Johnson, C. C., & Koehler, C. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11. doi: http://dx.doi.org/10.1111/j.1949- 8594.2011.00109.x
  • Burrows, A., & Slater, T. (2015). A proposed integrated STEM framework for contemporary teacher preparation. Teacher Education and Practice, 28(2/3), 318–330.
  • Dalimonte, C. (2013). Global STEM Navigators. Science and Children, 051(02), 56–63. doi:10.2505/4/sc13_051_02_56
  • Encouraging STEM studies. Labour Market Situation and Comparison of Practices Targeted at Young People in Different Member States (2015). Retrieved from http://www.europarl.europa.eu/RegData/etudes/STUD/ 2015/542199/IPOL_STU(2015)542199_EN.pdf (accessed 21 May 2019).
  • English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(3), 1–11. doi :10.1186/s40594-016-0036-1.
  • Estapa, A. T., & Tank, K. M. (2017). Supporting integrated STEM in the elementary classroom: a professional development approach centered on an engineering design challenge. International Journal of STEM education, 4(6), 1–16. doi: 10.1186/s40594-017-0058-3.
  • GoStem (2019). Retrieved from https://www.go-stem.org (accessed 11 June 2019).
  • Guzey, S. S., Moore, T. J., & Harwell, M. (2016). Building up STEM: An analysis of teacher developed engineering design-based STEM integration curricular materials. Journal of Pre-College Engineering Education Research (J-PEER), 6(1), 11–29. doi: https://doi.org/10.7771/2157-9288.1129
  • Honey, M., Pearson, G., & Schweingruber, A. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington: National Academies Press.EM.
  • Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11), 1–11. doi: 10.1186/s40594-016-0046-z.
  • Kennedy, T. J., & Odell, M. R. (2014). Engaging students in STEM education. Science Education International, 25(3), 246–258.
  • LaForce, M., Noble, E., King, H., Century, J., Blackwell, C., Holt, S., Ibrahim, A., Loo, S. (2016). The eight essential elements of inclusive STEM high schools. International Journal of STEM Education, 3(1), 1–11. doi: 10.1186/s40594-016-0054-z
  • Lund, T. & Stains, M. (2015). The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty. International Journal of STEM Education, 2(1), 1–21. doi: https://doi.org/10.1186/s40594-015-0026-8
  • Moore, T., & Smith, K. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education, 15(1), 5–9.
  • Morze, N., Smyrnova-Trybulska, E., Gladun, M. (2018) Selected aspects of IBL in STEM-education In E. Smyrnova-Trybulska (Eds.), E-learning and Smart Learning Environment for the Preparation of New Generation Specialists Vol. 10 (pp. 361–381). Katowice-Cieszyn: Studio Noa for University of Silesia ISSN: 2451-3644 (print edition) ISSN 2451-3652 (digital edition) ISBN: 978-83-66055-05-6.
  • Pittinsky, T. L., & Diamante, N. (2015). Going beyond fun in STEM. The Phi Delta Kappan, 97(2), 47–51. doi: https://doi.org/10.1177/0031721715610091
  • Roberts, A. (2013). STEM is here. Now what? Technology and Engineering Teacher, 73(1), 22–27.
  • Smyrnova-Trybulska, E., Morze, N., Zuziak, W., Gladun, M. (2017) Robots in elementary school: some educational, legal and technical aspects. In E.Smyrnova-Trybulska (ed.), E-learning Methodology – Implementation and Evaluation Vol. 8 (pp. 321–343). Katowice-Cieszyn: Studio Noa for University of Silesia ISSN: 2451-3644 (print edition) ISSN 2451-3652 (digital edition) ISBN 978-83-60071-86-1.
  • Shmyger, G., Balyk, N. (2017). Approaches and features of modern STEM-education. Physical-mathematical education, 2(12), 26–30 [in Ukrainian].
  • Stanford, C., Cole, R., Froyd, J., Friedrichsen, D., Khatri, R. & Henderson, C. (2016). Supporting sustained adoption of education innovations: The designing for sustained adoption assessment instrument. International Journal of STEM Education, 3(1), 1–13.
  • STEM center (2019). Retrieved from http://stem.tnpu.edu.ua/ (accessed 21 May 2019)
  • Stohlmann, M., Moore, T., & Roehrig, G. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research., 2(1), 28–34. doi:10.5703/1288284314653
  • Thorsteinsson, G., Olafsson, B., & Autio, O. (2012). Student’s attitudes towards craft and technology in Iceland and Finland. I-manager’s Journal of Education Technology, 9(2), 40–48. doi: https://doi.org/10.26634/jet.9.2.1949
  • Williams, C., Walter, E., Henderson, C. & Beach, A. (2015). Describing undergraduate STEM teaching practices: a comparison of instructor self-report instruments. International Journal of STEM Education, 2(1), 1–14. doi: https://doi.org/10.1186/s40594-015-0031-y
return to top