STEM-EDUCATION: MAIN DEFINITIONS

Authors

DOI:

https://doi.org/10.33407/itlt.v62i6.1753

Keywords:

STEM-education, STEM-learning, STEM-areas, STEM-competencies, STEM-laboratory, STEM-centre, interdisciplinarity

Abstract

The content analysis of key concepts of STEM is conducted. The essence of the new approach in education is established. The relevance of STEM education is related to the requirements of the world labor market. The content of the most demanded in the labor market of the XXI century, competencies and skills are presented in the article. The purpose, task, structure, content and expected results of the introduction and development of STEM-education in Ukraine are determined. Accordance of STEM-education with the conceptual foundations for the development of the "New Ukrainian School" is defined. The main definitions of STEM-education are offered. It was noted that a special place in the formation of its content is transdisciplinary approach, cognitive technologies in the organization of cognitive activity. Possible ways of further development of STEM-learning in Ukrainian education are considered.

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Author Biographies

Oleksandr Ye. Stryzhak, Minor Academy of Science of Ukraine, Kyiv

Doctor Habilitat (computer sience), Deputy Director for Science

Іryna A. Slipukhina, National Aviation University, Kyiv

Doctor Habilitat (social science), Associate Professor, Professor of General Physics Department,

Nataliia I. Polikhun, Gifted Child Institute of National Academy of Sciences of Ukraine, Kyiv

PhD (pedagogical sciences), Senior Research Officer, Leading Researcher

Ihor S. Chernetckiy, Department of teаching and thematic knowledge systems development, Kyiv

PhD (pedagogical sciences)

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Published

2017-12-30

How to Cite

[1]
O. Y. Stryzhak, Slipukhina І. A., N. I. Polikhun, and I. S. Chernetckiy, “STEM-EDUCATION: MAIN DEFINITIONS”, ITLT, vol. 62, no. 6, pp. 16–33, Dec. 2017.

Issue

Vol. 62 No. 6 (2017)

Section

The methodology, theory, philosophy and history of the use of ICT in education

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