Use of digital tools as a component of STEM education ecosystem
DOI:
https://doi.org/10.55056/etq.24Keywords:
ecosystem, STEM education, STEM classes, digital technologies, digital tools, skills in organizing scientific processes, science educationAbstract
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.
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Copyright (c) 2021 Liliia M. Hrynevych, Nataliia V. Morze, Viktoriia P. Vember, Mariia A. Boiko
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Accepted 2021-03-15
Published 2021-03-17
