Educational direction of STEM in the system of realization of blended teaching of physics




STEM education, BYOD, blended learning, digital lab, physical experiment


Today's requirements for the training of specialists encourage the modernization of education through the introduction of new educational technologies, in particular the introduction of STEM (Science, Technology, Engineering and Mathematics). The article analyzes the aspects of the concept of STEM implementation in the educational sector of Ukraine. The analysis of scientific works on the development of STEM education allowed to establish the features of teaching physics, taking into account current trends in education. The components of STEM teaching of physics include means of blended learning in combination with cloud-based technologies. This concept is especially relevant in the context of the COVID-19 pandemic. Seven models of blended learning, which are the most common in educational practice in Ukraine, are analyzed. The concepts of compositional combination of full-scale experiment with the use of digital laboratories, cloud services and BYOD (Bring Your Own Device) technologies as tools for the implementation of blended learning in the STEM system are outlined. Guided by the recommendations of the state program to improve the quality of natural and mathematical education, the emphasis is on the use of modern experimental tools and digital laboratories. The use of digital laboratories makes it possible to organize a physical experiment at a fundamentally new level. An example of a complex study of mechanics using a digital laboratory, cloud services and BYOD technology is given. The results of the pedagogical experiment convincingly prove that the technologies of blended learning with the use of cloud services and BYOD tools are a powerful tool in the work of teachers.


Download data is not yet available.
Abstract views: 534 / PDF views: 301


Bilousova, L., Gryzun, L. and Zhytienova, N., 2021. Interactive methods in blended learning of the fundamentals of UI/UX design by pre-service specialists. Educational technology quarterly. Available from: DOI:

Ch 3: Blended Learning Models, 2021. Available from:

Chen, Y.C., Sng, F. and Kawaja, M.A., 2013. Byod approach to blended learning in developing nations. Proceedings of the International Conference on Electronic Business (ICEB). International Consortium for Electronic Business, pp.240–250.

Golovko, N.Y., Goncharenko, T.L. and Korobova, I.V., 2022. Experience in the development and implementation of a system of visualized teaching cases in Physics using a digital computer measuring system Einstein. Journal of physics: Conference series.

Kreminsky, B.G., Martyniuk, O.S. and Martyniuk, O.O., 2021. Results of the international student olympiads in physics as a reflection of the demand for physical and mathematical education in countries. Proceedings of the 2020 3rd International Seminar on Education Research and Social Science (ISERSS 2020). Atlantis Press, pp.220–224. Available from: DOI:

Letter of IMZO dated 11.08.2021 No 22.1/10-1775 “Methodical recommendations for the development of STEM education in general secondary and out-of-school education institutions in the 2021/2022 academic year”, 2021. Available from:

Lin, Y.T., Wang, M.T. and Wu, C.C., 2019. Design and Implementation of Interdisciplinary STEM Instruction: Teaching Programming by Computational Physics. The Asia-Pacific Education Researcher, 28(1), pp.77–91. Available from: DOI:

Liu, L., Liu, K. and Zhao, J., 2018. Development of a Model for Blended Learning Based on BYOD: A Case Study. 2018 Seventh International Conference of Educational Innovation through Technology (EITT). pp.16–22. Available from: DOI:

Martyniuk, A.A. and Martyniuk, O.S., 2020. Modernization of demonstration physical experiment as a means of formation of digital competence of learners and students. Academic Notes. Series: Pedagogical Sciences, (191), pp.239–242. Available from: DOI:

Martyniuk, O.O., Martyniuk, O.S. and Muzyka, I.O., 2021. Formation of informational and digital competence of secondary school students in laboratory work in physics. CTE Workshop Proceedings, 8, p.366–383. Available from: DOI:

Martyniuk, O.S., 2019. Three-dimensional prototyping as a component of STEM-technologies in structural and technical and research work of students and pupils. Collection of scientific papers Kamianets-Podilskyi National Ivan Ohiienko University. Pedagogical series, 25, pp.61–64. Available from: DOI:

Morze, N. and Strutynska, O., 2022. Model of the Competences in Educational Robotics. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. INSTICC, SciTePress.

National Academy of Engineering and National Research Council, 2014. STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Washington, DC: The National Academies Press. Available from: DOI:

On approval of the action plan for the implementation of the Concept of development of natural and mathematical education (STEM-education) until 2027, 2020. Available from:

Papadakis, S. and Kalogiannakis, M., 2019. Evaluating the effectiveness of a game-based learning approach in modifying students’ behavioural outcomes and competence, in an introductory programming course. A case study in Greece. International journal of teaching and case studies, 10(3), pp.235–250. Available from: DOI:

Polhun, K., Kramarenko, T., Maloivan, M. and Tomilina, A., 2021. Shift from blended learning to distance one during the lockdown period using Moodle: test control of students’ academic achievement and analysis of its results. Journal of physics: Conference series, 1840(1), p.012053. Available from: DOI:

Pylypenko, O., 2020. Development of critical thinking as a means of forming STEM competencies. Educational dimension, 55(3), p.317–331. Available from: DOI:

Sharko, V.D., 2017. Modernizatsiya systemy navchannya uchniv STEM-dystsyplin yak metodychna problema (Modernization of the system of teaching students STEM-disciplines as a methodological problem). Scientific notes. Series: problems of methodology of physical and mathematical and technological education, 3(10). Available from:

Slipukhina, I., Polishchuk, A., Mieniailov, S., Opolonets, O. and Soloviov, T., 2022. Methodology of M. Montessori as the Basis of Early Formation of STEM Skills of Pupils. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 1: AET. INSTICC, SciTePress.

Tzagkaraki, E., Papadakis, S. and Kalogiannakis, M., 2021. Exploring the Use of Educational Robotics in Primary School and Its Possible Place in the Curricula. In: M. Malvezzi, D. Alimisis and M. Moro, eds. Education in & with Robotics to Foster 21st-Century Skills. Cham: Springer International Publishing, pp.216–229. DOI:

Zhorova, I., Kokhanovska, O., Khudenko, O., Osypova, N. and Kuzminska, O., 2022. Teachers’ training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School. Educational technology quarterly, 2022. Available from: DOI:







How to Cite

Martyniuk, O.O., Martyniuk, O.S., Pankevych, S. and Muzyka, I., 2021. Educational direction of STEM in the system of realization of blended teaching of physics. Educational Technology Quarterly [Online], 2021(3), pp.347–359. Available from: [Accessed 24 May 2024].
Received 2021-03-28
Accepted 2021-08-12
Published 2021-09-20

Similar Articles

1-10 of 82

You may also start an advanced similarity search for this article.