STRUCTURAL-FUNCTIONAL MODEL OF TEACHING PHYSICAL AND TECHNICAL DISCIPLINES BASED ON STEM EDUCATION: THE ASPECT OF TRANSDISCIPLINARITY-Reference-Cited by-同舟云学术

STRUCTURAL-FUNCTIONAL MODEL OF TEACHING PHYSICAL AND TECHNICAL DISCIPLINES BASED ON STEM EDUCATION: THE ASPECT OF TRANSDISCIPLINARITY

Published:2023 Issue:2(27) Volume: Page:39-51
ISSN:2786-4510
Container-title:Scientific Notes of Junior Academy of Sciences of Ukraine
language:
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Author:

Kuzmenko O. S.¹^ORCID,Demianenko V. B.²^ORCID,Savchenko I. M.²^ORCID,Demyanenko V. M.³^ORCID

Affiliation:

1. Donetsk State University of Internal Affairs, Kropyvnytskyi, Ukraine

2. NC “Junior Academy of Sciences of Ukraine”, Kyiv, Ukraine

3. The Institute for Digitalisation of Education of NAES of Ukraine, Kyiv, Ukraine

Abstract

The development of innovativeness affects the modernization of higher education, in particular, technical in the context of STEM education. It was noted that the modernization of higher education in Ukraine needs to take into account the general trends in the development of higher education systems in the context of globalization and European integration processes. The expediency of the structural-functional model of teaching physical and technical disciplines on the basis of STEM education in the conditions of transdisciplinarity is substantiated. It has been established that a change in the field of higher education, in particular technical, taking into account the development of STEM education, involves a review of the concept of training specialists in each specific field of activity, therefore, the modernization of the content of education requires updating the educational and methodological base (goals, content, methods, forms and means), through which modern innovative approaches will be implemented in the future. The experimental component of the study of physical phenomena has developed due to an increase in the number of different types of experiments (quantitative and qualitative) in physical experiments using STEM technologies (new physical kits, ICT, 3‑D modeling, etc.). Taking into account modern trends and the main directions of improvement of the educational process, a methodology for teaching physical and technical disciplines was created, which is aimed at effectively familiarizing students with the basics of physics, which is necessary for further study of the disciplines of a professional direction and should be aimed not only at high-quality, scientifically and methodologically justified teaching of the content of its basics, which is provided by the educational activity of the teacher but also mainly at the activation of independent educational and research activities of students. Such a method should develop and stimulate interest in knowledge and understanding of Physics, their application in explaining the phenomena and processes of the microcosm and the surrounding world as a whole, and give students an effective system of knowledge, skills and abilities, and form a scientific outlook. The results of the conducted comparative experiment to identify the effectiveness of the proposed method of teaching physical and technical disciplines in the context of STEM education showed that the level of formation of physical knowledge, abilities and skills of students of higher education in the control groups is lower than the corresponding level in the experimental groups. The critical value determined according to the table for the level of significance accepted in pedagogical research is ; , that is , and on the basis of the Kolmogorov-Smirnov criterion leads to the conclusion , that is (0.035 > 0.0003), that is, the developed method of teaching physical and technical disciplines in the conditions of the development of STEM education is more effective than the existing one.

Publisher

Junior Academy of Sciences of Ukraine

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