- Сороко, Н.В. (orcid.org/0000-0002-9189-6564) (2020) The pedagogical models of STEAM-oriented educational environment for the teachers’ digital competence development Physical and mathematical education, 2 (24). pp. 142-150. ISSN 2413-158X
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Abstract
Formulation of the problem. The active development of the knowledge society requires the reform of education and the revision of traditional teaching methods from the standpoint of updating the forms, means and its content in accordance with such global processes as globalization and the information revolution. In view of this, it is important to design models of educational environments in accordance with the implementation of global trends in new approaches to learning at different levels of personal education. One such trend is STEAM education, which requires the design of STEAM-oriented educational environment. At the same time, the teachers’ information and digital competence development of becomes especially important, which is important for the support and development of education in accordance with the requirements of the information society. With this in mind, the aim of the article is to analyze pedagogical models of STEAM-oriented educational environment of a general school and highlight the characteristics of such an environment and proposals for the main components of STEAM-oriented educational environment of a general school for the teachers’ information and digital competence development. Materials and methods. To achieve the goal of the article, we used methods of systematic and comparative analysis of scientific literature and project reports on the processes of designing pedagogical models of STEAM-oriented educational environment of a general school; theoretical methods of synthesis and generalization to formulate conclusions and proposals for creating a model of STEAM-oriented educational environment of a general school for the teachers’ information and digital competence development. Results. Models of STEAM-oriented educational environment of a general school, which were created within the framework of international projects and Ukraine, are analyzed. The important components which are necessary at designing of STEAM-oriented educational environment of a general school for the teachers’ information and digital competence development are allocated: purpose, communicative, semantic, organizational and activity, technological, resultant and diagnostic. It is determined that the purpose component should relate to the delineation of factors influencing the formation of goals, objectives, principles and approaches to learning; the communicative component should cover the following tasks to support the interaction of participants in the learning process; the organizational and pedagogical component should provide for the application of the necessary approaches, forms, methods and tools for the teachers’ information and digital competence development; the content component of the model should reflect the main objectives of creating courses, trainings, open mass online courses that will promote the teachers’ information and digital competence development to support and develop STEAM-oriented educational environment of the general school; the technological component should include the solution of tasks of selection of means for maintenance of creation, support and development of STEAM-oriented educational environment of general school; the result-diagnostic component is the implementation of the purpose component and provides an analysis of the teachers’ information and digital competence development to support and develop STEAM-oriented educational environment of the general school. Conclusions. As a result of the analysis of pedagogical models of STEAM-oriented educational environment of the general school, the characteristic features of such environment were singled out, namely: nonlinearity; dependence on the development of the world economy, information and communication technologies, trends in education, etc .; hybridity; dependence on the goals and results of the model implementation; mobility; predictability of trends and results of project-based learning and research planned within the model. The main components of STEAM-oriented educational environment of a general school for teachers’ information and digital competence development are defined and the tasks within these components are described: target, communicative, content, organizational-activity, technological, result-diagnostic. Prospects for further research include the development of guidelines for the design and implementation of a model of STEAM-oriented educational environment of general school for the teachers’ information and digital competence development.
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