Implementation of Stem Technologies Through Textbooks

Abstract

The article actualizes the problem of implementing STEM technologies in institutions of general secondary education by means of textbooks. STEM (acronym of the terms “Science (Natural Sciences)”, “Technology”, “Engineering” and “Mathematics” are considered in the context of educational policy in many countries of the world as an approach to organizing the learning process, so that applicants for education master the skills and knowledge necessary to achieve success in the fields of Science, Technology and Engineering and acquire cognitive, creative and research skills, communication skills, information processing, data interpretation and analysis, develop engineering and algorithmic thinking and digital literacy, creative qualities and innovation. There can be at least two models for implementing STEM in the general secondary education system: the introduction of a separate STEM subject or the integration of STEM technologies into STEM component subjects. The article examines the possibility of implementing STEM technology by means of textbooks in individual subjects. The textbook implements STEM technologies if the training according to the textbook is based on problem solving – move from solving practical and specific tasks to generalization; if the textbook contains tasks for working with arrays of information of an interdisciplinary nature – for designing and modeling devices or solutions for teamwork and open tasks in which there are “many” solutions and “correct” answers; instills interest in the subject-component of STEM. We analyzed the textbooks of the author’s teams of scientists of the Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine for grades 5–6 of general secondary education institutions and showed that STEM technologies can be implemented with their help.