Abstract
This article is dedicated to the analysis of the features of STEM-education implementation in general secondary education institutions. It is noted that the integrated lessons determine the formation of cross-disciplinary correlations, contributing to the formation of a global and systemic worldview of students and actualization of personal attitude to the set tasks and problems. The emphasis is placed on the directions of integration, which show the degree of involvement of interdisciplinary links (multidisciplinary, interdisciplinary and transdisciplinary integration). The development of IT industry, cyber-technology and nanotechnology leads to the need for specialists in high-tech industries capable of complex scientific and engineering activities, so it is relevant to address the issue of providing quality education to applicants of general secondary education institutions. Education should be forward-looking and meet the trends of the society development in the future, that is why now special attention is paid to the innovative direction of STEM-education. The implementation of STEM-education is carried out taking into consideration the following principles: a personal approach aimed at accounting age and individual qualities of education applicants, their interests and abilities, special educational needs; constant updating of educational content with regard to scientific achievements, technological development and labor market requirements; continuity - formation of necessary skills at all components and levels of education; patriotism and civic orientation; productive motivation of education applicants to carry out research and project activities, invention; significant role of geography in integrative approach to STEM[1]education implementation, its consistent, fundamental, quality teaching; encouragement of formation and development of « soft skills» in students ( presentational skills, teamwork, communication); use of development and problem solving learning technologies; development of profile science education institutions. As a result of implementing STEM-education in the educational process, design and exploratory[1]experimental competences of students are being formed. This will have a positive impact on the training of highly qualified specialists in the field of innovation, who will be the key to successful economic development and competitiveness of our country in the nearest future
Keywords
STEM education; education; integration; globalisation; research-project activities; hackathon
References
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