La formación de los futuros profesores de Ciencias Naturales para actividades profesionales utilizando herramientas STEM
Palabras clave:
Lenguajes informáticos, microelectrónica, aprendizaje electrónico, bibliotecas digitales, equipos de laboratorio, exposiciones, equipos de impresión
Resumen
El objetivo del estudio es determinar el nivel de preparación de los futuros profesores de ciencias para utilizar el enfoque STEM en el proceso educativo y desarrollar recomendaciones para la integración de herramientas STEM relevantes en el proceso educativo de Ucrania. Métodos. El estudio involucró los siguientes métodos: el método de grupo focal, la encuesta de dos fases, la encuesta de acompañamiento, el método de impacto variable y el análisis estadístico. Resultados. Los estudiantes que se especializan en ciencias naturales están mal preparados para la integración de herramientas STEM. Los estudiantes del subgrupo experimental se prepararon más para usar las herramientas STEM y desarrollaron una visión más estructurada de los problemas sistémicos. Los cursos educativos integrales son un medio efectivo para preparar a los futuros maestros para la integración de las herramientas STEM en sus futuras actividades. Conclusiones. El enfoque STEM se puede integrar de manera efectiva en la enseñanza de las ciencias naturales a través de cursos educativos integrales y actividades prácticas que desarrollan las habilidades de los futuros maestros. Las tecnologías de laboratorio virtual demostraron la mayor eficacia. Perspectivas. Las perspectivas de futuras investigaciones se centran en la necesidad de verificar los resultados obtenidos para una muestra más amplia de futuros profesores de ciencias naturales y otras carreras de instituciones de educación superior (IES).
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Chakabwata, W. (2023). Using Technology to Enhance Student Engagement in STEM Subjects in Higher Education. In: C. Martin, B. T. Miller, D. Polly (eds.), Technology Integration and Transformation in STEM Classrooms (pp. 165-183). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch009
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Haag, K., Pickett, S. B., Trujillo, G., & Andrews, T. C. (2023). Co-teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?. CBE—Life Sciences Education, 22(1), es1. https://doi.org/10.1187/cbe.22-08-0169
Hackman, S. T., Zhang, D., & He, J. (2021). Secondary school science teachers’ attitudes towards STEM education in Liberia. International Journal of Science Education, 43(2), 223-246. https://doi.org/10.1080/09500693.2020.1864837.
Herrera, A. M., Lopez, J. C., Delgado, M. A., Lopez, M. R., Carbajal, C. M., Parra, R. R., Zanoguera, M. E., … , & Murrieta-Rico, F. N. (2023). Effective Use of Embedded Platforms in the Development of Experiments for Enhancing the Interests of STEAM Students in Mexico. In: C. Martin, B. T. Miller, D. Polly (eds.), Technology Integration and Transformation in
STEM Classrooms (pp. 130-146). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch007
Kastriti, E., Kalogiannakis, M., Psycharis, S., & Vavougios, D. (2022). The teaching of Natural Sciences in kindergarten based on the principles of STEM and STEAM approach. Advances in Mobile Learning Educational Research, 2(1), 268-277. https://doi.org/10.25082/AMLER.2022.01.011
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uzmenko, O. S., Demianenko, V. B., Savchenko, Y. V., & Savchenko, I. M. (2023). Theoretical and methodological foundations of the creation of an ECO-environment model in the context of STEM education: scientific and educational aspects of innovations. In: International scientific conference “Information Technologies and Management in Higher Education and Sciences” (pp. 112-131). Publishing House “Baltija Publishing”. https://doi.org/10.30525/978- 9934-26-271-5-4
Kuzmenko, O., Rostoka, M., Dembitska, S., Topolnik, Y., & Miastkovska, M. (2022, January). Innovative and Scientific ECO Environment: Integration of Teaching Information and Communication Technologies and Physics. In: Mobility for Smart Cities and Regional Development-Challenges for Higher Education: Proceedings of the 24th International Conference on Interactive Collaborative Learning (ICL2021), Vol. 2, (pp. 29-36). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-93907-6_4.
Lapp, D. A., Marcinek, T., & Lapp, S. E. (2023). Active Learning and the Pythagorean Theorem Through Dynamic Geometry and Robotic Optimization: The Case of Kaitlyn. In: C. Martin, B. T. Miller, D. Polly (eds.), Technology Integration and Transformation in STEM Classrooms (pp. 75-103). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch005.
Lukychova, N. S., Osypova, N. V., & Yuzbasheva, G. S. (2022, March). ICT and current trends as a path to STEM education: implementation and prospects. In: CTE Workshop Proceedings, Vol. 9, 39-55. https://doi.org/10.55056/cte.100
Mafugu, T., Tsakeni, M., & Jita, L. C. (2023). Preservice Primary Teachers’ Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms. Canadian Journal of Science, Mathematics and Technology Education, 22, 898-914. https://doi.org/10.1007/s42330-022- 00252-z
Oladele, J. I., Ayanwale, M. A., & Ndlovu, M. (2023). Technology Adoption for STEM Education in Higher Education: Students’ Experience from Selected Sub-Saharan African Countries. Pertanika Journal of Science & Technology, 31(1), 237-256. https://doi.org/10.47836/pjst.31.1.15
Parmin, P., Saregar, A., Deta, U. A., & El Islami, R. A. Z. (2020). Indonesian science teachers’ views on attitude, knowledge, and application of STEM. Journal for the Education of Gifted Young Scientists, 8(1), 17-31. https://doi.org/10.17478/jegys.647070
Pérez Gutiérrez, M. C. (2023). Could Innovation Activities Improve the Students Learning Process?: Making the Students Work for It – Also Online. In: R. A. González-Lezcano (ed.), Advancing STEM Education and Innovation in a Time of Distance Learning (pp. 30-46). IGI Global. https://doi.org/10.4018/978-1-6684-5053-6.ch002
Pope, D. (2023). Using Desmos and GeoGebra to Engage Students and Develop Conceptual Understanding of Mathematics. In: C. Martin, B. T. Miller, D. Polly (eds.), Technology Integration and Transformation in STEM Classrooms (pp. 104-129). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch006
Pyurko, V. Е., Khrystova, T. Е., & Pyurko, O. Е. (2023). Transversal focus of STEM education. In: International scientific conference “Information Technologies and Management in Higher Education and Sciences” (pp. 44-48). Fergana, the Republic of Uzbekistan. Publishing House “Baltija Publishing”. https://doi.org/10.30525/978-9934-26-277-7-194
Stepanyuk, A., & Olendr, T. (2019). Training of Future Teachers of Natural Sciences in Pedagogical Universities of Ukraine: Realities and prospects. Pedagogics, 91(9), 1319-1326. https://www.ceeol.com/search/article -detail?id=811716
Valko, N. V., Osadchyi, V. V., & Kuzmich, L. V. (2020). Construction of an education model of natural disciplines’ students in the distance learning conditions. In: Proceedings of the symposium on advances in educational technology, aet. https://aet.easyscience.education/2020/AET2020/paper209.pdf.
Valko, N., & Osadchyi, V. (2021). Principles of effective functioning of training system of future teachers of natural science and mathematics for STEM technologies usage. In: SHS Web of Conferences, 104, 02016. Second International Conference on History, Theory and Methodology of Learning (ICHTML 2021). EDP Sciences. https://doi.org/10.1051/shsconf/202110402016.
Vasconcelos, L. (2023). Scaffolding Hypothesis Formation and Testing During Simulation Coding. In: C. Martin, B. T. Miller, D. Polly (eds.), Technology Integration and Transformation in STEM Classrooms (pp. 19-39). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch002
Vázquez-Villegas, P., Mejía-Manzano, L. A., Sánchez-Rangel, J. C., & Membrillo- Hernández, J. (2023). Scientific Method’s Application Contexts for the Development and Evaluation of Research Skills in Higher-Education Learners. Education Sciences, 13(1), 62-79. https://doi.org/10.3390/educsci13010062
Velychko, V. E., Kaydan, N. V., Fedorenko, O. G., & Kaydan, V. P. (2022, June). Training of practicing teachers for the application of STEM education. Journal of Physics: Conference Series, 2288(1), 012033). XIV International Conference on Mathematics, Science and Technology Education, May 18-20, 2022. Kryvyi Rih, Ukraine. https://doi.org/10.1088/1742- 6596/2288/1/012033
Wardani, D. S., Kelana, J. B., & Jojo, Z. M. M. (2021). Communication Skills Profile of Elementary Teacher Education Students in STEM-based Natural Science Online Learning. Profesi Pendidikan Dasar, 8(2), 98-108.
https://journals.ums.ac.id/index.php/ppd/article/view/13848
Buturlina, O. V. (2023). Innovative models of teacher training for the mass introduction of STEM education in Ukraine (pp. 531-544). Publishing House “Baltija Publishing”. https://doi.org/10.30525/978-9934-26-289-0-24
Chaka, C. (2023). Fourth industrial revolution—a review of applications, prospects, and challenges for artificial intelligence, robotics and blockchain in higher education. Research and Practice in Technology Enhanced Learning, 18(2). 1-39. https://doi.org/10.58459/rptel.2023.18002
Chakabwata, W. (2023). Using Technology to Enhance Student Engagement in STEM Subjects in Higher Education. In: C. Martin, B. T. Miller, D. Polly (eds.), Technology Integration and Transformation in STEM Classrooms (pp. 165-183). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch009
Günay, A., & Yüksel Haliloğlu, E. (2023). The Importance of STEM Fields in Higher Education in a Post-Pandemic World. In: R. A. González-Lezcano (ed.), Advancing STEM Education and Innovation in a Time of Distance Learning (pp. 253-264). IGI Global. https://doi.org/10.4018/978-1-6684-5053-6.ch013
Haag, K., Pickett, S. B., Trujillo, G., & Andrews, T. C. (2023). Co-teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?. CBE—Life Sciences Education, 22(1), es1. https://doi.org/10.1187/cbe.22-08-0169
Hackman, S. T., Zhang, D., & He, J. (2021). Secondary school science teachers’ attitudes towards STEM education in Liberia. International Journal of Science Education, 43(2), 223-246. https://doi.org/10.1080/09500693.2020.1864837.
Herrera, A. M., Lopez, J. C., Delgado, M. A., Lopez, M. R., Carbajal, C. M., Parra, R. R., Zanoguera, M. E., … , & Murrieta-Rico, F. N. (2023). Effective Use of Embedded Platforms in the Development of Experiments for Enhancing the Interests of STEAM Students in Mexico. In: C. Martin, B. T. Miller, D. Polly (eds.), Technology Integration and Transformation in
STEM Classrooms (pp. 130-146). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch007
Kastriti, E., Kalogiannakis, M., Psycharis, S., & Vavougios, D. (2022). The teaching of Natural Sciences in kindergarten based on the principles of STEM and STEAM approach. Advances in Mobile Learning Educational Research, 2(1), 268-277. https://doi.org/10.25082/AMLER.2022.01.011
K
uzmenko, O. S., Demianenko, V. B., Savchenko, Y. V., & Savchenko, I. M. (2023). Theoretical and methodological foundations of the creation of an ECO-environment model in the context of STEM education: scientific and educational aspects of innovations. In: International scientific conference “Information Technologies and Management in Higher Education and Sciences” (pp. 112-131). Publishing House “Baltija Publishing”. https://doi.org/10.30525/978- 9934-26-271-5-4
Kuzmenko, O., Rostoka, M., Dembitska, S., Topolnik, Y., & Miastkovska, M. (2022, January). Innovative and Scientific ECO Environment: Integration of Teaching Information and Communication Technologies and Physics. In: Mobility for Smart Cities and Regional Development-Challenges for Higher Education: Proceedings of the 24th International Conference on Interactive Collaborative Learning (ICL2021), Vol. 2, (pp. 29-36). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-93907-6_4.
Lapp, D. A., Marcinek, T., & Lapp, S. E. (2023). Active Learning and the Pythagorean Theorem Through Dynamic Geometry and Robotic Optimization: The Case of Kaitlyn. In: C. Martin, B. T. Miller, D. Polly (eds.), Technology Integration and Transformation in STEM Classrooms (pp. 75-103). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch005.
Lukychova, N. S., Osypova, N. V., & Yuzbasheva, G. S. (2022, March). ICT and current trends as a path to STEM education: implementation and prospects. In: CTE Workshop Proceedings, Vol. 9, 39-55. https://doi.org/10.55056/cte.100
Mafugu, T., Tsakeni, M., & Jita, L. C. (2023). Preservice Primary Teachers’ Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms. Canadian Journal of Science, Mathematics and Technology Education, 22, 898-914. https://doi.org/10.1007/s42330-022- 00252-z
Oladele, J. I., Ayanwale, M. A., & Ndlovu, M. (2023). Technology Adoption for STEM Education in Higher Education: Students’ Experience from Selected Sub-Saharan African Countries. Pertanika Journal of Science & Technology, 31(1), 237-256. https://doi.org/10.47836/pjst.31.1.15
Parmin, P., Saregar, A., Deta, U. A., & El Islami, R. A. Z. (2020). Indonesian science teachers’ views on attitude, knowledge, and application of STEM. Journal for the Education of Gifted Young Scientists, 8(1), 17-31. https://doi.org/10.17478/jegys.647070
Pérez Gutiérrez, M. C. (2023). Could Innovation Activities Improve the Students Learning Process?: Making the Students Work for It – Also Online. In: R. A. González-Lezcano (ed.), Advancing STEM Education and Innovation in a Time of Distance Learning (pp. 30-46). IGI Global. https://doi.org/10.4018/978-1-6684-5053-6.ch002
Pope, D. (2023). Using Desmos and GeoGebra to Engage Students and Develop Conceptual Understanding of Mathematics. In: C. Martin, B. T. Miller, D. Polly (eds.), Technology Integration and Transformation in STEM Classrooms (pp. 104-129). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch006
Pyurko, V. Е., Khrystova, T. Е., & Pyurko, O. Е. (2023). Transversal focus of STEM education. In: International scientific conference “Information Technologies and Management in Higher Education and Sciences” (pp. 44-48). Fergana, the Republic of Uzbekistan. Publishing House “Baltija Publishing”. https://doi.org/10.30525/978-9934-26-277-7-194
Stepanyuk, A., & Olendr, T. (2019). Training of Future Teachers of Natural Sciences in Pedagogical Universities of Ukraine: Realities and prospects. Pedagogics, 91(9), 1319-1326. https://www.ceeol.com/search/article -detail?id=811716
Valko, N. V., Osadchyi, V. V., & Kuzmich, L. V. (2020). Construction of an education model of natural disciplines’ students in the distance learning conditions. In: Proceedings of the symposium on advances in educational technology, aet. https://aet.easyscience.education/2020/AET2020/paper209.pdf.
Valko, N., & Osadchyi, V. (2021). Principles of effective functioning of training system of future teachers of natural science and mathematics for STEM technologies usage. In: SHS Web of Conferences, 104, 02016. Second International Conference on History, Theory and Methodology of Learning (ICHTML 2021). EDP Sciences. https://doi.org/10.1051/shsconf/202110402016.
Vasconcelos, L. (2023). Scaffolding Hypothesis Formation and Testing During Simulation Coding. In: C. Martin, B. T. Miller, D. Polly (eds.), Technology Integration and Transformation in STEM Classrooms (pp. 19-39). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch002
Vázquez-Villegas, P., Mejía-Manzano, L. A., Sánchez-Rangel, J. C., & Membrillo- Hernández, J. (2023). Scientific Method’s Application Contexts for the Development and Evaluation of Research Skills in Higher-Education Learners. Education Sciences, 13(1), 62-79. https://doi.org/10.3390/educsci13010062
Velychko, V. E., Kaydan, N. V., Fedorenko, O. G., & Kaydan, V. P. (2022, June). Training of practicing teachers for the application of STEM education. Journal of Physics: Conference Series, 2288(1), 012033). XIV International Conference on Mathematics, Science and Technology Education, May 18-20, 2022. Kryvyi Rih, Ukraine. https://doi.org/10.1088/1742- 6596/2288/1/012033
Wardani, D. S., Kelana, J. B., & Jojo, Z. M. M. (2021). Communication Skills Profile of Elementary Teacher Education Students in STEM-based Natural Science Online Learning. Profesi Pendidikan Dasar, 8(2), 98-108.
https://journals.ums.ac.id/index.php/ppd/article/view/13848
Publicado
2023-08-29
Cómo citar
Marushko, L., Hrechko, A., Truskavetska, I., Nakonechna, O., & Korshevniuk, T. (2023). La formación de los futuros profesores de Ciencias Naturales para actividades profesionales utilizando herramientas STEM. Revista De La Universidad Del Zulia, 14(41), 29-57. https://doi.org/10.46925//rdluz.41.03
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