Project based STEM activities as an effective educational technology in the context of blended learning
Keywords:
blended learning, STEM education, project-based STEM activities, higher education students, readiness for research activities.
Abstract
The study aims to investigate the implementation of project-based STEM activities within a blended learning framework in higher education. This approach encourages students' independent creativity and prepares them for contemporary work environments. STEM education is positioned as a tool to develop key competencies like multicultural understanding, linguistic skills, and adaptability. This innovative educational method emphasizes the real-world application of scientific, mathematical, technical, and engineering knowledge. The research methodology combines theoretical analysis with practical evaluation. Key findings underscore the significance of independent research, interdisciplinary integration, and skill development in a blended learning environment. A notable outcome emphasizes empowering students to craft scalable business models, such as startups, vital for success in today's world.
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References
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Patrykeieva, O., Horbenko, S., Lozova, O., & Vasylashko, I. (2021) The problem of the development of science and mathematics education (STEM education). Problems of education: a collection of scientific works. Electronic edition of DNU "Institute of Modernization of the Content of Education", 2(95), 53-67. https://doi.org/10.52256/2710-3986.2-95.2021.04
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Sobchenko, T. (2021) Formation of digital competence in the training of future teachers in Ukraine and the People's Republic of China Scientific Bulletin of MSU. "Pedagogy and Psychology" series, 1(7), 103-112.
Stolyarenko, I. (2015) Peculiarities of the organization of mixed education in training of future informatics teachers. Information technologies in education, 24, 38-147. (In Ukranian)
Stryzhak, O., Slipukhina, I., Polihun, N., & Chernetskyi, I. (2017) STEM education: basic definitions. Information technologies and teaching aids, 62(6), 16–33. https://acortar.link/rFMxtb
Tkachuk, G. (2018). Analysis and features of the implementation of mixed models training in the educational process of a higher education institution. Proceedings. Series pedagogy, 3, 28-36. (In Ukranian)
Van Horne, K., & Bell, P. (2017). Youth disciplinary identification during participation in contemporary project-based science investigations in school. Journal of the Learning Sciences, 26(3), 437-476.
Allen, D. E., Donham, R. S., & Bernhardt, S. A. (2011). Problem‐based learning. New directions for teaching and learning, 2011(128), 21-29.
Almazroui, K. M. (2023). Project-Based Learning for 21st-Century Skills: An Overview and Case Study of Moral Education in the UAE. The Social Studies, 114(3), 125-136.
Barna, O. (2017). Introduction of STEM education in educational institutions: stages and models. STEM education and ways of its implementation in the educational process: collection of materials and regional scientific and practical web conference. Ternopil, May 24, 3–8. http://dspace.tnpu.edu.ua/bitstream/123456789/10120/1/Barna_Kyiv.pdf
Beswick, K., & Fraser, S. (2019). Developing mathematics teachers’ 21st century competence for teaching in STEM contexts. ZDM, 51, 955-965.
Buhaichuk, K. (2016) Blended learning: theoretical analysis and implementation strategy in the educational process of higher educational institutions. Information 133 technologies and teaching aids, 54, 4. https://journal.iitta.gov.ua/index.php/itlt/article/view/1434/1070
Buturlina, O., Lysokolenko, T., & Dovgal, S. (2019). STEM-education in the mirror of sociological research. Scientific and theoretical almanac “Grani”, 22(6), 56-68. https://doi.org/10.15421/171963
Chernomorets, V., Vasylenko, I., & Kovalenko, M. (2019). Development of STEM education in Ukraine (according to the results of the study "The state of development of STEM education in Ukraine". Scientific notes of the Small Academy of Sciences of Ukraine, 3(19), 71-81.
Chernyavska, S. & Khokhlina, O. (2022) Psychological readiness of civil aviation student pilots for professional activity: theoretical aspect of the problem. Scientific innovations and advanced technologies ("Public Administration" Series, "Law" Series, "Economics" Series, "Psychology" Series, "Pedagogy" Series), 1(3), 432-447. https://doi.org/10.52058/2786-5274-2022-1(3)-432-447
Dobrovolska, N. (2020) Technology of flipped learning in higher education in quarantine conditions. Current issues of humanitarian sciences, 32(1), 198-202. http://www.aphnjournal.in.ua/archive/32_2020/part_1/32.pdf
Domenici, V. (2022). STEAM project-based learning activities at the science museum as an effective training for future chemistry teachers. Education Sciences, 12(1), 30.
Dychkivska, I. (2015) Innovative pedagogical technologies: [a textbook]. The 3rd edition (corrected version). Kyiv: Akademvidav, 304 p. (In Ukranian)
Fini, E. H., Awadallah, F., Parast, M. M., & Abu-Lebdeh, T. (2018). The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses. European Journal of Engineering Education, 43(3), 473-488.
Ginting, D. (2021). Student engagement and factors affecting active learning in English language teaching. VELES (Voices of English Language Education Society), 5(2), 215-228.
Hall, A., & Miro, D. (2016). A study of student engagement in project‐based learning across multiple approaches to STEM education programs. School Science and Mathematics, 116(6), 310-319.
Huang, S. Y., Kuo, Y. H., & Chen, H. C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681.
Hurevych, R., & Kademiia, M. (2013) Project activity in the training of future teachers. Modern information technologies and innovative teaching methods in the training of specialists: methodology, theory, experience, problems, 34, 6–14. http://nbuv.gov.ua/UJRN/Sitimn_2013_34_4
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM education, 3, 1-11.
Khokhlina, O. (2014) Methodological and theoretical foundations of psychology: teaching. manual Kyiv: Publication of the National Academy of Internal Affairs, 232 p.
Klentien, U., & Wannasawade, W. (2016). Development of blended learning model with virtual science laboratory for secondary students. Procedia-Social and Behavioral Sciences, 217, 706-711.
Kuzmenko, O. & Dembytska, S. (2017) STEM education as the main guide in updating innovative technologies in the process of teaching physics in higher educational institutions of a technical profile. Proceedings, 3(11), 104−110. https://phm.cuspu.edu.ua/ojs/index.php/NZ-PMFMTO/article/viewFile/1203/1182
Medeiros, F., Júnior, P., Bender, M., Menegussi, L., & Curcher, M. (2017). A blended learning experience applying project-based learning in an interdisciplinary classroom. In ICERI 2017 Proceedings (pp. 8665-8672). IATED.
Murphy, S., MacDonald, A., Danaia, L, & Wang, A. (2018). An analysis of Australian STEM education strategies. Policy Futures in Education, 17(2), 122–139. https://doi.org/10.1177/1478210318774190
Patrykeieva, O., Chernomorets, V., Vasylenko, I., & Kovalenko, M. (2019) The main structural components of the environment of an educational institution. Bulletin of Kyiv National University named after T. Shevchenko. Series of physical and mathematical sciences, 4, 80–88.
Patrykeieva, O., Horbenko, S., Lozova, O., & Vasylashko, I. (2021) The problem of the development of science and mathematics education (STEM education). Problems of education: a collection of scientific works. Electronic edition of DNU "Institute of Modernization of the Content of Education", 2(95), 53-67. https://doi.org/10.52256/2710-3986.2-95.2021.04
Polihun, N., Slipukhina, I., Postova, K., & Gorban, L. (2021). Research search strategies: a study guide. In M. S. Galchenko (Eds.) Kyiv: Institute of the Gifted Child of the National Academy of Sciences of Ukraine, 144 p. https://doi.org/10.32405/978-617-7734-19-1-2021-144
Sahni, J. (2019). Does blended learning enhance student engagement? Evidence from higher education. Journal of E-learning and Higher Education, 2019(2019), 1-14.
Samsudin, M., Jamali, S., Zain, A., & Ale Ebrahim, N. (2020). The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students. Journal of Turkish Science Education, 17(1), 94-108. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3574024
Slipukhina, I., Chernetckiy, I., Kurylenko, N., Mieniailov, S., & Podlasov, S. (2020) Applied Aspects of Instrumental Digital Didactics: M-learning with the Use of Smartphone Sensors. ICT in Education, Research, and Industrial Applications. Proceedings of the 16th Int. Conf. (ICTERI 2020). Volume I: Main Conference. Kharkiv, Ukraine, November 12-15, 173-187. (In Ukranian)
Sobchenko, T. (2021) Formation of digital competence in the training of future teachers in Ukraine and the People's Republic of China Scientific Bulletin of MSU. "Pedagogy and Psychology" series, 1(7), 103-112.
Stolyarenko, I. (2015) Peculiarities of the organization of mixed education in training of future informatics teachers. Information technologies in education, 24, 38-147. (In Ukranian)
Stryzhak, O., Slipukhina, I., Polihun, N., & Chernetskyi, I. (2017) STEM education: basic definitions. Information technologies and teaching aids, 62(6), 16–33. https://acortar.link/rFMxtb
Tkachuk, G. (2018). Analysis and features of the implementation of mixed models training in the educational process of a higher education institution. Proceedings. Series pedagogy, 3, 28-36. (In Ukranian)
Van Horne, K., & Bell, P. (2017). Youth disciplinary identification during participation in contemporary project-based science investigations in school. Journal of the Learning Sciences, 26(3), 437-476.
Published
2023-08-30
How to Cite
Zavalevskyi, Y., Khokhlina, O., Gorbenko, S., Fliarkovska, O., & Chupryna, O. (2023). Project based STEM activities as an effective educational technology in the context of blended learning. Amazonia Investiga, 12(67), 152-161. https://doi.org/10.34069/AI/2023.67.07.14
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