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Title: STEM centre as a factor in the development of formal and non-formal STEM education
Authors: Balyk, N. R.
Shmyger, G. P.
Vasylenko, Ya. Ph.
Oleksiuk, V. P.
Bibliographic description (Ukraine): STEM centre as a factor in the development of formal and non-formal STEM education / N. R. Balyk et al // Journal of Physics : XIV International Conference on Mathematics, Science and Technology Education. Conference Seriesn. 2022. №2288. P.1-16
Issue Date: 2022
Publisher: IOP Publishing
Abstract: The article is devoted to the study of STEM education. It is one of the important directions of educational reform of the XXI century and can be implemented through the integration of formal and non-formal education. The authors of the paper study the ecosystem of formal and non-formal STEM education. Researchers have identified the main characteristics of this ecosystem such as the harmonious combination of formal and informal components of STEM learning, increasing the motivation of students to STEM sciences, constant updating of educational programs and professional development programs for teachers; use of non-formal education approaches; constant connection with external communities of STEM professionals; building partnerships between schools and non-formal institutions. The authors have developed the main components of the model of functioning of the educational STEM centre as an education ecosystem. In particular, they are educational research, assessment (evaluation), research projects, innovative teaching methods, programs for training, undergraduate education, teacher training, mentoring, services, communications, cooperation, infrastructure, connection, networking. To assess the extent of the impact of various forms of formal and non-formal learning activities on the results of the implementation of STEM education, an expert survey was conducted. The results of the survey are systematized, illustrated with the help of infographics, statistically significant relationships between individual parameters of the proposed model are established. To test this model in practice, an experiment was conducted. It lasted from 2016 to 2020. Researchers have confirmed the hypothesis that STEM education gives the best results due to a combination of formal and non-formal levels. Therefore, their STEM centre promotes STEM education among the general public, training and retraining of educators involved in STEM, development of STEM competencies of pupils and students.
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