«Наука, инновации и образование: ключевые
векторы общественного прогресса»
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THE IMPORTANCE OF IMPLEMENTING STEAM EDUCATION IN
PRIMARY SCHOOLS BASED ON FOREIGN EXPERIENCE
Salokhitdinova Navruza
Docent, Doctor of Philosophy in Pedagogical Sciences (PhD),
Department of Preschool and Primary Education,
Termez University of Economics and Service,
e-mail// navroza_saloxitdinova@tues.uz
Abstract:
This article aims to reveal the essence of the STEAM (Science,
Technology, Engineering, Art, and Mathematics) system, which has emerged in the
world’s leading countries and is developing rapidly as a new educational method.
The article highlights the main characteristics of STEAM education and presents an
analysis of its implementation in the teaching process of primary grades. Based on
this research, the article provides suggestions on how to integrate the STEAM
approach, offering insights that can be used by teachers, students, and learners.
Keywords:
integration, interdisciplinary connection, STEAM (Science,
Technology, Engineering, Art, Mathematics), research, teacher, working with
students, practice.
Introduction.
Uzbekistan is a country with a rich history and traditions,
accounting for over 40% of the population in Central Asia. While Uzbekistan is an
Islamic state, it was under the control of the Russian Empire and the Soviet Union
for more than a century, which has left a lingering influence of socialism on
society. Year by year, efforts to reform education in Uzbekistan are gaining
momentum, based on the belief that education is the key to national development.
Despite the existing challenges in the education sector, special attention is being
paid to enhancing the scientific potential of faculty and students in higher
education, as well as integrating the collaborative activities of teachers and
students in school education. Focusing on assessment programs for monitoring in
classrooms and lecture halls or regularly evaluating educational outcomes at a
national level is increasingly seen as a necessary demand today. Therefore, we
recommend implementing this process within the framework of our research
based on the STEAM program.
Literature Review on the Topic.
The new STEM approach to education
has been widely adopted in developed countries and is positively recognized by
the global community. Research articles by various Ukrainian and foreign
scholars, such as T. Anisimova, N. Balyk, O. Barna, T. Barnaby, C. Baumer, O.
Barylnyk-Kurakova, M. Boyko, A. Carnev-ale, S. Ceylan, T. Korbett, S. Dembitska,
C. Dumaresq, X. Firman, L. Hrinevich, X. Jang, I. Kaniawati, P. Korbel, I. Korobova,
O. Kuzmenko, M. Melton, V. Oleksiuk, V. Osadchiy, F. Sobirova, B. Sejati, S.
«Наука, инновации и образование: ключевые
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Semerikov, K. Seyit, O. Shatunova, G. Shmy-ger, G. Siekmann, N. Smit, M. Song, V.
Soo, A. Zeynep, and N. Valko, focus on defining the concept of "STEM
competencies," as well as developing its structure and models.
According to UNESCO, STEM competence is the ability to apply knowledge
and skills in STEM fields appropriately in daily life, at work, or within an
educational context. It emphasizes that these competencies should not be
confined to traditional boundaries of specific knowledge areas (e.g., individual
physical or digital competencies) and should be developed further (Soo, 2019:
11).
Australian researchers G. Siekmann and P. Korbel, in their articles
(Siekmann & Korbel, 2016), identify not only STEM competencies but also various
skills found within the STEM fields. They classify STEM skills as technical because
they aim to enhance individuals' ability to adapt to the rapid pace of technological
development in their work and/or life. Thus, according to G. Siekmann and P.
Korbel, STEM skills represent the capability to produce scientific knowledge
(based on mathematical skills) for the design, creation, and development of
engineering (technical and technological) or scientific products and services
(Siekmann & Korbel, 2016: 19).
Research Methodology
.
According to the content of the research,
empirical methods have been utilized, including the analysis of literature related
to processes involving primary school teachers and students, as well as the
systematization of data.
Analysis and Results.
One of the pathways for modernizing and improving
natural-mathematical education globally is the development of the STEAM
education system. The main goal of implementing STEAM is to enhance students'
critical and creative thinking abilities, considering the necessity of establishing
connections between STEM industries while expanding individuals'
opportunities through the advancement of technical and scientific education.
Applying this approach from primary school to higher education is crucial for
ensuring the intellectual investment of the nation in four categories, including the
development of competencies in the STEM field, which is highly relevant in
today’s world (Siekmann & Korbel, 2016: 44).
The foundation of STEM education lies in the integration of science and
mathematics with engineering and technology
—
the so-called "STEM subjects"
(mathematics, physics, chemistry, biology, engineering, computer science,
astronomy, and geography). The necessary conditions for developing
competencies in the STEM field include mathematical competence and
foundational competencies in science and technology. These have been identified
as key elements of lifelong learning by the European Union.
The research outcome is the development of a STEAM competency model
for teachers. Its components are chosen based not only on relevant foreign
experiences but also confirmed through surveys conducted with teachers. Based
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on the conducted studies, we can conclude that it is essential for teachers who
instruct STEAM subjects and can shape their students' STEAM competencies to
develop their STEAM competencies. The development of students' STEAM
competencies requires teachers to update the content of school and higher
education in line with current demands.
Conclusion.
The development of STEAM education and its trends hold
significant importance and are considered a priority worldwide. The current
needs necessitate systematic training in the STEM/STEAM education field, as
supported by the experiences of foreign scholars and relevant research. In
summary, implementing STEAM education in primary classes involves important
tasks of competency-based approaches aimed at teaching students scientific
worldviews and critical thinking. This, in turn, ensures the formation of natural
science literacy competencies among students. Focusing on psychological and
hygienic requirements in implementing STEAM education leads to positive
outcomes in the educational process, fostering analytical thinking and interest in
exact sciences among children, as well as teaching them to work both individually
and collaboratively.
References::
1. Lubkina, V., Usca, S., & Zvaigzne, A. (2018). Steam-projects in the Design
Activities of Pupils and Students. *Society, Integration, Education*, 248-258. DOI:
10.17770/sie2018vol1.3076. May 25-26, 2018.
2. Herro, D., Quigley, C., & Jacques, L.A. (2018). Examining technology
integration in middle school STEAM units. *International Journal of Technology
in
Teaching
and
Learning*,
27(4),
485-498.
DOI:
10.1080/1475939X.2018.1514322. December 28, 2018.
3. Lee, Y. (2021). Examining the Impact of STEAM Education Reform on
Teachers’ Perceptions about STEAM in Uzbekistan. Department of Russian
Education, Tashkent State Pedagogical University, Bunyodkor 27, Chilonzor,
Tashkent, Uzbekistan. May 4, 2021.
4. Mavlonova, R.A., & Rahmonqulova, N.H. (2009). *Boshlang‘ich ta’limning
integratsiyalashgan pedagogikasi*. Tashkent: “Ilm Ziyo”. p. 192.
5. Sangirova, Z.B. (2022). Methodology for organizing educational-project
work based on the STEAM approach in general education schools (with examples
from natural sciences). Doctoral dissertation (PhD), pedagogical sciences, p. 32-
43.
6. Salokhitdinova, N.M. (2021). Development prospects of primary
education integration (on the example of exact and natural sciences). *Journal of
Society and Innovations*, Special Issue-7, 221-225.
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7. Salokhitdinova, N.M. (2023). Prospects for the development of
integration of exact and natural sciences in primary education in the digital world.
*Scientific and Methodological Journal of TISU Research*, 1, 150-156. ISSN 0000-
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