ОСОБЛИВОСТІ ВИКОРИСТАННЯ ФОРМ, МЕТОДІВ ТА ТЕХНОЛОГІЙ STEM-ОСВІТИ У ПРОЦЕСІ ВИВЧЕННЯ ІНФОРМАТИКИ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ
Authors:   Полтавський національний педагогічний університет імені В. Г. Короленка, Кокарєва Анастасія 
Published: October 2024

Modern civilizational processes in Ukraine contribute to the growth of the level of influence of information and technological factors in social relations. In particular, the reform of the New Ukrainian School and state documents regarding the introduction of STEM-education have brought changes to the educational process in Ukraine. Today, many works are devoted to the theoretical issues of STEM-education, which are revealed in the works of I. Vasylashko, S. Halata, O. Korshunova; the need to use STEM-approaches in education are noted by: V. Andriievska, Yu. Botuzova, D. Vasylieva; information competence is highlighted by O. Baranovska, O. Barna, S. Halyk, and others. The purpose of the article is to characterize the peculiarities of the use of forms, methods and technologies of STEM-education in the process of studying informatics in secondary education institutions. There are used theoretical methods, analysis, concrete research methods: synthesis, generalization, comparison in the article. To conduct a full-fledged lesson, it is necessary to start with the preparation of the topic, the purpose of the lesson and, as a result, the choice of forms of education, which are classified according to the following criteria: the number of students (individual, group, pair, frontal and collective), their use depends on the type of lesson, the level of knowledge of students; criterion of the place of study: school (computer class) or extracurricular (homework); by lesson duration: regular lesson and pair lesson. We highlighted modern forms of educational organization that are the basis of STEM-education: lesson-class, hackathon, quest, project, lesson-excursion, lesson-research and others. In order to increase the assimilation of information, it is worth using teaching methods, which should be divided into groups: 1) according to the source of the material (verbal, visual, practical); 2) by the nature of educational and cognitive activity (explanatory and illustrative, reproductive, problem presentation, research and heuristic, concrete and inductive methods); 3) according to methods of organizing students’ activities (problematic methods, methods of control and self-control of knowledge, methods of stimulation and motivation, methods of self-education). Active (imitation, non-imitation), interactive, innovative, practical teaching methods are also highlighted. The final stage is the characterization of learning technologies. in general, traditional and modern ones are distinguished. The analysis of the literature made it possible to identify the following subcategories of STEM-technologies: game, simulation, information and communication, project, cognitive, convergent, robotics. For example, the introduction of game technologies will allow students to learn the material, consolidate theory and practice in a game form, correct their own knowledge: passing quests on Vseosvita, Quizlet, Kahoot, testing on ClassMarker, Quizalize, WordWall. Simulation includes modeling of real situations, creation of virtual, simulating environments. Information and communication technologies include various systems and learning tools (mobile devices, software, communication networks, the Internet, and computers). Let’s consider project technologies, which have a number of advantages and challenges (availability of resources, motivation of students, correct assessment and organization of work, allocation of a longer period of time for preparation and conducting lessons). Cognitive technologies should be directed to the development of memory, the ability to learn, and work with new inventions. Convergent technologies are used to create interactive, multi-platform and effective learning environments. Robotics connects LEGO ESSENTIAL, LEGO Mindstorms, Arduino robotics, their programming and project activities. The implementation of STEM-education in computer science classes helps to create students’ interest and develop their creative and problem-solving thinking. We considered the classification of forms of education, groups of methods and STEM-technologies that should be used in the process of studying informatics. The conducted research does not exhaust all aspects of the considered problem and requires further research into the forms, methods, and technologies of STEM-education in the process of studying informatics in secondary education institutions. Key words: STEM-education, STEM-studying, STEM-technologies, project, innovations, methods, robotics