Abstract: Many African countries, such as Zimbabwe and South Africa, have curricula reform agendas that include incorporation of Indigenous Knowledge and Nature of Science (NOS) into school Science, Technology, Engineering and Mathematics (STEM) education. It is argued that at high school level, STEM learning, which incorporates understandings of indigenization science and NOS, has the potential to provide a strong foundation for a culturally embedded scientific knowledge essential for their advancement in Science and Technology. Globally, investment in STEM education is recognized as essential for economic development. For this reason, developing countries such as Zimbabwe and South Africa have been investing into training specialized teachers in natural sciences and technology. However, in many cases this training has been detached from the cultural realities and contexts of indigenous learners. For this reason, the STEM curricula reform has provided implementation challenges to teachers. An issue of major concern is the teachers’ pedagogical content knowledge (PCK), which is essential for effective implementation of these STEM curricula. Well-developed Teacher PCK include an understanding of both the nature of indigenous knowledge (NOIK) and of NOS. This paper reports the results of a study that investigated the development of 3 South African and 3 Zimbabwean in-service teachers’ abilities to integrate NOS and NOIK as part of their PCK. A participatory action research design was utilized. The main focus was on capturing, determining and developing teachers STEM knowledge for integrating NOIK and NOS in science classrooms. Their use of indigenous games was used to determine how their subject knowledge for STEM and pedagogical abilities could be developed. Qualitative data were gathered through the use dialogues between the researchers and the in-service teachers, as well as interviewing the participating teachers. Analysis of the data provides a methodological window through which in-service teachers’ PCK can be STEMITIZED and their abilities to integrate NOS and NOIK developed. Implications are raised for developing teachers’ STEM education in universities and teacher training colleges.
Abstract: Metal Ship and Robotic Car is one of the hands-on activities in the course, the Fundamental of Engineering that can be divided into three parts. The first part, the metal ships, was made by using engineering drawings, physics and mathematics knowledge. The second part is where the students learned how to construct a robotic car and control it using computer programming. In the last part, the students had to combine the workings of these two objects in the final testing. This aim of study was to investigate the effectiveness of hands-on activity by integrating Science, Technology, Engineering and Mathematics (STEM) concepts to develop scientific and engineering skills. The results showed that the majority of students felt this hands-on activity lead to an increased confidence level in the integration of STEM. Moreover, 48% of all students engaged well with the STEM concepts. Students could obtain the knowledge of STEM through hands-on activities with the topics science and mathematics, engineering drawing, engineering workshop and computer programming; most students agree and strongly agree with this learning process. This indicated that the hands-on activity: “Metal Ship and Robotic Car” is a useful tool to integrate each aspect of STEM. Furthermore, hands-on activities positively influence a student’s interest which leads to increased learning achievement and also in developing scientific and engineering skills.
Abstract: The goal of the modern education system is to prepare
students to be able to adapt to ever-changing life situations. They
must be able to acquire required knowledge independently; apply
such knowledge in practice to solve various problems by using
modern technologies; think critically and creatively; competently use
information; be communicative, work in a team; and develop their
own moral values, intellect and cultural awareness. As a result, the
status of education significantly increases; new requirements to its
quality have been formed. In recent years the competency-based
approach in education has become of significant interest. This
approach is a strengthening of applied and practical characteristics of
a school education and leads to the forming of the key students’
competencies which define their success in future life. In this article,
the authors’ attention focuses on a range of key competencies,
educational, informational and communicative and on the possibility
to develop such competencies via STEM education. This research
shows the change in students’ attitude towards scientific disciplines
such as mathematics, general science, technology and engineering as
a result of STEM education. Two staged analyzed questionnaires
completed by students of forms II to IV in the republic of Trinidad
and Tobago allowed the authors to categorize students between two
levels that represent students’ attitude to various disciplines. The
significance of differences between selected levels was confirmed
with the use of Pearson’s chi-squared test. In summary, the analysis
of obtained data makes it possible to conclude that STEM education
has a great potential for development of core students’ competencies
and encourage the development of positive student attitude towards
the above mentioned above scientific disciplines.
Abstract: The given work is devoted to the description of
Information Technologies NAS of Azerbaijan created and
successfully maintained in Institute. On the basis of the decision of
board of the Supreme Certifying commission at the President of the
Azerbaijan Republic and Presidium of National Academy of
Sciences of the Azerbaijan Republic, the organization of training
courses on Computer Sciences for all post-graduate students and
dissertators of the republic, taking of examinations of candidate
minima, it was on-line entrusted to Institute of Information
Technologies of the National Academy of Sciences of Azerbaijan.
Therefore, teaching the computer sciences to post-graduate
students and dissertators a scientific - methodological manual on
effective application of new information technologies for research
works by post-graduate students and dissertators and taking of
candidate minima is carried out in the Educational Center.
Information and communication technologies offer new
opportunities and prospects of their application for teaching and
training. The new level of literacy demands creation of essentially
new technology of obtaining of scientific knowledge. Methods of
training and development, social and professional requirements,
globalization of the communicative economic and political projects
connected with construction of a new society, depends on a level of
application of information and communication technologies in the
educational process. Computer technologies develop ideas of
programmed training, open completely new, not investigated
technological ways of training connected to unique opportunities of
modern computers and telecommunications. Computer technologies
of training are processes of preparation and transfer of the
information to the trainee by means of computer. Scientific and
technical progress as well as global spread of the technologies
created in the most developed countries of the world is the main
proof of the leading role of education in XXI century. Information
society needs individuals having modern knowledge. In practice, all
technologies, using special technical information means (computer,
audio, video) are called information technologies of education.