CC BY
0DEVELOPMENT OF RESEARCH SKILLS OF GEOGRAPHY STUDENTS
ELEMENTS OF STEM
SEMINAR E.
8D01515- Geography doctoral student Abai Kazakh National pedagogical university, Almaty, Kazakhstan
Summary. This article presents a critical examination of the efficacy of incorporating elements of STEM (Science, Technology, Engineering, Mathematics) into the pedagogical process of developing research skills among geography students. In the context of the modern educational space, which is characterised by the rapid development of technologies and changes in the requirements for the qualifications of specialists, the importance of using integrated approaches in teaching becomes particularly relevant.
This article presents a discussion of the theoreticalfoundations and practical aspects of the use of STEM methods and technologies in the teaching of geography. In the process of developing students' research skills, particular attention is paid to the analysis of the possibilities offered by geographic information system (GIS) technologies, remote sensing of the Earth, computer modelling and other digital tools.
The research methodology comprises an analysis of existing literature on the topic, observation, induction and deduction, and a statistical analysis of data obtained through experimental training. The findings of the study demonstrate that the integration of STEM subjects enhances students' comprehension of geographical processes, fosters the development of their analytical and critical abilities, and cultivates their enthusiasm for research.
The article offers recommendations for the incorporation of STEM elements into the academic curriculum at higher education institutions and explores the potential avenues for further research in this domain. It will prove invaluable for geography educators, methodologists, curriculum designers, and those engaged in the study of contemporary educational trends.
Keywords: STEM, university, geography, science, research skills, project learning.
Тушндеме. Мацалада география студенттершщ зерттеу дагдыларын дамытуда STEM (Fылым, Технология, Инженерия, Математика) элементтерт енггзудщ тшмдшгт сыни талдау усынылган. К,аз1рг1 б1л1м беру кещсттнде технологиялардыц царцынды дамуы мен мамандардыц бшктшгте цойылатын талаптардыц взгеруг контексттде интеграцияланган тэс1лдерд1 цолданудыц мацызы зор.
Бул мацалада география сабацтарында STEM зд1стер1 мен технологияларын пайдаланудыц теориялыц нег1здер1 мен практикалыц аспекттер1 талцыланады. Студенттердщ зерттеу дагдыларын дамыту барысында географиялыц ацпараттыц ЖYйелер (ГАЖ), жердщ цашыцтан зерделену1, компьютерлт модельдеу жэне басца да цифрлыц цуралдардыц мумктдттерт талдауга ерекше назар аударылган.
Зерттеу эд1стемес1 тацырып бойынша бар материалды талдау, бацылау, индукция жэне дедукция, эксперименттж оцыту арцылы алынган мэлгметтердщ статистикалыц талдауын цамтиды. Зерттеу нэтижелер1 STEMпэндерт интеграциялаудыц студенттердщ географиялыц процестердг тустут арттыратынын, аналитикалыц жэне сыни цабшеттерт дамытуга ыцпал ететтт, сондай-ац зерттеуге деген цызыгушылыцтарын арттыратынын кврсетеди
Мацала жогары оцу орындарыныц академиялыц оцу жоспарына STEM элементтерт енг1зуге арналган усыныстарды усынады жэне осы саладагы одан эр1 зерттеу мYмкiндiктерiн царастырады. Бул география мугал1мдер1не, эд1скерлерге, оцу багдарламаларын эзiрлеушiлерге жэне цазiргi бшм беру трендтерт зерттеушшерге аса цунды болады.
Резюме. Эта статья представляет собой критическое исследование эффективности внедрения элементов STEM (Наука, Технология, Инженерия, Математика) в педагогический процесс развития исследовательских навыков у студентов географии. В контексте современного образовательного пространства, характеризующегося стремительным развитием технологий и изменениями в требованиях к квалификации специалистов, важность использования интеграционных подходов в обучении становится особенно актуальной.
В статье обсуждаются теоретические основы и практические аспекты использования методов и технологий STEM в обучении географии. В процессе разработки исследовательских навыков у студентов особое внимание уделяется анализу возможностей, которые предоставляет использование географических информационных систем (ГИС), дистанционного зондирования Земли, компьютерного моделирования и других цифровых инструментов.
Методология исследования включает в себя анализ существующей литературы по теме, наблюдение, индукцию и дедукцию, а также статистический анализ данных, полученных в ходе экспериментального обучения. Результаты исследования демонстрируют, что интеграция STEM-дисциплин способствует лучшему пониманию студентами географических процессов, развивает их аналитические и критические способности и воспитывает их интерес к исследовательской деятельности.
Статья предлагает рекомендации по включению элементов STEM в учебные программы высших учебных заведений и рассматривает потенциальные направления для дальнейших исследований в этой области. Она будет особенно полезна для преподавателей географии, методистов, разработчиков учебных курсов и тех, кто изучает современные образовательные тренды.
Introduction. The modern era presents novel challenges to the educational system of the Republic of Kazakhstan. In addition to preserving and accumulating existing knowledge, there is a pressing need to foster advanced thinking among students. In light of the global crisis in vocational and school education, which has affected numerous developed countries worldwide, it is imperative to develop and implement novel approaches to the training of specialists.
In accordance with the instructions of the head of state, a clear algorithm for the development of the national system of education and science has been developed in Kazakhstan. The aforementioned algorithm is incorporated into the national plan, entitled "100 Concrete Steps to Implement Five Institutional Reforms." In this context, particular attention is paid to the transition from a traditional, passive educational system aimed at the one-sided transmission of knowledge to a system that stimulates students' creative abilities, cognitive activity and independence of thought. This approach places particular emphasis on the development of research skills, extracurricular activities, supplementary education and the introduction of elective courses [1, p. 112].
One of the qualitative methods in education is the project method, which is based on the ability of students to develop cognitive skills, to construct their knowledge autonomously, to orient themselves in the information space, and to cultivate critical and creative abilities.
In the contemporary educational system, the STEM method has emerged as a principal approach, superseding the conventional learning paradigm. The STEM (Science, Technology, Engineering, Mathematics) model represents an integration of the science and engineering disciplines into a unified system [2, р.1].
The STEM method (Science, Technology, Engineering, Mathematics) has become a priority in modern education systems, combining the disciplines of science and engineering into a unified system. In the context of the 21st century, the concept of "degen" (a Kazakh word meaning "to be different") has gained prominence in the field of technology, particularly in the area of artificial intelligence. The objective is to analyse the current status of technology and its economic and scientific impact, as well as the potential for its further development.
The objective of this study is to develop proposals for the introduction of STEM education at the university level and to analyse the current status of the implementation of STEM education in Kazakhstan [3].
The research methods and materials employed are outlined below. In order to achieve the aims of this study, a comprehensive literature analysis was conducted, which included the study of scientific articles, monographs and reviews related to the use of STEM elements in the education of geographers. This provided a theoretical basis for the study. The observation method was employed to gather primary data on the interaction of students with educational material and their attitude towards the integration of STEM into the educational process. The inductive and deductive methods were employed to analyse and interpret the collected data, thereby enabling general conclusions to be drawn from specific observations and theoretical knowledge to be applied to explain empirical data. The synthesis of information from a variety of sources facilitated the development of a comprehensive understanding of the subject matter under investigation. Furthermore, statistical analysis was employed for the processing and analysis of the data, thereby enabling the quantification and interpretation of the obtained results.
Research results
The United States government developed the STEM strategy in response to concerns that American students were underperforming in science and mathematics compared to students from other countries. In 2010, modifications were made to the American education system as a result of the reorientation of the programme. The defining characteristics of STEM education are identified.
In the context of the global pandemic caused by the SARS-CoV-2 virus, there is a pressing need for individuals who possess the capacity to think critically, solve digital problems, and create new products. In consequence of the accelerated pace of technological advancement, a plethora of novel professions is being created, and the demand for professionals with expertise in STEM is proliferating across the globe. Consequently, numerous countries, including Australia, China, the United Kingdom, Israel, South Korea, Singapore, and the United States, have implemented government-sponsored initiatives for STEM education (3, 4). Similarly, other countries worldwide have implemented governmental initiatives to enhance the teaching of mathematics, science, and technology [4].
The foundation of STEM technology is the educational philosophy of John Dewey, which posits that the essence and nature of all phenomena are inherent to the educational process.
With regard to international collaboration in the advancement of STEM education, the Genius Project represents one of the most significant international initiatives in this field. It was operational from 2011 to 2014. The project involves a number of countries, including Austria, Belgium, the Czech Republic, Denmark, Estonia, Finland and Germany, among others. The objective of this project is to establish a repository of innovative practices in industry and education, and to disseminate and promote advanced and innovative practices. A total of 1,500 teachers participated in the initiative. Cooperation was established between 158 schools and industry representatives. Additionally, a series of seminars, summer schools, and online conferences were organised. [5]
The INSTEM project (2012-2015) has the objective of promoting research training in order to gather innovative teaching methods and to increase students' interest in science, as well as to provide comprehensive information about a career in STEM. The INSTEAM project involved the participation of Austria, Germany, Greece, Ireland, Italy, Norway, Romania, Turkey and the United Kingdom.
Furthermore, the project serves as a comprehensive repository of materials and methodologies for STEM education.
Particular emphasis is placed on the advancement of educational robotics within the country. To illustrate, since 2014 the annual Republican Robotics Olympiad has been held among students of general education schools and Nazarbayev Intellectual Schools (NIS). Those who emerge victorious in the republican contests are afforded the opportunity to participate in the World Robotics Olympiad (WRO). Furthermore, since 2015 The city of Karaganda plays host to the annual International
Robotics Festival, "RoboLand", which attracts representatives from a number of countries, including Serbia and Russia [6].
There are positive experiences of international cooperation in the field of science, technology, engineering and mathematics (STEM) education. To illustrate, since 2014 The combined budget of the United Kingdom and Kazakhstan is 20 million GBP. The Newton-Al-Farabi partnership programme will be held, with an estimated budget of £20 million. The objective of the programme is to facilitate interaction between the two countries with a view to enhancing their scientific and innovative capabilities, facilitating staff exchange and the establishment of joint research centres. The Haileybury schools are currently regarded as the exemplar of STEM education in Kazakhstan. They are proactively incorporating novel pedagogical approaches to science education, collaborating with practitioners and fostering student-led initiatives.
In terms of STEM, Kazakhstan is pursuing a trajectory that is aligned with that of developed countries. STEM education serves as a conduit between academic and professional pursuits, equipping children with the skills necessary to thrive in a technologically advanced world. Those destined for a career as a specialist will require a comprehensive training programme which encompasses a wide range of educational disciplines [7].
From a scientific perspective, there are a number of practical methodologies that can be employed in the study of the environment within the context of STEM. One such approach is demand-driven learning. This approach encourages students to formulate questions and pursue lines of enquiry autonomously. For instance, students may investigate a local environmental issue, such as water pollution or deforestation.
2. Project-based learning: This approach entails the undertaking of projects that integrate disparate disciplines and competencies. For instance, students may be tasked with designing a solar-powered irrigation system for a public garden, drawing upon their knowledge of geography, engineering, and renewable energy.
3. Technology-enhanced learning: this approach employs digital tools to enhance the learning process and engage students in interactive activities. An exemplar of successful implementation is the mozaBook software, which is installed on an interactive bar and provides access to more than 1,200 3D learning models and simulations.
Fourthly, The approach of fieldwork and experiential learning places emphasis on the acquisition of knowledge through practical experience in real-world environments. Students are required to conduct an environmental assessment of a specified area, such as a park or beach. Such activities may entail the collection of data pertaining to factors such as water quality, soil condition or air quality, with a view to analysing the environmental impact of human activities.
5. Interdisciplinary learning: This approach integrates multiple disciplines and competencies within a unified learning experience. For instance, students may examine the geography and culture of a specific region, subsequently employing this understanding to devise a sustainable tourism plan that strikes a balance between economic growth and environmental and social concerns.
Analysing the results
We developed ideas for STEM projects in geography, science and ecology. These ideas are shown in Table 1.
Task name Necessary equipment Task description
1. research on renewable energy sources A set of various constructors for the assembly of robotic models (hydroturbine, electric car with a solar charging station, vertical wind turbine, etc.) or a set for the study of alternative energy with a digital measuring sensor. Students can explore and analyze various alternative energy sources such as solar, wind and hydroelectric power; they can design and test individual renewable energy models.
2. study of soil properties Natural Science Laboratory kit: Petri dish, measuring vessels, pipettes, tubes of different sizes, tube tripod, magnifying glass, filter paper and other experimental instruments. In addition, it is important to analyze the collected material. Students can collect soil samples from different regions and use laboratory tools to analyze soil properties (PH, structure, and nutrients).
3. 3D terrain mapping 3D printer with consumables and software for 3D modeling Together with the students, the teacher will be able to create a physical model of a topographic map using 3D modeling and printing technology. This approach allows you to visually see and explore geographical objects such as mountain ranges, valleys, and rivers. Physical relief patterns such as volcanoes, canyons, and coastlines can also be created. These models clearly explain the structure and nature of these phenomena.
4. solving the problem of waste Students can study the problem of waste in their educational institution: collect data on the amount of waste produced by their schools and analyze and think about how to reduce this amount. They can create plans for waste sorting and renewable use, as well as explore different ways to recycle waste, such as composting and recycling.
5.building a water filtration system A set that allows you to visualize the natural filtration phenomenon of water; a set of reagents for water analysis and digital measurement sensors ( ph ph for measuring the acidity or alkalinity of water, dissolved oxygen sensor, turbidity sensor, conductivity sensor, among others). Students can design and build their own water filtration system using materials such as sand, gravel, and activated carbon. They can also use water quality sensors to test the efficiency of filtration systems and compare the results with existing water treatment methods.
6. Climate Change Research Weather stations or data collection sensors. These devices must have clear and high-quality software for further processing of the Students can collect and analyze weather data over a period of time, such as: information about temperature,
Note: the table is compiled by the author
Conclusion
In the context of contemporary challenges and global changes, there is a growing emphasis on integrating STEM (Science, Technology, Engineering, Mathematics) education into the educational process. This reflects global trends and the evolving needs of the labour market in the Republic of Kazakhstan.
The analysis indicates that the design method and STEM education are becoming the primary means of developing competencies among students in the 21st century. These approaches facilitate the development of critical thinking, independence, creative and research skills, which is of particular importance in the field of geography and ecology.
The findings of research and international collaboration in the domain of STEM education substantiate its efficacy and significance.
In Kazakhstan, in alignment with global trends, STEM education is regarded as a conduit between academic learning and students' prospective careers. This approach prepares the younger generation for a technologically advanced world, which requires comprehensive training and in-depth knowledge in various fields.
Consequently, the implementation and advancement of STEM education in Kazakhstan represents a pivotal strategic move in addressing the contemporary challenges and ensuring the training of qualified professionals capable of innovative activities, critical thinking, and a creative approach to solving complex tasks.
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