Problematic education, which is one of the foundations of the
STEAM approach in education
Qudratova Shaxnoza Baxtiyor qizi
1
Tashkent University of Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
qudratovashahnoza768@gmail.com
https://doi.org/10.5281/zenodo.10449276
Keywords:
STEM, STEAM, combustion, creativity, technology, competence, system, international research,
intellectual, primary class, project, partner, Survey, Information Resources, Independent Education,
continuing education, inductive, deductive, pedagogical technology, problem situation.
Abstract:
this article is about the development of the educational system, the innovative processes carried out in our
country and the general development trends of STEAM education, the work carried out in the system of
higher education and primary education in their implementation. Emphasis on education in the world. On
the basis of an innovative approach, the issues of improving the competitiveness of students, as well as
increasing their social role in the process of ensuring the quality of education, are being researched as one of
the relevant areas. From this point of view, on the basis of advanced foreign experiences, an important place
is occupied by improving the organizational and pedagogical mechanisms of students ' creative abilities
based on national and world educational experience. According to the decree of the president of our
country, the concept of development of the higher education system was approved until 2030.
1 INTRODUCTION
Global
electronization,
computerization,
informatization, virtualization, intellectualization
form a completely different worldview in people,
which is characterized by a discrepancy between the
world of objective reality and the virtual world.
STEAM education serves as a kind of connection
between the objectively existing and the virtual
world. Knowledge of how to create a high-tech
product is no longer enough.
The STEM approach is seen as a key solution to
increase the efficiency and competitiveness of our
country's education in the digital age. However,
according to many teachers, now is the time to add
Arts as the main component to the Stem approach-a
component (art) that includes creative, artistic
Sciences, design innovations. This expands the
philosophical framework of the STEM approach, but
both of these approaches will have the same main
goal
–
to change the educational system in
accordance with the requirements of the digital
economy and actively develop the digital
environment of society. In addition, it covers visual,
written and action Art, in addition to the content of
the concept of" art". Therefore, integrating artistic
opportunities into Stem education increases value in
the study of Stem subjects, expanding the range of
knowledge.
2 Materials and Methods
In the last few years, creative industries related to
intellectual and creative activities have become
increasingly important in the innovation economy:
computer technology, virtual reality, design, fashion,
advertising, animation, etc. Creative industries
around the world are becoming the driving force
behind economic growth, and the employment of
young people in the creative sphere has already
exceeded the employment in real life. These changes
put new tasks in the educational system, that is, the
need to integrate more into the program teaching
creative and artistic disciplines. Currently, these
fields of science are one of the most demanded.
STEAM technology is an innovative teaching
method that connects technical and Natural
Sciences, Engineering, Mathematics, and the arts,
and STEAM education does not contradict STEM
education, but enriches and expands it[5].
In the United States, where more than 30 million
jobs were created within the creative spheres, this
need led to a change in the concept of STEM: a
fifth component was added to the synthesis of
Science,
Technology,
Engineering
and
mathematics-art.
The
result
was
a
new
abbreviation-STEAM.
The transition from STEM to STEAM is moving
forward as a positive mode of action to meet the
needs of the economy of the 21st century. In many
countries, STEAM education is a priority for the
following reasons:
- Lack of IT programmers, engineers, specialists in
the field of high-tech production;
- the need for new types of specialists related to
technology and high-tech production at the junction
with
the
Natural
Sciences
of
bio
and
nanotechnology;
- the need to comprehensively prepare from various
educational fields of Natural Sciences, Engineering
and technology.
A large part of workflows already allow automation,
and in the future, as analysts predicted, more and
more professions will fall into the danger zone and
disappear one after the other – artificial
intelligence will take their place, and among the
few skills that are not yet in the near future,
artificial intelligence will succumb to pressure,
empathy and emotional intelligence will remain.
"The fashion for Stem education is a thing of the
past, as robots perform technical tasks better than
humans. IT companies need more professionals with
STEAM skills with a basic element added to
scientific and technical knowledge. After Apple
released its first iPad, its head, Steve Jobs, said: “We
are sure that the technology itself is not enough in
Apple. With only art and humanitarian knowledge,
the technology circle gives results and delights our
hearts.” He was an excellent expert in IT
technology, had creative thinking and saw things
from a creative point of view. This is how leaders
participated in the presentation of research, design
and development images and developed a marketing
strategy taking into account expectations, people's
dreams and needs. Of course, their experience does
not prove that it should become Steam[1].
In the near future, IT technology will be in dire need
of STEAM technology professionals. Because
robots begin to solve tasks better than humans. But
the humanities (for example, psychology or art)are
unlikely to be mastered by machines in the near
future. The development of product design, its
aesthetics and philosophy will help IT professionals
create new competitive solutions in the near future,
and therefore the humanities, which will teach
students to understand the human essence and think
creatively, will be very useful here.
The idea of using multifaceted development
methods in education is not new. For example, sel
(Social and Emotional Learning) has the concept of
social and emotional education, which involves the
development of social and emotional skills of
children, which pays great attention to the
upbringing of “people of the future”. This concept
makes it possible to obtain basic and changing
knowledge in various disciplines through the
implementation of interdisciplinary technologies,
learn to form professional competencies and build
relationships with other people, find compromise
solutions and achieve educational goals.
Finnish education system. The introduction of
STEAM technology made it possible to conduct
classes in addition to individual subjects, since in the
lesson they study phenomena, situations, practical
examples in life. Thanks to the free atmosphere of
the educational environment – open space, which is
characteristic of the Finnish educational system, in
accordance with which groups of students of
different ages are taught, the lesson explores
phenomena, situations, practical examples in life.
Attempts are made to integrate different disciplines
in the study or development of the subject in a
steam-oriented
teaching
method.
STEAM
technology mainly ensures the strengthening of the
technical sciences with the humanities. Therefore,
teaching will be a step towards logic. Legalizing
such an association, connecting the creative side of
the development of personality to the pure technical
concept of stem. Thus, in addition to science,
technology, engineering and mathematics, Art (Eng.
"art") STEAM, Music (Eng. music) STEMM,
Reading (reading alongside art) STREAM. STEAM
methodology is most common as a complete,
successful and self-sufficient phenomenon[2].
If we analyze the educational activities of the
Finnish school in the direction of education
“technology”. There is no “technology” in the basic
curriculum, and technological education means
teaching technical labor and material processing. At
the same time, the components of technological
education are carried out through many school
subjects
on
the
basis
of
integration
and
interdisciplinary ties.
For example, the High School explores the special
interdisciplinary theme” humanity and technology",
which deals with the following issues:
- the development of technology in different periods
of history and changes in the field of culture, in
different areas of life;
- technology in everyday life, society and local
industry;
- development of technological ideas, modeling,
evaluation, product life cycle, etc.
With this approach in the study of the topic, students
not only study the humanitarian, environmental,
economic, chemical and other aspects of this
problem through knowledge of Mathematics,
Physics, Chemistry, History, etc., but also learn to
observe the phenomenon in general from many
positions.
The results obtained and their
analysis
Thus, the student develops an understanding of
phenomena, the complexity of relationships in the
study of problems, develops the ability to see the
problem
in
different
ways,
forms
soft
competencies. In addition, today the importance of
these skills and abilities is growing. Consequently,
in modern conditions, the educational process
according to the method we are considering is a
way to study the phenomena of life, to obtain deep,
systematic knowledge in each of them
The main idea behind STEAM education is to
introduce art opportunities into education so that
students ' imagination and creativity are activated,
encouraging them to think in a unique way, and thus
lead them to an individual educational trajectory and
true innovation. The unity of scientific and technical
and art directions in education is also explained from
a physiological point of view. It is believed that the
left side of the brain is responsible for logic: it helps
to memorize facts and draw logical conclusions. The
right side of the brain is responsible for thinking
through direct perception and provides creative
thinking. The work of both hemispheres is
important: if one of them does not work, it becomes
atrophy, like any muscle of the div, is not required.
"Half-brain" education, that is, education that
makes a significant contribution to the left or right
subjects, is not good enough education. The work of
both hemispheres of the brain must be equally
active, synchronous, so it is wrong to choose
between the technical and humanitarian Sciences,
which must be harmoniously combined in the
content of Education.
G. Galileo, A. Einstein et al. Morse wrote about
the need to combine science and art. Albert Einstein,
for example, was very fond of playing the violin,
Galileo Galilei was a prominent literary critic of his
time, Samuel Morse was a noted portrait painter.
Examples of prominent figures in strong IT business
can be given. Features on both sides of the brain,
notably Steve Jobs
–
American entrepreneur,
inventor and industrial designer, discovery of the IT
technology era, one of the founders of Apple
Corporation, and Marissa Mayer-Yahoo! widely
recognized as the president and Chief Executive
Officer of his company. They had creative thinking
as excellent IT technology experts and saw things
from a creative point of view. Leaders have been
involved in how research, design and development
images are presented and have developed marketing
strategies that meet people's expectations, dreams
and needs. Many scientists and prominent business
figures have achieved their success with the help of
creative thinking. Its stimulation was carried out
with the help of practical training of disciplines
related to the work of the right hemisphere of the
brain.
In 2009, neurological studies were conducted by
Johns Hopkins University. As a result, the data
obtained showed that practicing art increases
students ' knowledge and skills. At the same time,
there is a development of memory and attention,
which has a positive effect on the educational
process. In addition, not only academic, but also life
skills levels increase. The difference between Stem
and STEAM Technologies is how they fit scientific
concepts. STEM specifically focuses on complex
scientific,
technological,
engineering
or
mathematical skills to develop progress or create a
new concept. In Steam curricula, according to
research, students are strongly oriented and use
social skills.
Consequently, within the framework of STEAM
education, students form professional competencies
based on the capabilities of interdisciplinary
technologies in the educational process. At the same
time, professional competencies, which include
knowledge, practical skills, experience of activities,
are
complemented
by
a
comprehensive
understanding of problems, the ability to think
(creative, critical, visual) and understanding of the
basics of design[6].
One of the foundations of the Steam approach in
education is problematic education, since the main
focus in the implementation of STEAM education is
a practical task or problem.
Problem education is a method of organizing
student activities based on obtaining information by
solving real theoretical and practical problems.
Problem education technology is a learning system
in which the teacher offers a problem situation in the
lesson and students independently solve it.
The idea of problematic educational technology is
not new, the greatest teachers of the past have
always looked for ways to transform the learning
process into an interesting process of cognition, the
development of the mental forces and abilities of
students Ya.A.Komensky, J.J.Russo, I.G.Pestalozzi,
F.A.Disterverg, K.D.Ushinsky et al. K.D.Ushinsky
was particularly close to this idea. For example, he
wrote: “We see mechanical combinations as the best
way to reasonably translate for all ages, especially
for children, the method used by Socrates and named
after him Socrates. Socrates did not impose his
thoughts on the audience, but knowing that the
contradictions of a number of thoughts and facts lie
next to each other in their heads illuminated by
consciousness, this raised the question of the
opposite rows to a bright circle of consciousness,
thereby forcing them to clash or destroy each other
or reconcile in a third opinion that connects and
understands them”.
In the 20th century, the ideas of problematic
educational technology developed intensively and
became widespread in educational practice. Concept
of problematic education in foreign pedagogy J.
Devi. - Hey? J. DUI replaced "book learning" with
the principle of active learning, the basis of which is
the student's own cognitive activity. An assistant
teacher took the place of an active teacher, who does
not impose neither content nor methods of work on
students, but only helps to cope with difficulties
when the students themselves turn to for help.
Instead of the stable curriculum common to all,
indicative programs were introduced, the content of
which was determined only by the teacher in the
most general sense. The place of oral and written
speech was taken by theoretical and practical
training of students, in which independent research
work was carried out. At school, according to
Dewey, labor is the center of all academic work. By
performing different types of Labor and obtaining
the knowledge necessary for labor activity, children
thus prepare for the upcoming life4. In 1894, J.
Dewey established an experimental school in
Chicago, where the curriculum was replaced by play
and labor activities.
American psychologist J. Brunner draws on the
ideas of composing educational material and the
dominant role of intuitive thinking in the process of
mastering new knowledge as the basis of heuristic
thinking. Bruner focused on the structure of
knowledge. It should contain all the necessary
elements of the knowledge system and determine the
direction of the student's development.
In the development of the theory of problem
education, teachers from the United Kingdom,
Poland, Bulgaria, Germany and other countries have
achieved certain results. The emergence of
problematic educational ideas in the Russian school
dates back to the first quarter of the 20th century.
During this period, the theory of problematic
education J. It goes back to Devi.
The main features of problematic education were
as follows: students faced a problem and they had to
solve it through trial and error, that is, in miniature,
they had to repeat the history of discovery and, on
this basis, have the appropriate knowledge. Problem
education based on such a methodological basis is
an uncontrollable process, which in turn did not
meet the principles of building our educational
system. For this reason, problematic educational
ideas were criticized during this period and were
hardly used afterwards[6].
At the present stage, the main ideas of problem
education based on the study of the psychology of
thinking began to be developed in the 1950s. Well-
known psychologists A. N. Leontiev and S. L.
Under Rubinstein's leadership. The central idea of
the study is that:
1) the process of thinking is carried out, first of all,
as a problem-solving process;
2) the patterns of thinking and the laws of the
process of mastering knowledge largely
coincide.
The essence of the concept of" problem education "
is M. I. Fully revealed by Mahmutov: problem
education is a didactic system based on the laws of
creative assimilation of knowledge and methods of
activity, which includes a specific combination of
teaching and teaching methods and methods,
characteristic of search characteristics.
There are three main types of problem education:
The first type (scientific creativity) is theoretical
research, that is, the search and discovery of a new
rule, law, theorem, etc.to students.
The second type (practical creativity) is the search
for a practical solution, that is, the search for a way
to apply certain knowledge in a new situation,
design, invention. The basis of this type of problem
education is the formation and solution of practical
educational problems.
The third type (artistic creation) is an artistic
representation of reality based on a creative
imagination, which includes literary works, drawing,
writing a musical work, playing, etc.
Each type meets one of the most important
conditions of problematic education
–
the presence
of a certain level of cognitive independence of the
student[5].
There are the following basic methods of problem
learning:
1) problematic presentation (the teacher puts the
problem independently and solves it independently);
2) partial-search activity, joint education (the teacher
puts the problem independently and the solution is
achieved together with students);
3) independent research (the teacher poses a problem
,and the solution is carried out independently by
students);
- students do not know ways to solve the problem,
their previous knowledge is not enough to explain
the new truth;
- students must apply previously acquired
knowledge in New practical conditions;
- there is a clear contradiction between solving a
theoretically possible problem and the practical
impossibility of the chosen method.
Problem Education has a number of advantages over
traditional because:
- teaches logical, scientific, dialectical, creative
thinking;
- develops the skills of observation, generalization,
research work;
- makes learning material more evidential, thus
helping to transform knowledge into belief;
- in the independent solution of problems,
knowledge and skills are better learned and
strengthened than in traditional education.
Pay attention to the shortcomings of problem
education:
- it takes a long time to solve the problem;
- weak management with cognitive activity of
students
- the teacher is required the ability to think
creatively, it is impossible to model a problem for
any educational material.
Conclusion
The use of problem education is divided into
"about life" of the system for assessing existing
results. The exam in certain subjects is in no way
combined with project activities, in addition, high
school students refuse to do things that are not on
the exam. They say directly: "yes, it is interesting,
but we need a high score to enter the University."
teachers use such approaches only as part of
extracurricular activities or in elementary school,
where children pay little attention to the exact results
measured using Oge/use. Therefore, in modern
conditions, problematic education can be applied in
primary and Primary School.
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