ASSESSMENT OF THE PRACTICAL STATE OF IMPLEMENTATION OF STEM TECHNOLOGIES IN CHEMISTRY LESSONS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The purpose of the article is to reveal the main results of the study of the practical state of implementation of STEM technologies in teaching chemistry in secondary education institutions, to characterize the main elements of STEM teaching and analyze their impact on increasing the level of students'  academic achievements, to identify the main obstacles that teachers of secondary education institutions faced in implementing these technologies in the educational process. When writing the article, the following research methods were used: questionnaires, analysis of scientific literature, generalization of pedagogical experience. Based on the analysis of literary sources, it was found that some aspects of the application of STEM technologies in teaching chemistry are disclosed in the publications of domestic scientists and practicing teachers. However, these studies are of a practical nature and do not reveal the theoretical and methodological principles of implementing a STEM-oriented approach in teaching chemistry to students of secondary education institutions. Based on the results of the study, it was concluded that modern chemistry teachers, regardless of location and teaching experience, use STEM-oriented approaches to teaching students, however, the number of teachers who use them on a regular basis is insignificant. According to the results of the study, a contradiction was identified between the assessment of the impact of STEM education on increasing the level of student academic achievement and the inconsistency of the material and technical support of educational institutions with the needs of the New Ukrainian School, the lack of methodologically sound materials for the implementation of these technologies and approaches, the lack of an adequate level of teacher training and the lack of motivation of participants in the educational process.