STEM EDUCATION IN THE CONTEXT OF THE TRANSDISCIPLINARY PARADIGM

Abstract

The article deals with the problem of implementation of STEM/STEAM/STREAM education in the context of the implementation of the transdisciplinary paradigm. It is emphasized that updating the paradigm of STEM-education to STEAM-education and, then, to STREAMeducation is necessary, since humanitarian components can actively contribute to the formation and development of competences in the field of communication, cooperation, creative and critical thinking, etc. With the application of humanitarian components, school education will become more transsubjective. Examples of transdisciplinary learning through STEM/STEAM/STREAM project activities are given. The problems of the implementation of STEM/STEAM/STREAM education in the context of the transdisciplinary paradigm are identified and the ways of their solution are outlined. Conclusions are made that the introduction of STEM education in
correlation with the transdisciplinary educational paradigm will allow: to significantly improve the quality of general education; to increase students’ motivation and interest in studying school subjects and education in general; to promote conscious life and professional self-determination of future graduates; to orient students in various fields of knowledge; effectively work with a large amount of information, create own knowledge bases; develop different types of thinking: analytical, critical, creative, etc.; consciously integrate and transfer knowledge to various areas and use the acquired knowledge when solving various problems in simulated and/or real situations; to form and develop various competences of students, including in the field of communication, cooperation, creativity and critical thinking.