Practical Implementation of STEM-education in Geography Lessons

У статті проаналізовано основні аспекти застосування STEM-освіти в освітньому процесі в закладах загальної середньої освіти. Розкрито головні особливості та суть STEM-освіти. Описано структура уроку за STEM-методикою. Визначено головні вимоги, що ставляться перед вчителем географії для успішного використання STEM-освіти на уроках. Названо найбільш популярні онлайн-середовища для формування практичних знань, умінь, навиків на уроках географії із застосуванням STEM-методик. Наведено методику створення проекту «Перспективи санаторно-курортної діяльності в Україні (на прикладі санаторію «Токарі» Лебединського району Сумської області)» при викладанні теми «Туризм» у 9 класі в курсі «Географія «Україна і світове господарство». Обґрунтовано доцільність використання STEM-методик на уроках географії та надано пропозиції подальшого упровадження стандартів STEM-освіти у навчальні шкільні програми для різних вікових категорій.The article analyzes the main aspects of applying STEM-education in the educational process of general secondary education institutions. The main aspects and essence of STEM education are highlighted, among which are the active inclusion of STEM in the study of creative and artistic disciplines, united by the generic term Arts (the designation of the relevant approach – STEM and Arts). The latest trends in STEM and Arts are industrial design, architecture, industrial aesthetics, etc. The structure of a geography lesson using STEM-methodology should include basic subject knowledge + generalized (cross-cutting) notions + scientific and engineering skills. For the successful use of STEM-education in the classroom the teacher of geography has the following principal requirements ahead of him that are to know the program material of other disciplines; apply various methods, techniques and forms of organization of the educational process; cooperate with other subject teachers in order to form correct students’ concepts common to many educational disciplines, to hold different educational and extracurricular activities. Teachers can use science-popular channels on YouTube, WEB-2.0 (on-line maps, charts, charts, project management tools and cooperation) to create practical knowledge and skills in geography lessons using STEM techniques. As an example the methodology of the project «Prospects of sanatoriumresort activity in Ukraine. The article analyzes the main aspects of applying STEM-education in the educational process of general secondary education institutions. The main aspects and essence of STEM education are highlighted, among which are the active inclusion of STEM in the study of creative and artistic disciplines, united by the generic term Arts (the designation of the relevant approach – STEM and Arts). The latest trends in STEM and Arts are industrial design, architecture, industrial aesthetics, etc. The structure of a geography lesson using STEM-methodology should include basic subject knowledge + generalized (cross-cutting) notions + scientific and engineering skills. For the successful use of STEM-education in the classroom the teacher of geography has the following principal requirements ahead of him that are to know the program material of other disciplines; apply various methods, techniques and forms of organization of the educational process; cooperate with other subject teachers in order to form correct students’ concepts common to many educational disciplines, to hold different educational and extracurricular activities. Teachers can use science-popular channels on YouTube, WEB-2.0 (online maps, charts, charts, project management tools and cooperation) to create practical knowledge and skills in geography lessons using STEM techniques. As an example the methodology of the project «Prospects of sanatorium-resort activity in Ukraine (on the example of the sanatorium «Tokari» in Lebedynskyi district, Sumy) is given at the presentation of the topic «Tourism» in the 9th form in the course «Geography» Ukraine and the world economy». For the project, students use knowledge from various subjects: geography, chemistry, biology, computer science, labor training, study of local lore, history and economy, mathematics, economics. The project implementation involves the research and creative activities of students, they learn to find ways of solving problems individually, analyze, draw conclusions. In modern geography curricula, STEM-education standards for different age groups need to be introduced, enabling students to integrate their knowledge of different subjects, use them in non-standard situations, see the relations between sciences, develop critical thinking, ability to research and analytical work, etc