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of these methods and tailoring them to the specific needs of the class, educators can ensure a stimulating and effective learning environment that fosters a love for reading in all students. Furthermore, whole group activities can assist with fluency development. Observing and listening to others read aloud helps struggling students learn how to decode and pronounce words. Students can see how their peers respond to unknown words and incorporate those same methods. References:
1. Joyce, Terry, Borgwaldt, S. (2013). Typology of Writing Systems. John Benjamins Publishing.
2. Mark Seidenberg (2017). Language at the speed of light. Basic Books.
3. Houston, Rab (1983). «Literacy and society in the west, 1500-1850». Social History.
© Annamammedova Sh., Annageldiyeva O., 2024
УДК 37
Annamuradov M.,
student.
Pedagogical secondary vocational school named after Berdimuhamed Annaev.
Annaniyazov B., student.
Charyyev S., teacher.
International Horse Breeding Academy named after Aba Annaev.
Arkadag, Turkmenistan
ENVISIONING STEM EDUCATION Annotation
The success of the nation as we move through the 21st century continues to depend on ideas and skills. Increasingly, the influence of technology and the availability of information will shape those ideas and skills, resting in large part on how well we address science, technology, engineering, and mathematics in our K-12 education. Business leaders look for employees who not only possess knowledge and skills in STEM fields, but also can work together to find creative solutions to complex problems (National Academy of Engineering & National Research Council, 2014; PCAST, 2010). Information in numerical and statistical forms inundate us in print and online media, and the issues that voters increasingly face address such complex matters as the economy and taxation, health care and the spread of disease, the stock market and international behavior, and gerrymandering and election outcomes. Although the need for mathematics education has traditionally been cast in terms of economic need and national defense (Tate, 2013), mathematics is increasingly needed to understand the world today and fully engage in democratic society (NCTM, 2018). All members of society, if they are to make informed choices for themselves, their families, and their communities, need to be quantitatively literate and to have an understanding of quantitative, scientific, and technological issues far beyond what was once adequate.
Key words:
STEM, education, access, technology, teachers, skills.
Underlying the confusion and inconsistency in school STEM programs is the lack of a clear vision of what
STEM is and what STEM programs should include. There are those who argue that whenever we teach any of the individual disciplines of mathematics, science, engineering, or technology, we are teaching STEM (Bybee, 2013; Larson, 2017). Within this vision is a strong commitment to teach mathematics and science in ways that emphasize the relevance of the disciplines and engage students in developing thinking, reasoning, and problemsolving skills. Advocates of this view of STEM also acknowledge the benefits of activities that connect two or more of the four STEM fields in meaningful ways.
Others, however, suggest that teaching the individual disciplines—especially mathematics and science-is important for STEM, but that true STEM is integrative. That is, we can connect and extend mathematics and science and incorporate engineering and technology to address relevant problems and tasks arising from life in the 21st century. Topics including robotics, communication, urban transportation, health, space exploration, environmental issues, or disease spread and prevention offer fertile ground for student explorations in STEM learning. Students may use mathematics or science to model problems from the aforementioned list as they develop creative approaches and solutions.
One way to think about STEM activities is to consider how much of each STEM field might be addressed in a particular activity. Oklahoma's STEM framework offers a model of four sliders, one for S, T, E, and M. A robotics activity might be high on the E slider for an emphasis on engineering design, with a significant amount of technology and a modest amount of mathematics, but perhaps little or no attention to science. Another activity involving computer simulations of plant growth under certain conditions might have a high connection to science content, some technology and mathematics, but little attention to engineering.
In implementing an integrative activity or a comprehensive integrative program, attention to the individual component disciplines is essential (Stevens, 2012). In a STEM program, mathematics and science play a different role from technology and engineering, in that mathematics and science are school subjects that must be taught well for both a comprehensive education and as a foundation for any STEM initiative. When incorporating mathematics as part of a STEM activity, it is important to ensure that the mathematics is consistent with standards for the targeted grade level(s) in terms of content as well as the level and kind of thinking called for.
NCSM and NCTM believe that prioritizing STEM is not about making a judgment as to whether or not any single activity is a good STEM activity. Rather, we suggest that a meaningful STEM program should encompass many elements. It should be founded on the mathematical thinking and knowledge advocated for several decades by NCTM and NCSM and that are consistent and supportive of the science and engineering practices outlined in the Next Generation Science Standards. A well-designed and effective STEM program is going to have a strong mathematics component, a strong science component, and many opportunities to use mathematical and scientific thinking, reasoning, and modeling across disciplines to tackle real problems that involve any or all of the STEM fields. Thus, mathematics and science as disciplines, as well as integrative activities that cross the STEM fields, should be part of a comprehensive STEM program. An essential feature of integrative STEM activities should be that they support the individual disciplines addressed with integrity - using content from gradeappropriate standards that is taught in ways that support pedagogical recommendations from the disciplines.
List of used literature:
1. National Council of Teachers of Mathematics (2014). Principles to actions: Ensuring mathematical successfor all. Reston.
2. National Council of Teachers of Mathematics (2018). Catalyzing change in high school mathematics: Initiating critical conversations.
3. National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.
© Annamuradov M., Annaniyazov B., Charyyev S., 2024
