Introduction of STEM-education in geography lessons: didactic component

Abstract

In the article the author describes the essential features of the didactic component of the introduction of STEM-education in modern general secondary education institutions, in particular in geography lessons. The purpose of which is the harmonious development of personality through the formation of leading vital competencies, natural science picture, worldview and life values.
The normative basis and significance of this approach in the development of educational space of the state education system. The theoretical and applied aspect of the leading scientific approaches to the functioning of STEM-education is characterized: multidisciplinary, pluridisciplinary, interdisciplinary, transdisciplinary.
Within the latter approach, traditional didactic scientific approaches to the construction of educational content remain relevant, provided that they focus primarily on active independent and creative activity, which is leading in the process of learning and developing students’ skills and abilities of self-education, which are key in the list of leading life and career «Skills of the XXI century». Such traditional didactic approaches to the construction of educational content and independent activity of students are: interdisciplinary, integration, differentiation and individualization. The essential features of specific qualities that students must learn in the process of obtaining STEM-education are revealed and characterized: the formation of the need for learning, the formation of motivation to learn, the formation and development of interest. The second part of the article will be published in the next issue of the journal.