EVALUATING THE PREPAREDNESS OF FUTURE BIOLOGY SPECIALISTS TO INTEGRATE STEM APPROACHES INTO THEIR EDUCATION AND TRAINING

Abstract

The aim of this article is to examine the level of awareness among students in higher educational institutions regarding the STEM (science, technology, engineering, mathematics)- innovative teaching method, as well as to explore the range of activities related to STEM being conducted within universities. In today’s world, there exists a wide range of modern teaching methods, among which the STEM method stands out. Based on foreign experiences, it is recognized as an integrative approach across scientific disciplines, aimed at providing students with a profound understanding of Natural Science concepts. Robotics, one of the narratives of the STEM, has seen widespread adoption in schools, but has only recently begun to be incorporated into higher education institutions. Currently, the Y. Altynsarin National Academy of Education has introduced methodological guidelines for the implementation of the STEM approach, and efforts to establish STEM-focused classrooms and numerous laboratories within schools and universities are being coordinated by the ministry.

On this foundation, an array of specialized facilities, including 3D modeling studios, robotics workshops, center, and laboratories, have been established in both schools and tertiary institutions, integrating into the educational framework. Furthermore, under the auspices of Chevron, the educational entity “Caravan of Knowledge” has embarked on the development of the methodological guides within the ambit of the “STEM Education Development Roadmap for 2021-2025”. This initiative has led to the organization of STEAM-focused video lessons, thematic STEM fortnights and scholarly conferences. The undertaken research has been pivotal in assessing the preparedness levels for implementing education via STEM methodology, while also evaluating its significance.