The issues of application of projects implemented with the help of
computer modeling within the framework of STEM-education, which is
fundamentally different from traditional teaching, are considered. This system
creates conditions for development and improvement of analytical and creative
abilities of students, gives them an opportunity to try themselves in teamwork,
and develops their independence in acquiring
new knowledge. This type of activity contributes to the integration of academic
subjects, the formation of students’ skills of using modern technologies and
modeling in their activities. Independent creation of models gives students the
opportunity to better understand the basic properties of objects, phenomena,
processes, their studied components, and the relationship between them. The
study of models develops in children the skills of analysis, synthesis,
critical thinking, and methodical approach to content realization by means of
computer modeling within the framework of project-based activities. The results
of the research into the use of computer modeling as a means of implementing
project activities in STEM-education are presented. The conception of the
research was cross-cutting skills common for all key competencies would be formed among those who receive education
after the STEM-projects implementation. Cross-cutting skills are formed in all
subjects and are common to the key competencies. In the course of the study we
have come to the conclusion that after the implementation of STEM-projects the
distribution of cross-curricular skills common to all key competencies of
education applicants has changed.
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