STUDENTS’ PERCEPTIONS OF THE HISTORY OF SCIENCE AND TECHNOLOGY COURSE AT TEACHER TRAINING UNIVERSITY
The article presents the integrated course “The History of Science and Technology” developed for the students of pedagogical universities, majoring in physics, mathematics, and computer sciences. The authors highlight the effective forms, methods and means of teaching the course. The qualitative research methods included observations, conversations with students, verbal and written surveys regarding course effectiveness; the quantitative methods applied testing of students’ progress. 56 students from Poltava V. G. Korolenko National Pedagogical University studying the course “The History of Science and Technology” and 53 students from National Pedagogical Dragomanov University attending the traditional courses, such as “The History of Mathematics”, “The History of Physics”, “The History of Computer Science” were involved in the experiment. The results show that important components for organising science history teaching and future pedagogical activities for students are assessment, developing and using teaching aids, and solving problems referring to history. The survey of teachers showed that the effectiveness of studying the course is mostly influenced by 3 main factors: enhancing students’ educational and cognitive activity in the process of introducing new material (76 %); solving problems referring to history during lectures, seminars and doing homework (62 %); doing individual tasks by students (56 %). The efficiency of the course “The History of Science and Technology” is achieved through: revising previously studied material at the beginning of the lecture; introducing problem-based learning; team teaching; individual tasks, summative assessment. The course “The History of Science and Technology” provides students with integrated knowledge about the development of science as well as the readiness to use historical information in future pedagogical activities in the conditions of STEM-education.
Bevz, V. Gh. (2005). Istorija matematyky u fakhovij pidghotovci majbutnikh uchyteliv: Monoghrafija [History of mathematics is in professional preparation of future teachers]. Kyiv, Ukraine: NPU im. M. P. Draghomanova.
Besov, L. M. (2013). Humanitarian component of personnel training at the National Technical University “Kharkiv Polytechnic Institute”. Pytannja istoriji nauky i tekhniky, 3, 13-19. Retrieved from http://nbuv.gov.ua/UJRN/Pint_2013_3_3
Bunch, B. H. & Hellemans, A. (2004). The history of science and technology: a browser's guide to the great discoveries, inventions, and the people who made them, from the dawn of time to today. Choice Reviews Online, 42(10), 42. https://doi.org/10.5860/choice.42-0267
Das, K., Mondal, R., Chowdhury, R., Boral, D. & Paul, R. (2019). Applications of Mathematical Knowledge in History, Geography, Fine-Arts & Physical Education Subjects in Two-Year B. Ed. Program: Indian Context. Journal of Emerging Technology and Innovative Research, 6(6), 8-15.
Dmytriienko, O. O. (2018). Proghrama Prezi u navchaljnij dijaljnosti vchytelja informatyky [The program Prezi in educational activity of teacher of computer science]. In IX International Scientific Conference “Informacijno-komp'juterni tekhnologhiji 2018” (pp. 248-249). Zhytomyr, Ukraine. Retrieved from https://conf.ztu.edu.ua/wp-content/uploads/2018/05/248.pdf
Florez, D., Garcia-Duque, C. E., & Osorio, J. C. (2019). Is technology (still) applied science? Technology in Society, 59. https://doi.org/10.1016/j.techsoc.2019.101193.
Furinghetti, F. (2019). History and epistemology in mathematics education. International Journal of Mathematical Education in Science and Technology, 1-28. https://doi.org/10.1080/0020739X.2019.1565454.
Herro, D. & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: implications for teacher educators. Professional Development in Education, 43, 416-438. https://doi.org/10.1080/19415257.2016.1205507.
Hodovaniuk, T. L. (2009). Metodyka indyvidualnoho navchannia istorii matematyky studentiv pedahohichnykh universytetiv [Methods of individual studies of history of mathematics of students of pedagogical universities]. Extended abstract of candidate’s thesis, Kyiv, Ukraine.
Khramov, Yu. А. (2017). New approach to constructing the history of basic research. Science and Science of Science, 2, 112-125. http://nbuv.gov.ua/UJRN/NNZ_2017_2_9.
Margot, K. C. & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1), 2. https://doi.org/10.1186/s40594-018-0151-2
Mykhaylithenko, O. V. (2013). Vyvchennja istoriji nauky i tekhniky – neobkhidna umova vyshhoji ghumanitarnoji osvity [Studying the history of science and technology – a prerequisite higher humanitarian education]. Teoretychni pytannja kuljtury, osvity ta vykhovannja, 48, 17-20. http://nbuv.gov.ua/UJRN/Tpkov_2013_48_6
Pimthong, P. & Williams, J. (2018). Preservice teachers’ understanding of STEM education. Kasetsart Journal of Social Sciences, 1-7. https://doi.org/10.1016/j.kjss.2018.07.017
Proekt kontseptsii STEM-osvity v Ukraini [Project of the Concept of STEM Education in Ukraine] (2017). Retrieved from http://mk-kor.at.ua/STEM/STEM_2017.pdf
Stryzhak, O. Ye., Slipukhina, I. A., Polikhun, N. I., Chernetckiy, I. S. (2017). STEM-education: main definitions. Information Technologies and Learning Tools, 62 (6), 16-33. https://doi.org/10.33407/itlt.v62i6.1753
Copyright (c) 2020 Valentyna Bevz, Oksana Dmytriienko
This work is licensed under a Creative Commons Attribution 4.0 International License.
ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)