Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
Sociales
y Arte
Año 14 N° 41
Septiembre - Diciembre 2023
Tercera Época
Maracaibo-Venezuela
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Building Readiness of Future Natural Science Teachers for
Professional Activities Using Stem Tools
Larysa Marushko*
Andrii Hrechko**
Iryna Truskavetska***
Oksana Nakonechna****
Tetiana Korshevniuk*****
ABSTRACT
Aim. The aim of the study is to determine the level of readiness of future science teachers to use
the STEM approach in the educational process and to develop recommendations for the
integration of relevant STEM tools into the educational process of Ukraine. Methods. The study
involved the following methods: the focus group method, the two-phase survey, the
accompanying survey, the variable impact method, and the statistical analysis. Results. Students
majoring in natural sciences are poorly prepared for the integration of STEM tools. Students of
the experimental subgroup became more ready to use STEM tools and developed a more
structured vision of systemic issues. Comprehensive educational courses are an effective means
of preparing future teachers for the integration of STEM tools in their future activities.
Conclusions. STEM approach can be effectively integrated into teaching natural sciences through
comprehensive educational courses and practical activities that develop the future teachers’
skills. Virtual laboratory technologies demonstrated the greatest effectiveness. Prospects.
Prospects for further research focus on the need to verify the obtained results for a wider
sample of future teachers of natural sciences and other majors of higher education institutions
(HEIs).
KEYWORDS: Computer languages, microelectronics, electronic learning, digital libraries,
laboratory equipment, exhibitions, printing equipment
PhD in Chemical Sciences, Associate Professor, Dean of the Faculty of Chemistry, Ecology and Pharmacy, Lesya
Ukrainka Volyn National University, Lutsk, Ukraine. ORCID: https://orcid.org/0000-0002-8373-6747. E-mail:
larysamarushko@outlook.com

PhD in Math Sciences, Associate Professor at the Department of Mathematical Physics and Differential
Equations, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine.
ORCID: https://orcid.org/0000-0003-1254-8367. E-mail: and12.grech.ko@gmail.com

PhD in Historical Sciences, Associate Professor at the Department of Biology, Methodology and Teaching
Methods, Hryhorii Skovoroda University, Pereiaslav, Ukraine. ORCID: https://orcid.org/0000-0001-6605-7948.
E-mail: irina11truskaveckaya@gmail.com

PhD in Technical Sciences, Associate Professor of the Department of Applied Mathematics and Computer
Science, Zhytomyr Ivan Franko State University, Zhytomyr, Ukraine. ORCID: https://orcid.org/0000-0001-5547-
130X. E-mail: nako_nechnaya23@gmail.com

Associate Professor of the Department of Biological, Chemical and Physical Education, Institute of Pedagogy,
National Academy of Sciences of Ukraine, Kyiv, Ukraine. ORCID: https://orcid.org/0000-0003-0430-5808. E-
mail: tetiianakorsh.21@gmail.com
Recibido: 10/04/2023 Aceptado: 12/06/2023
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La formación de los futuros profesores de Ciencias Naturales para
actividades profesionales utilizando herramientas STEM
RESUMEN
El objetivo del estudio es determinar el nivel de preparación de los futuros profesores de
ciencias para utilizar el enfoque STEM en el proceso educativo y desarrollar
recomendaciones para la integración de herramientas STEM relevantes en el proceso
educativo de Ucrania. Métodos. El estudio involucró los siguientes métodos: el método de
grupo focal, la encuesta de dos fases, la encuesta de acompañamiento, el método de impacto
variable y el análisis estadístico. Resultados. Los estudiantes que se especializan en ciencias
naturales están mal preparados para la integración de herramientas STEM. Los estudiantes
del subgrupo experimental se prepararon más para usar las herramientas STEM y
desarrollaron una visión más estructurada de los problemas sistémicos. Los cursos
educativos integrales son un medio efectivo para preparar a los futuros maestros para la
integración de las herramientas STEM en sus futuras actividades. Conclusiones. El enfoque
STEM se puede integrar de manera efectiva en la enseñanza de las ciencias naturales a
través de cursos educativos integrales y actividades prácticas que desarrollan las
habilidades de los futuros maestros. Las tecnologías de laboratorio virtual demostraron la
mayor eficacia. Perspectivas. Las perspectivas de futuras investigaciones se centran en la
necesidad de verificar los resultados obtenidos para una muestra más amplia de futuros
profesores de ciencias naturales y otras carreras de instituciones de educación superior
(IES).
PALABRAS CLAVE: Lenguajes informáticos, microelectrónica, aprendizaje electrónico,
bibliotecas digitales, equipos de laboratorio, exposiciones, equipos de impresión.
Introduction
-Relevance
The integration of STEM tools into the educational process is becoming increasingly
relevant in view of the pandemic restrictions and the development of distance education.
The implementation of STEM technologies in higher education in the context of distance
learning is especially important, as this approach enables students to continue their studies
and receive quality education under the imposed restrictions. Besides, the development of
STEM education contributes to the training of future specialists, in particular, future
natural science teachers who will be able to work effectively with modern technologies and
contribute to the development of science and technology.
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-Unexplored issues
In view of the current circumstances and world trends in the field of education and
their special actualization in the context of military operations and post-war recovery in
Ukraine, there are numerous studies on the introduction of STEM tools into the
educational process. In particular, Buturlina (2023) provides general recommendations of
mass introduction of STEM education in Ukraine. Pyurko et al. (2023) study the relevance
of the integration of transdisciplinary competencies and practices into the Ukrainian
educational process. Kuzmenko et al. (2023) explores the theoretical and methodological
foundations of creating an ecological model of the environment in the context of STEM
education. However, the determined research vector forms only the basic concepts of
systematization, integration and implementation of STEM tools in the educational process
in Ukraine and does not contain research and recommendations on the sectoral
introduction of STEM tools in separate professional and qualification areas of the
educational spectrum. These include lack or less detailed relevant results for future natural
science teachers. So, there is an urgent need to study solutions for the implementation of
STEM tools in the training of natural science teachers.
-Aim
The aim of the study is to assess the readiness of future science teachers to introduce
STEM tools into the educational process with further development of adaptive
recommendations for the integration of relevant STEM tools into the educational system of
Ukraine
-Objectives/questions
Research objectives:
- study the range of STEM tools that can be integrated into the educational process for
training future natural science teachers;
- carry out an empirical study on the effectiveness of each of the identified options for
the use of educational STEM tools in the learning environment in the relevant professional
field;
- analyse the results of research and provide practical recommendations regarding the
implementation of STEM tools into the multidisciplinary educational programmes.
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1. Literature review
We will establish an actual and relevant factual background regarding the
possibilities of using STEM tools in the educational process, including for the training of
future natural science teachers.
Oladele et al. (2023) noted that students had positive experiences with online
learning of STEM subjects using Google technology. Chakabwata (2023) notes the positive
effect of amplifier technologies when integrating physics into mathematical sciences. The
results of the study by Vasconcelos (2023) demonstrates the potential of STEM tools in
developing the ability of university students to advance hypotheses and test them using
simulation programming. Lapp et al. (2023) indicate that STEM tools can activate the
interest and dynamic development of students’ skills during the active study of
mathematical and geometric postulates using digital means of dynamic geometry and
robotics. Pope (2023) indicates the effectiveness of using specialized online resources such
as Desmos and GeoGebra in the concept of STEM education.
Herrera et al. (2023) note the effectiveness of STEAM education with the use of
microcontrollers. Günay and Yüksel Haliloğlu (2023) provide results on the effectiveness of
online STEM education. Pérez Gutiérrez (2023) presents findings of a study on the
educational impact of using cloud services in the STEAM-based learning paradigm.
Vázquez-Villegas et al. (2023) found that the use of STEM tools such as software for
statistical analysis of data and creation of graphic images, programming environments,
virtual laboratories, etc. in the educational process enables students to develop research
skills and enhances their interest in scientific work. Haag et al. (2023) considers the
implementation of co-teaching as a tool for effective teaching of STEM subjects in
universities. Chaka (2023) explores the possibilities of using artificial intelligence (AI),
robotics and blockchain technologies in the educational process of HEIs in the context of
the Fourth Industrial Revolution and STEM education.
The reviewed studies showed that the use of STEM tools in the educational process
can enhance student motivation, improve their learning outcomes, develop students’
scientific and research skills, and provide high-quality training of natural science
specialists.
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2. Methods
2.1. Research design
The general research procedure involves the following steps of the algorithmic
sequence:
1. Identification of STEM tools.
2. Development of a transdisciplinary course for training future natural science
teachers in two variations (typical and experimental).
3. Formation of a focus group among students majoring in natural sciences.
4. Division of the focus group into subgroups: subgroup A (control) will take a classic
academic transdisciplinary course, subgroup B (experimental) will take an educational
course using STEM tools.
5. Conducting a repeated survey of focus group students (second phase).
6. Correlative and comparative statistical analysis of the survey results.
The sequence of research stages — Figure 1.
A survey was used to assess the actual state of awareness and favourability of
implementing STEM tools in the educational process. It was based on a list of questions,
which are combined into three logical blocks: informative, research and practical.
2.2. Sampling
The target group was formed from students of the 4th year of the Faculty of
Chemistry, Ecology and Pharmacy of Volyn National University, which had 154 future
teachers at the time of conducting this study. The focus group was divided into subgroups
A (control) and B (experimental) arbitrarily. Subgroups A and B consist of the same
number of participants, 77 students each.
2.3. Methods
The aim of this research was achieved by using the following methods:
- the method of focus groups was used to form a group of future natural science
teachers;
- the survey method was applied to obtain empirical data;
- method of variable impact was used to verify the variable impact on subgroups A and
B;
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- statistical analysis based on correlative analysis criteria was applied to carry out an
analytical study of empirical data, generalization, averaging, correlative comparison, and
identification of key aspects.
Figure 1. Research stages
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Source: created by the author
2.4. Instruments
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The study used the following range of STEM tools that were used to develop an
experimental educational course:
- 3D printing tools: 3D design Autodesk Tinkercad and PrintLab;
- Low Code/No Code programming: Codeblocks Autodesk Tinkercad;
- development of electronic circuits and microcontrollers: Circuits Autodesk
Tinkercad;
- transdisciplinary virtual laboratories and simulations: PhET University of Colorado;
- transdisciplinary virtual exhibitions and tours with elements of augmented reality:
Virtual & Augmented Reality (CoSpaces 360° tours, CoSpaces simulations, CoSpaces
exhibitions, CoSpaces games) CoSpaces Edu.
2.5. Ethical criteria
1. Ensuring the safety and health of research participants.
2. Data collection is voluntary.
3. Ensuring objectivity of research and avoiding conflict of interests.
4. Compliance with scientific and ethical standards.
3. Results
In accordance with the proposed research design (Figure 1), we determine the range of
STEM tools, namely 3D printing tools, Low Code/No Code programming tools,
microcontroller simulation tools, virtual laboratory simulations, virtual and augmented
reality (Figure 2), which are adequate to the conditions of training future natural science
teachers at HEIs.
This was followed by the creation of the relevant transdisciplinary course for the
training of future natural science teachers ‒ Figure 3.
According to the results of the first phase of the survey (Appendix A), students
majoring in natural sciences have low awareness of the mechanisms and benefits of using
STEM tools in the educational process.
For subgroups A and B, influence was applied in the form of a developed
transdisciplinary course, which differs in teaching methods (Figure 3).
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The results of the repeated survey (phase 2 — Appendix B) of the representatives of
the control group (A) indicate a trend toward an increased level of receptivity to the
concept of using STEM tools in the process of training future natural science teachers.
Figure 2. The list of STEM tools adapted to the educational training of future natural
science teachers
Source: created by the author
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Figure 3. Transdisciplinary course for training future natural science teachers. The
duration of the course is 1 academic semester
Source: created by the author
Similar results of the repeated survey are given for students of the experimental
subgroup (B) (Appendix B): there is a significantly higher level of readiness for the
implementation of STEM tools in the educational process.
The obtained data of the correlative analysis of the results of the first and second
phase of surveys (Figure 4) enable assessing the effectiveness of the used means and
methods of raising awareness and readiness for the implementation and integration of
STEM tools in the educational process in Ukraine and further professional activity of the
studied group of future teachers — Figure 5.
We conclude that it is possible to achieve a high level of readiness of future natural
science teachers for the integration of STEM tools in the educational process in Ukraine
and in their further professional activities with the use of complete educational courses
with subject and interdisciplinary practical classes. An integrated efficiency indicator is
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97%, which is 1.7 times more than the corresponding indicators of a short information
campaign and 5.1 times more than the initial indicators before the educational influence.
Figure 4. Correlative analysis of the results of the first and second phase of surveys
Source: created by the author
35%
20%
5%
5%
5%
15%
5%
20%
40%
45%
45%
15%
15%
5%
15%
100%
100%
75%
85%
65%
35%
25%
45%
65%
75%
65%
35%
25%
10%
45%
100%
100%
99%
99%
99%
100%
95%
95%
100%
100%
95%
100%
100%
80%
100%
0% 20% 40% 60% 80% 100% 120%
Do you know the concept of STEM tools and STEM
education?
Do you know the advantages of using STEM tools in the
educational process?
Do you know the prospects for the growth of global
demand for STEM specialists?
Do you think that the Ukrainian labour market needs to
attract STEM specialists?
Do you consider the use of STEM tools promising in the
Ukrainian educational process?
Do you know STEM tools: 3D printing, programming,
robotics, Internet of Things (IoT), artificial intelligence,
virtual reality, augmented reality and others?
Do you have an idea about the mechanisms of application
of STEM tools in the educational process?
Do you think that the use of STEM tools in the
educational process will improve the academic
performance of students?
Are you eager to learn more about STEM tools and STEM
education?
Do you consider STEM tols to be the future of the
educational process?
Do you think that the current system and educational
programmes for teaching natural sciences need to be
modernized and updated?
Do you think that the implementation of STEM tools in
the study of natural sciences is appropriate?
Are you ready to integrate STEM tools into your future
professional activity?
Do you have your own ideas about applying STEM tools in
your future professional activities?
Would you agree to apply STEM-based educational
programmes for the study of natural sciences in your
future professional activity?
Experimental subgroup (B) Control subgroup (A) Focus group before the survey
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Figure 5. An integral indicator of the effectiveness of methods for improving the readiness of
future natural science teachers to implement STEM tools in their future professional
activities
Source: created by the author
An accompanying survey was conducted among the students of the experimental
subgroup (B) on the effectiveness of teaching the material of each of the STEM tools
integrated into the educational course (Figure 3). The survey results showed the
distribution of future teachers’ preferences — Figure 6.
The majority of students in subgroup B preferred the PhET University of Colorado
educational service (https://phet.colorado.edu/) ‒ Appendix D.
The obtained results can be used as a basis for developing recommendations for
optimizing the strategy of introducing STEM tools into the educational system of Ukraine
with the aim of modernizing and innovating education.
In particular, it is advisable to introduce appropriate transdisciplinary courses (Figure
3) using STEM tools in Ukrainian universities for the training of future natural science
teachers in view of the current conditions of the educational process in Ukraine and the
world, with the physical absence of teachers and students in educational institutions. In
particular, the STEM education service PhET University of Colorado
Focus group before the
survey (no influence)
Control subgroup (A)
Experimental subgroup
(B)
The readiness of future science teachers
to implement STEM tools in their future
professional activities
19% 57% 97%
0%
20%
40%
60%
80%
100%
120%
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(https://phet.colorado.edu/) is the most adequate for these conditions (Figure 6, Appendix
D).
Figure 6. Distribution of preferences of students from the experimental subgroup (B)
regarding the effectiveness of teaching an educational course using various integrated
STEM tools
Source: created by the author
The study confirms that it is necessary to involve future teachers in active learning
and interdisciplinary practical classes in order to develop their skills and abilities using
STEM tools. It is necessary to support active training and development of skills and
abilities of future science teachers using STEM technologies, as well as to develop and
implement systemic solutions to support the development of STEM education in Ukraine
in order to achieve strategic national interests in the modernization, innovation, and
conceptualization of the Ukrainian education system.
4. Discussion
We will compare the obtained results with the studies which are the most relevant to
the object of study and local conditions of Ukraine within the scope of this research.
15%
15%
5%
55%
10%
1%
10%
100%
3D printing (3D design
Autodesk Tinkercad та
PrintLab)
Low Code/No Code
programming (Codeblocks
Autodesk Tinkercad)
Development of electronic
circuits and
microcontrollers
(Circuits Autodesk
Tinkercad)
Transdisciplinary virtual
laboratories and
simulations (PhET
University of Colorado)
Transdisciplinary virtual
exhibitions and tours with
elements of augmented
reality Virtual &
Augmented Reality
(CoSpaces 360° tours,
CoSpaces simulations,
CoSpaces exhibitions,…
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Valko and Osadchyi (2021) study the principles of the effective teacher training
system for the use of STEM tools. At the same time, this study is more focused on specific
methods and tools for the training of future teachers and offers specific methods to achieve
the goal of improving the readiness of future teachers to implement STEM tools. Stepanyuk
and Olendr (2019) focus on the analysis of the realities and prospects of training future
natural science teachers in pedagogical universities of Ukraine. On the contrary, this study
focuses on the effectiveness of practical courses with subject and interdisciplinary classes
in order to increase the readiness of future teachers to integrate STEM tools into the
educational process in Ukraine. The results of the study by Velychko et al. (2022) indicate
the need to improve the qualifications of practicing teachers, use modern STEM tools, and
promote participation in relevant educational programmes. In turn, this study recommends
the introduction of full educational courses with subject and interdisciplinary practical
classes to prepare future natural science teachers for the implementation of STEM tool in
their professional activities.
Kastriti et al. (2022) study the issue of teaching natural sciences in preschool
institutions using the STEM approach. In contrast, this study focuses on the readiness of
future natural science teachers. Lukychova et al. (2022) pay more attention to the use of
ICT in the context of STEM education, while this study focuses on the preparation of
future natural science teachers for the integration of STEM tools in their professional
activities. Budnyk (2019) emphasizes the innovative competence of the teacher, which is
necessary for the effective implementation of STEM education. This study also draws
attention to the need to prepare future teachers for the integration of STEM education into
pedagogical practice. This study deals with the issues of training future teachers on using
STEM tools, while Valko et al. (2020) focus on building a model of STEM education in the
context of distance learning.
Kuzmenko et al. (2022) consider the integration of information and communication
technologies into the educational process in order to improve the quality of education. At
the same, this study examines the readiness of future teachers to implement STEM tools in
their professional activities. In comparison with this study, which analyses future teachers’
readiness for STEM education in Ukraine, the study of Mafugu et al. (2023) focuses on the
perception of the STEM approach by future teachers. In comparison with the results of the
study by Wardani et al. (2021), this study describes the degree of readiness of future
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teachers to use STEM tools in the educational process. Parmin et al. (2020) investigates the
attitude of natural science teachers in Indonesia, while this study investigates the attitude
of students of pedagogical universities in Ukraine to STEM education. Hackman et al.
(2021) focus on secondary school natural science teachers in Liberia, while this study
analyses the training of future natural science teachers in Ukraine to use STEM tools.
In general, all studies on the issue under research are aimed at exploring the STEM-
based educational process and training future teachers to work with these tools. They differ
in research objects (for example, students of higher education institutions, primary and
secondary school teachers, natural science teachers, etc.), as well as research methodology
and methods. For example, some studies are aimed at assessing the level of knowledge and
skills of future STEM teachers, others — at analysing the impact of the use of STEM tools
on the quality of education and interest in them. The studies can also cover various aspects
of STEM education, for example, the use of information and communication technologies,
problems of low diffusion of STEM tools, etc. However, all these studies have a common
goal — improving the process of teaching STEM subjects and training future teachers to
work with these tools.
Conclusions
-Relevance
The relevance of this study is that STEM education is becoming increasingly
important in the context of the rapid technological development and current requirements
of the labour market. Ukrainian education needs to be modernized and adapted to the
current challenges, therefore research on the state of training of future teachers for the use
of STEM tools is very important. The research can help to identify shortcomings and
prospects in the training of future teachers. It also contributes to the improvement of the
educational process in order to build the competencies necessary for the effective
implementation of STEM tools in higher education. Besides, the research results can be
used to develop programmes and methods for improving the level of training of future
teachers for the use of STEM tools.
-Research findings
The results of research give grounds to draw the following conclusions:
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- students of the senior years majoring in natural sciences have little knowledge of
STEM technologies and STEM education, therefore most of the surveyed future teachers
are poorly prepared for the integration of these technologies in their professional activities,
which may become an obstacle in the preparation of STEM specialists as the basis of
national interests in the development of the technological field. One of the main reasons for
low awareness is the lack of a consistent information campaign for the university students
majoring in natural sciences on the education and training in STEM tools;
- students of the control subgroup (A) acquired more knowledge about STEM tools
and their importance for the development of education and the technological field, but do
not have sufficient skills and motivation to integrate STEM tools into their professional
field; the survey revealed a redistribution of opinions on the reasons for the low diffusion of
STEM technologies in the Ukrainian educational process, most students see the problem in
systemic solutions, such as modernization of the educational process, state support and the
national course, economic support, and direct state funding;
- the results of a repeated survey of the students of the experimental subgroup (B)
show a greater readiness for the integration of STEM tools in the teaching of natural
sciences, which is accompanied by an increase in motivation and a more structured vision
of the systemic problems of the implementation of STEM technologies, in particular with
the identification of the problems of the lack of state support in the coordination, as well as
economic and material contexts;
- full educational courses with subject and interdisciplinary practical classes (integral
effectiveness indicator 97%), that will have direct economic consequences for the entire
economic and technological space of Ukraine are effective for achieving a high level of
readiness of future natural science teachers for the integration of STEM tools in the
educational process in Ukraine and their further professional activity;
- according to the results of the accompanying survey, students of the experimental
subgroup (B) preferred virtual laboratories and simulations of the PhET University of
Colorado STEM education service (https://phet.colorado.edu/) among the STEM tools
used.
-Applications
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The results of this study can be useful for the development of full educational courses
with subject and interdisciplinary practical classes that will help teachers to develop the
necessary skills and abilities in order to achieve strategic national interests in the
modernization, innovation, and conceptualization of the education system in Ukraine. This
research also gives grounds to develop teacher training programmes for the purpose of
training highly qualified STEM specialists. In turn, this will contribute to the development
of the economic and technological space of Ukraine. Moreover, the research results can be
useful for the development of a state strategy in the field of STEM education and innovative
development.
-Prospects for further research
The following directions can be considered for further development of research in the
field of STEM education:
- development and implementation of innovative educational technologies using
STEM tools in the educational process;
- analysis of the level of readiness of future teachers for the implementation of STEM
tools in the educational process using a wider sample of students from different higher
educational institutions;
- studying the impact of STEM education on enhancing students’ motivation and
activity in the process of learning natural sciences;
- studying the practical application of STEM tools in a real educational environment
at different levels of education and in addition to research in the field of STEM education;
- analysis of the level of computer literacy and the use of electronic learning tools
among future natural science teachers.
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Appendix А.
Results of the first phase of the survey
In accordance with the developed research procedure, the results of the first phase of
the survey were obtained according to the logical blocks ‒ Figures A.1 ‒ A.2.
Figure А.1. Results of the first phase of the survey (information block)
Source: created by the author
Figure A.2. Results of the first phase of the survey (experimental block)
Source: created by the author
The obtained results show that the students of the senior year of natural sciences are
mostly uninformed about STEM tools and STEM education. Moreover, the majority of
interviewed future teachers are poorly informed about the potential of STEM tools and
their usefulness in the development of the educational process and the preparation of
STEM specialists as the basis of national interests in the development of the economic and
technological field. De facto, the surveyed future natural science teachers are mostly not
ready to integrate STEM tools in their further professional activities.
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Figure A.3. Results of the first phase of the survey (practical block)
Source: created by the author
The surveyed students note the lack of a consistent information campaign at the
higher education institutions that these learners undergo training and preparation among
the main reasons for low awareness — Figure A.4.
Figure A.4. Analysis of the reasons for the low diffusion of STEM tools in the educational
process in Ukraine according to the opinion of interviewed future natural science teachers
Source: created by the author
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Although during the accompanying survey, representatives of the research
environment note the systemic factors that shape the efficiency of STEM tools at the state
level. However, the respondents do not consider this to be the main problem in the
modernization and innovative development of the Ukrainian educational system.
Appendix B.
Results of the second phase of the survey for the control group
Results of the survey of the control group (A) ‒ Figures B.1 ‒ B.3.
Figure B.1. Results of the second phase of the survey for students of the control subgroup
(A) (information block)
Source: created by the author
Figure B.2. Results of the second phase of the survey for students of the control subgroup
(A) (research block)
Source: created by the author
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Figure B.3. Results of the second phase of the survey for students of the control subgroup
(A) (practical block)
Source: created by the author
The percentage ratio of the opinions of students of the control subgroup (A) regarding
the reasons for the low diffusion of STEM technologies in the Ukrainian educational
process has also changed — Figure B.4.
In general, it is observed that students of the control subgroup (A) are already more
aware of the potential of STEM tools and their importance for the development of
education, as well as the economic and technological sphere. However, future teachers are
not ready for the implementation and integration of STEM tools in their professional field
in the absence of starting skills and appropriate motivation. At the same time, there is a
redistribution of opinions regarding the reasons for the low diffusion of STEM tools in the
educational process in Ukraine. After the appropriate information campaign, the majority
of re-interviewed students see the problem of the development and integration of STEM
education as systemic solutions, such as the need to modernize the educational process,
systemic state support and the relevant national course, economic support, and direct state
financing of the material and technical resources for the development of the STEM industry
and the increasing number of STEM specialists.
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Figure B.4. Analysis of the reasons for the low diffusion of STEM tools in the educational
process in Ukraine according to the students of the control subgroup (A) after a short
information campaign on the prospects of using STEM tools in the educational process
Source: created by the author
Appendix С.
Results of the second phase of the survey for the experimental group
Results of the survey of the experimental group (B) ‒ Figures C.1 ‒ C.3.
Figure С.1. Results of the second phase of the survey for students of the experimental
subgroup (B) (information block)
Source: created by the author
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Figure С.2. Results of the second phase of the survey for students of the experimental
subgroup (B) (research block)
Source: created by the author
Figure C.3. Results of the second phase of the survey for students of the experimental
subgroup (B) (practical block)
Source: created by the author
The percentage distribution of the opinions of students of the experimental subgroup
(B), in the second phase of the survey (accompanying survey) on the reasons that lead to a
low level of implementation of STEM tools in the education system of Ukraine is also
interesting — Figure C.4.
Future natural science teachers who have completed an experimental theoretical and
practical course on the use of STEM tools in their further teaching have a more structured
vision of the systemic issues of implementing STEM tools in the educational process in
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Ukraine, which is manifested in particular by the perception of insufficient support from
the state, both in the coordination and in the economic and material context.
Figure C.4. Analysis of the reasons for the low diffusion of STEM tools in the
Ukrainian educational process according to the students of the experimental subgroup (B)
after completing a practical educational course on the prospects of using STEM tools in the
educational process
Source: created by the author
Appendix D.
Characteristics of the STEM education service PhET University of Colorado
(https://phet.colorado.edu/)
The STEM education service PhET University of Colorado (https://phet.colorado.edu/)
contains virtual laboratories and simulations of the academic qualification level — Figure
D.1 ‒ D.5.
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Figure D.1. Virtual laboratories and simulations of the STEM education service PhET
University of Colorado (https://phet.colorado.edu/) for studying Physics
Source: PhET University of Colorado (https://phet.colorado.edu/)
Figure D.2. Virtual laboratories and simulations of the STEM education service PhET
University of Colorado (https://phet.colorado.edu/) for studying Chemistry
Source: PhET University of Colorado (https://phet.colorado.edu/)
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Figure D.3. Virtual laboratories and simulations of the STEM education service PhET
University of Colorado (https://phet.colorado.edu/) for studying Mathematics
Source: PhET University of Colorado (https://phet.colorado.edu/)
Figure D.4. Virtual laboratories and simulations of the STEM education service PhET
University of Colorado (https://phet.colorado.edu/) for General Natural Sciences
Source: PhET University of Colorado (https://phet.colorado.edu/)
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Figure D.4. Virtual laboratories and simulations of the STEM education service PhET
University of Colorado (https://phet.colorado.edu/) for studying Biology
Source: PhET University of Colorado (https://phet.colorado.edu/)