=Paper=
{{Paper
|id=Vol-2104/paper_241
|storemode=property
|title=Experience of Foundation STEM-School
|pdfUrl=https://ceur-ws.org/Vol-2104/paper_241.pdf
|volume=Vol-2104
|authors=Nataliya Kushnir,Nataliia Valko,Nataliia Osipova,Tatiana Bazanova
|dblpUrl=https://dblp.org/rec/conf/icteri/KushnirVOB18
}}
==Experience of Foundation STEM-School==
https://ceur-ws.org/Vol-2104/paper_241.pdf
Experience of Foundation STEM-School
Nataliya Kushnir 1[0000-0001-7934-5308], Nataliya Valko 2[0000-0003-0720-3217],
Nataliya Osipova 3[0000-0002-9929-5974], Tatiana Bazanova 4
1,2,3,4 Kherson State University, Universytets'ka Street 27, 73000 Kherson Ukraine
kushnir@ ksu.ks.ua, valko@ ksu.ks.ua,
natalie@ ksu.ks.ua, tbazanation@gmail.com
Abstract. The development of artificial intelligence systems in the near future
will lead to a reduction in routine, template work. The toolkit changes in most
professions. There is a need for a quick retraining of a specialist and the use of
computer systems. Nowadays, separate devices and systems have been created
that can solve some of the problems that appear in everyday life. Therefore,
STEM education is one of the directions that is in demand in society.
During last few years in Ukraine there has been a rapid increase in the number
of technical groups - robotics and programming. All of them are new form of
organization, types of classes, target audience. We made an effort to summarize
the information received on this issue. In this article we analyze the situation on
the market of educational services of the STEM-direction in Ukraine and in
other countries, consider the existing technical and methodological support of
STEM-education, as well as the experience of creating a STEM-school based
on the post-graduate education center of Kherson State University. We describe
the steps needed to create such a structure, its place in the educational system.
Also we describe the experience of developing the material for the develop-
ment of curricula, a series of events that promote the attraction of researches,
and the introduction of digital technologies in the educational process.
Keywords: Robotics, Educational Robotics, STEM, ICT, LLL, Robotics After-
School Programs.
1 Introduction
The reform of education, which began two years ago, declared the STEM-education
as the main scientific and technical direction. During 2017, with the support of the
Ministry of Education and Science of Ukraine, two massive web-STEM-inars for
teachers and an olympiad on robotics were held. In addition, numerous hackathons,
festivals and competitions on robotics, scientific picnics and weekly codes are con-
ducted under the auspices of leading companies such as Lego, Microsoft, Cisco, and
others.
Six locations have been created in Kherson last year (STEM-school, Cool School,
IT School, courses of BrainBasket Foundation, Main Academy Kherson, Kherson
Workshop) offering courses on programming and robotics for children aged six and
over. For comparison: in 2016, there was only one school of early development,
which was conducted for children 4-6 years of occupation using Lego WeDo2.0. (RT-
Studio "ISLAND"), 1 course for children from 10 years of age RoboHouse (Lego
WeDo 2.0, Arduino and C ++ programming), 1 computer school "Step" for children
from 10 years old (Lego Mindstorm robotics, Arduino and programming).
Classes in robotics require a significant material and technical base, special tech-
nical knowledge and techniques, so the number of circles in this direction in compari-
son with the courses of programming is less. Also a deterrent is the availability of
techniques. In general, most of the activity classes now use existing Lego Education
classroom training techniques, which are almost unchanged. For other robotic design-
ers, each organization has its own developments.
The article describes plans for occupations in robotics and programming that allow
you to plan and do similar courses in your organization. While creating these courses,
the authors did not have enough information about such courses, so we want to share
the features we met during their organization.
2 Related Work
Current status of STEM education. The acronym STEM—science, technology,
engi-neering, and math — includes core occupations in the hard sciences, engineer-
ing, and mathematics, but there is often less consensus about whether to include other
pro-fessions such as educator, manager, technician, health-care professional, or social
scientist.
STEM occupations are divided in several groups:
• computer and math occupations - computer scientist and systems analyst, computer
programmer, computer software engineer, computer support specialist, database
administrator, network and computer systems administrator, network systems and
data communications analyst, mathematician, statistician, operations research ana-
lyst, miscellaneous mathematical science occupation;
• engineering and surveying occupations - surveyors, cartographer; aerospace, ag-
ricultural, biomedical, chemical, civil, computer hardware, electrical and electron-
ic, environmental, industrial, marine, mechanical mining and geolog-ical, nuclear,
petroleum engineers;
• physical and life sciences occupations - agricultural and food scientist, biologi-cal
scientist, conservation scientist and forester, medical scientist, astrono-mer and
physicist, atmospheric and space scientist; physical, agricultural, bi-ological, chem-
ical, geological, nuclear technicians;
• STEM managerial occupations - computer and information systems manager, en-
gineering manager, natural sciences manager. [1]
The World Economic Forum report, The Future of Jobs, launched during the An-
nual Meeting 2016 in Davos, looked at the skills for the future. It lists top 10 skills for
2020: complex problem solving, critical thinking, creativity, people management,
coordinating with others, emotional intelligence, judgment and decision making, ser-
vice orientation, negotiation, cognitive flexibility. Development of these skills is also
important for STEM professions. [2]
The USA regularly pays attention to the development of STEM. For example, the
Obama administration "Educate to Innovate" campaign (2009) was aimed to motivate
and inspire students to excel in STEM subjects. It also addresses the inadequate num-
ber of teachers skilled to educate in these subjects. The Obama administration's 2014
budget invests $3.1 billion in federal programs on STEM education, with an increase
of 6.7% over 2012. The investments will be made to recruit and support STEM teach-
ers, support STEM-focused high schools with STEM Innovation Networks. Donald
Trump is also nudging young adults to consider STEM careers. In September, 2017,
he signed a memo dedicating $200 million dollars a year for technology education
grants for women and minorities.
U.S. Bureau of Labor Statistics shared information about STEM occupations, in
which most of the largest STEM professions were related to computers and infor-
mation systems. With employment of nearly 750,000, applications software develop-
ers were the largest STEM occupation. Computer user support specialists and com-
puter systems analysts each accounted for over a half a million jobs.
Fig. 1. Employment for the largest and smallest STEM occupations, May 2015
USA has different programs and competitions to improve STEM skills [10,
11, 12]:
• “Student Spaceflight Experiments Program” - it is a program that tries to let chil-
dren do science in a real world context and leverage the inspirational nature of the
Space Program and the International Space Station;
• “TOMATOSPHERE” - it supports and benefits the space program by investigating
which type of seeds would be most suitable for long duration spaceflight, while at
the same time inspiring students to pursue STEM fields and exposing them to real
spaceflight research;
• “The FIRST Robotics Competition” – it is an exciting, nationwide competition that
teams professionals and young people to solve an engineering design problem in an
intense and competitive way;
• “NASA Swarmathon University Challenge” - Swarmathon students gain experi-
ence with code integration, hardware testing, software engineering, project man-
agement and team collaboration critical to their future success in robotics and
computer science;
• “MUREP Aeronautics Scholarship and Advanced STEM Training and Research
Fellowship” - AS&ASTAR provides fellowship awards for individuals pursuing
or planning to pursue graduate studies leading to Masters and Doctoral degrees in
relevant NASA-related disciplines at accredited U.S;
• “MUREP Aerospace Academy” - MAA increases participation and retention of
historically underserved and underrepresented K-12 youth in the areas of STEM;
its goals are to improve STEM literacy by engaging students and teachers through
the integration of emerging technologies, educate students utilizing a STEM cur-
riculum that meets national STEM standards aligned to NASA's mission direc-
torates;
• “MUREP Institutional Research Opportunity” - MIRO is established to strengthen
and develop the research capacity and infrastructure of Minority Serving Institu-
tions, or MSIs in areas of strategic importance and value to NASA's mission and
national priorities; overall, MIRO awards aim to promote STEM literacy and to
enhance and sustain the capability of institutions to perform NASA-related re-
search and education, which directly supports NASA's four Mission Directorates.
Most European countries have national strategies or action plans devoted to STEM
education. The EU STEM Coalition is a Europe-wide network of national STEM
platforms: organizations established by governments to increase the number of STEM
graduates and reduce skills mismatch. Its aim is to bridge the skills gap by having a
national STEM strategy in place in all EU member states. It includes such key charac-
teristics of the platform approach as the close co-operation between government, edu-
cation and industry, and strongly regionalised implementation. The main challenge is
to develop and implement a strategy that addresses both the quantitative and qualita-
tive dimension of skills mismatch throughout the entire education chain – from prima-
ry education all the way to the labor market.
European science society also has different events and programs, for example:
• “Robotex” - it is Europe’s biggest robotics festival; during the event there are vari-
ous exciting activities for kids, students, robotics enthusiasts and even grandpar-
ents;
• “Science on Stage Europe” - the European network for science teachers and educa-
tors; it believes that a good way to encourage schoolchildren to consider a career in
science or engineering is to motivate and educate their teachers;
• “European Schoolnet” – it is the network of 34 European Ministries of Education,
based in Brussels; its aim is to bring innovation in teaching and learning to key
stakeholders: Ministries of Education, schools, teachers, researchers, and industry
partners.
Women’s participation in STEM. In spite of significant improvements in these
latter days, education is not universally available and gender inequalities persist.
Leaving out girls and women in STEM education and careers is a loss for all.
False perceptions about women’s aptitude, interest and experience in STEM are
holding back progress in science, and society. Several myths exist about women in
STEM fields:
• girls are bad at mathematics - there is no innate gender difference in mathematics
ability;
• most women are not interested in careers in engineering, physics and ICT - wom-
en’s participation in STEM increases in inclusive cultural environments;
• the gender pay gap doesn’t exist - women in STEM earn less than their male col-
leagues. [4]
Despite a commonly held biased belief that women are not made for technology,
40% of LinkedIn Top Voices 2017 in Technology are women. They were featured
many across LinkedIn’s Pulse channels and delivered high-quality content on a range
of topics in the tech industry [5]
Among the STEM disciplines, the lowest female participation rates are observed in
information, communication and technology (ICT), engineering, manufacturing and
construction, natural science, mathematics and statistics. Women leave STEM disci-
plines in disproportionate numbers during their studying in higher education institu-
tions, in their transition to the world of work and even during their career cycle.
UNESCO shared chart, which demonstrates human resources in R&D. As for
2015, a number of female researchers is 46.3% in Ukraine:
Fig. 2. A number of female researchers in Ukraine
Also they highlighted several facts:
• 17 women have won a Nobel Prize in physics, chemistry or medicine since Marie
Curie in 1903, compared to 572 men;
• only 28% of all of the world’s researchers are women today;
• about 35% of higher education students studying STEM subjects are women.
Although global averages mask significant regional and country differences, we
can see world proportions of female students enrolled in natural science, mathematics
and statistics studies [6].
Fig. 3. Percentage of female students enrolled in natural science, mathematics and statistics
programmes in higher education in different parts of the world
Nowadays this topic is in need of urgent attention all over the world. A significant
gender divide is observed from an early age to a mature one.
Early childhood can play a key role in STEM engagement. Toys and games are
very important for children. But gender issues also arise in this field. Consider this as
an example of Lego. Though Lego has long trumpeted themselves as gender neutral,
they began to tailor more of their products to girls.
90% of Lego's consumers were boys in 2011. It took four years of research to fig-
ure out how to address the girls' market, how to attack it the right way. Consequently,
Lego Friends were very successful. They were five dolls with storylines and sets that
encourage girls to build karate studios, beauty shops and vet clinics. As a result, sales
to girls tripled in just that year. The success of the girl-centric Lego Friends has led to
little girl dolls popping up in construction sets all over the place. Consumers said that
was great for developing STEM skills for girls.
But this was not enough. In 2014 a new Lego kit came in a few months. A female
scientist set had figurines that study dinosaurs, map the stars, and perform lab experi-
ments. Since then the company includes other women in STEM and non-traditional
fields. When girls are given more encouragement in the STEM fields, they become
more likely to pursue careers in these areas.
Also digital toys and games—specifically, ones that teach coding—are increasing-
ly targeted to girls. GoldieBlox is the award-winning worldwide children’s multime-
dia company through the integration of storytelling and STEM principles, creates
toys, books, apps, videos. Its goal is to inspire more women to pursue STEM fields. If
we teach girls early on that they’re capable they won’t feel as intimidated by entering
these male-dominated fields.
Recently Microsoft made research that has revealed that most girls’ positive views
may change in subsequent years. The technology company asked 11,500 women be-
tween the ages of 11 and 30 in 12 European countries about their attitudes to STEM.
Results showed that most girls become interested in STEM at the age of 11-and-a-half
but this starts to wane by the age of 15 [7].
Fig. 4. The age that girls start to lose interest in STEM
Only 42% said they would consider a STEM-related career in the future. 60% ad-
mitted they would feel more confident pursuing a career in STEM fields if they knew
men and women were equally employed in those professions. About 57% of the
young European women that Microsoft surveyed said that having a teacher who en-
couraged them to pursue STEM would make it more likely for them to follow that
career path [8].
There are a large number of organizations, programs and societies that provide op-
portunities for girls and women:
• “Techbridge Girls” – it inspires girls to discover a passion for technology, science
and engineering through hands-on learning;
• “Django Girls” - a volunteer run organization and a community that empowers and
helps women to organize free, one-day programming workshops by providing
tools, resources and support. During each event,30-60 women build their first web
application using HTML, CSS, Python and Django;
• “Girls Who Code” - it offers learning opportunities for students to deepen their
computer science skills;
• “Girls' Programming Network” - this program is targeted at high school girls inter-
ested in IT, particularly those interested in learning to program or improving their
software development skills;
• “Made with Code” - it helps to encourage passion for science and technology
through coding in teen girls;
• “Girl Develop It” - it is an organization that provides affordable programs for adult
women interested in learning web and software development;
• “TECHNOLOchicas” - it is an initiative designed to raise awareness among young
Latinas and their families about opportunities and careers in technology;
• #MakeWhatsNext workshops - events with role models for girls that are arranged
by Microsoft to engage young girls in STEM and to reduce gender gap;
• “National Center for Women & Information Technology” - a change-leader net-
work represents the largest, rapidly growing community in support of improving
diversity and inclusion in computing; it provides technical girls and women with
ongoing engagement, visibility, and encouragement for their computing-related in-
terests and achievements from high school through college and into the workforce.
Ukraine also tries to increase women’s participation in STEM. In October, 2017, a
hackathon called "Hack for Good: Increasing the number of girls in STEM through
IT-technology" was held in Kiev on the initiative of project "STEM girls".
Hack4Good is the first National Hackaton for Girls in Ukraine (18-24 years old). Its
aim is to increase the number of girls in STEM through IT technology. According to
Ureport / UNICEF, 23, 2% of girls are uncertain in their strengths, and 17, 1% believe
that STEM is male. In contrast, 48% of respondents believe that the destruction of
gender stereotypes will motivate girls to choose their careers in science and technolo-
gy.
So, "STEM girls" is aimed at overcoming gender stereotypes when choosing a pro-
fession and increasing girls' faith in their own abilities and the opportunity to build a
STEM career in Ukraine. This project created the "TOP 20 Inspiring Women in
STEM" community, that is a unique community of women in Ukraine who have made
a successful career in the field of science and technology. Among them there are top
managers of IT and technical companies, academics, representatives of ministries,
universities and public organizations. These women meet high school female students
in different parts of Ukraine. They also launched a national competition "Why do I
choose a STEM career?". Its winners will be given mentor support within 4-5 months.
Proceeding from the list, the majority of organizations first of all try to involve
girls in programming. This is not surprising, since the "The Diversity Gaps in Com-
puter Science: Exploring the Underrepresentation of Girls, Blacks, and Hispanics"
report shows that female students are less interested and less confident they could
learn computer science. The lesser awareness, exposure, interest, and confidence
could be keeping girls from considering learning information technology. Also if
parents believe that an inherent lack of interest is the reason girls are not as prevalent
in computer science, they may be less likely to encourage their children to learn it
[13].
Despite the above information, some roles come much closer to gender parity, and
a few roles are clearly the domain of women. Female workers predominate in such
occupations as psychologist, veterinarian, optician, and clinical lab tech. But men in
these professions are not rare. Regarding the health care system in the most extreme
niches, only 1 of every 20-30 professionals are men. These professions are new well-
paid employment horizon for men. Among them there are dental hygienist, dietitian,
nutritionist, genetic counselor, surgical technologist, registered nurse, nurse practi-
tioner, licensed practical and licensed vocational nurse. In these professions current
representation of women is more than 85% [7].
3 Experimental Settings
In April 2017, a STEM-school was created on the basis of the Post-Graduate Educa-
tion Center of Kherson State University. The objectives of the school are:
• Support of scientific, technical and engineering component in additional education
of students and students;
• Increasing the availability of natural and engineering laboratories for schoolchil-
dren, students and teachers, access to up-to-date equipment and innovative pro-
grams;
• Motivation of senior students to continue education in scientific, technical and
engineering spheres;
• Popularization of inventive and research activities;
• Project-oriented study of students and students under the guidance of young scien-
tists and engineers;
• Increase in the number of pupils, future entrants, who are interested in technical
creativity, new technologies, programming, research in related industries;
• Formation of the expert community in the field of introduction of STEM-
education, including improvement of the skills of teachers in the direction of
STEM-education, in particular robotics;
Creating conditions for the adaptation and implementation of innovative programs
created with the participation of masters, postgraduates, KSU (Kherson State Uni-
versity) scientists, leading IT companies, enterprises in the programs of additional
education of students, the curriculum of the KSU.
Since school was created recently, we present the preliminary results obtained on
the basis of the introduction of new techniques and technologies in the educational
process for half a year.
4 Experimental Results
In fact, the work of this school began in March 2017, with the training of one group of
children aged 6-10 years. During the time of existence of the STEM-school there
were 5 changes to the summer camp for schoolchildren of 6-12 years old, 9 methodi-
cal seminars for teachers of Kherson and the region. In addition, at the STEM-school
there are 7 groups of students and a group of engineering students trained throughout
the year.
In order to achieve the tasks, a program of training for the summer courses, a pro-
gram of training for the year, a program of a seminar for teachers was developed.
Summer courses program. For children aged from 6 to 16 years, a summer-
intensive program in programming and robotics was developed. This program was
implemented at the summer STEM-school in 2017. One change lasted five business
days, so the program is designed for four hours of training within five days of train-
ing. These four hours include: 1 hour of robotics (Lego WeDo 2.0.), 1 hour of pro-
gramming (Scratch), 1 hour of physics in experiments and experiments, 1 hour of
mastering (technical creativity).
The main criteria for selecting activity activities were:
• Science.
• Brightness of the demonstration.
• Relevance, binding to real situations, needs.
• Easy to implement. Ability to create a finished product in one hour.
For occupations in robotics, methodological materials developed specifically for
Lego WeDo2.0 were used. During five lessons, the children managed to master the
programming environment, the operation of sensors, the construction of structures
and at the last lesson, they could independently create their own design. In each of the
tasks, the design approach was used, so each of its own design took the stages of
demonstration and protection. The kids discussed about the model they created and
about the functions it performed. Among the presented models, the majority were
modifications of already passed designs, but there were also unique structures for
irrigation fields, mechanisms for sampling soil on other planets, and others.
Course program throughout the year. The course program for the year should be
different from the summer intensive program. above all, these lessons should be con-
sistent and scientifically sound. The child must not only create a mechanism, but also
understand the advantages of a particular design, possible alternatives to another con-
struction. It is also important for such lessons to formulate a holistic notion of scien-
tific research and the process of creating a software product.
Creating robots requires not only knowledge of physics, technology. Initial
knowledge of algorithmization and programming is also necessary. Therefore, the
course, which was read during the year, was constructed on the principle: 1 lesson of
robotics, 1 lesson of programming per week.
For occupations on robotics, several variants of designers were considered (justifi-
cation of the choice in the article [9]).
1. Lego for Education (WeDo2.0., MINDSTORMS EV3) - for junior groups.
2. Arduino - for senior groups.
For classes on programming, used Scratch and C ++.
Teacher Training Workshop. Today, in Kherson and the Kherson region, a situa-
tion has arisen when educational establishments have the opportunity to purchase (or
have already purchased) kits for classes in robotics or modern equipment for scientific
and technical research, but teachers and heads of groups are not ready to introduce
new technologies into the educational process. The technology market has been de-
veloping quite rapidly in recent years, and it takes a lot of time to track new develop-
ments and trends.
That is why our STEM-school developed a program of workshops for school
teachers to familiarize them with the main areas of scientific and technical research
that has become popular in recent years.
In 2017, on the basis of the STEM-school of KSU, we conducted nine workshops
and master classes (including two outgoing ones) for implementing STEM-education
for teachers of schools in the city of Kherson and the Kherson region, and for the
students of courses for the training of teachers of physics, mathematics, Informatics
and Technologies "Kherson Academy of Continuing Education". The trainings intro-
duced teachers to the normative basis, content and ways of introducing STEM-
education in educational institutions.
The Workshop’s program included topics:
• lecture "STEM in the world and in Ukraine".
• lecture "Information Technologies at STEM".
• Lego WeDo 2.0 master class.
• Arduino master class.
In the course of design and research activities, teachers received examples of
methodological materials that create a motivated, exciting educational environment
for the formation and development of critical and creative thinking skills among stu-
dents through the educational solutions of LEGO Education and Ardoino Robotic
Solutions.
In the period from September to December 2017 we conducted a survey of Work-
shop’s participants. Teachers filled out two questionnaires available online: in-
line questionnaire and feedback..
We received 318 questionnaires for the incoming poll. The seminars were attended
by teachers from 76 different schools, educational organizations of the city (27 insti-
tutions / 117 people) and region (49 institutions / 201 people).
Fig. 5. Distribution of Workshop’s participants
Most of the teachers teach of the natural-mathematical cycle (physics, mathemat-
ics, computer science, astronomy). A significant number of them teaches several sub-
jects. For example, a mathematics teacher also teaches physics and computer science.
Teachers who teach mathematics, physics, computer science were the most – 76%,
teachers of other subjects – 24%. Most of the participants teach STEM (91%), others
were philologists or methodologists (9%). Also, almost all teachers conduct additional
classes or manage the work of circles, that is, they are quite active in their profession-
al activities.
Fig. 6. Number of teachers in directions
A larger number of teachers at the seminars have already met the notion of STEM
education (55%), but also a large proportion of people not yet familiar with this term
(43%). Others have already used or sought ways to implement STEM education (2%)
to a greater or lesser extent.
Fig. 7. Level of knowledge of learners about STEM
Much of the students indicated that they had STEM-type circles (51%) in their
school. But, in part, in the questionnaires teachers wrote that there are no circles. This
is more likely due to the fact that there is no school of robotics in the school.
Fig. 8. The presence of clubs in schools
To the question "What kind of circles would you like to set up at your school?"
The respondents had the opportunity to specify several options. A significant number
of responses came from the topics of seminars, programming, 3D simulation
and robotics. But in addition to these responses, there were also answers (8%),
such as web design, language courses, and more.
Fig. 9. Teachers' answers to the question "What circles would you like to start at your school?"
Interestingly, after the workshop there was an advantage in favor of robotics. Ob-
viously, some teachers are convinced that the "complex" words are quite simple and
understandable things that are easy to use in lessons.
To the question "What will you do to STEM-technologies?" The students had the
opportunity to choose several different answers or write their own.
Fig. 10. Teachers' answers to the question "What will you do to STEM-technologies?"
Given the theme of the workshop, most people referred to modeling, robotics.
Fig. 11. What is STEM-education for you?
To the question "What is STEM-education for you?" The majority were optimistic
and responded that it was an opportunity to interest students in scientific activities
(97%), the ability to correctly choose a future profession (47%) and to be directly at
the center of innovation processes (50%) Although part of the responses was less
optimistic, noting that this is just a trendy direction, and this is not a new topic (13%).
To the question "Which of the presented forms of implementation of STEM-
education are more attractive to you?", The majority answered that it is better to hold
these classes in circles or in computer science classes. At this time, not all teachers are
ready to support and implement information technology in the educational process,
and even less there is no sufficient practice of integrating their own subject with oth-
ers.
Fig. 12. Which of the presented forms of implementation of STEM-education are more attrac-
tive to you?
To identify problems with the implementation of STEM-technologies in education,
the question was asked: "What resources do you need for the implementation of
STEM?". The vast majority of teachers pointed out the problems of material difficul-
ties. Moreover, if the computer technology of the school is almost normally provided,
then the mechanical engineering is almost absent. But at the same time, teachers un-
derstand that the greatest difficulty will be the lack of methodological materials.
Also in the questions of feedback was the question of whether one of the teachers
would like to join the STEM-education classes and workshops in our city as a listener
or a lecturer. Only 6% answered that they could take classes, while the remaining
96% indicated that they could join as listeners.
The program for students. Students of specialties Computer Science and Soft-
ware Engineering study at Arduino's KDU STEM-School.
At junior courses, the study of robotics on the Arduino platform is an important
motivation for mastering programming in C ++. That's why this year, STUD school
students Kozyur Arina and Margarita presented their projects and entered the twenty
winners of the video contest "Why do I choose STEM?" The STEM Girl Project. The
works were selected by jury members, top 20 inspiring women at STEM 2017-2018,
and STEM friends and followers on facebook and YouTube. Each participant has
made great efforts and diligence to create interesting videos.
5 Conclusions and Future Work
The analysis showed the active development of STEM education worldwide. This
approach corresponds to the growing needs of the society in engineering personnel,
specialists in the field of information technology. Practical orientation, project activi-
ties, teamwork and research methods of STEM-education also contribute to the de-
velopment of softskills. Therefore, the creation of centers for the development of this
direction is very promising. Teachers can become agents of such changes in the dis-
tricts of the region.
A survey conducted among teachers showed readiness of the teacher community
for change. But most of them are more likely to wait for ready-made materials.
Among them there is an understanding of the technological progress that has taken
place over the past five years and its impact on the entire education system.
The plans developed should be used not as a copy but as a means to create a solid
basis for future research, development and dissemination of STEM education in edu-
cational institutions. In the future, it is planned to expand work with other educational
institutions and disseminate the practice of organizing STEM-education.
The creation of a STEM center at the university, in which both future engineers
and future teachers are trained, makes it possible to create a harmonious ecosystem in
the region for the development of new technologies in the region.
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