Keyword: «stem education»

The article provides a comparative analysis of the didactic advantages of STEM education in comparison with traditional methods of teaching physics at school. The analysis of the results of comparison, qualitative and quantitative indicators in the implementation of STEM approaches in the study of physics is presented.

This article presents a methodology for using professionally-oriented mathematical problems in middle school as part of STEM education. The functions and areas of implementation of professionally-oriented problems are discussed.

The article analyzes the important issue of the need to apply STEM teaching methods in the training of mid-level specialists in technical fields based on interdisciplinary connections, the application of theoretical knowledge in practice and the application of acquired knowledge in industrial practice, as well as participation in professional competitions.

In the context of growing geopolitical instability and increasing threats of terrorist threats, there is an increasing need to train specialists who can quickly respond to emergency situations and effectively ensure the safety of the population. The introduction of STEM education (Science, Technology, Engineering, Mathematics) into the educational process allows for the strengthening of skills required to solve problems in the field of civil defense, prevention, and elimination of emergency situations. The article discusses the issues of synergy of disciplines within the framework of the STEM approach, highlights the main problems, and suggests ways to solve them.

The article proposes an approach to overcoming the «fragmented knowledge» in the training of communication specialists through the integration of physics and programming courses based on Python. It is shown that the modeling of physical processes develops students' systemic understanding and practical competencies necessary for working in the modern telecommunication industry.