PERSPECTIVES ON STEM EDUCATION INTEGRATION
| dc.contributor.author | Almakhanova A.N. | |
| dc.date.accessioned | 2023-10-26T06:19:25Z | |
| dc.date.available | 2023-10-26T06:19:25Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | Abstract. The science, technology, engineering, and mathematics (STEM) acronym is frequently utilizedas a part of reference to only one of the disciplines, regularly science. STEM disciplines’ integration is progressively encouraged in the literature but studies thatfocus on multiple disciplines seem insufficient with diversedata and incompetentways for STEM improvement. Points of view on how training combination can be accomplished are shifted, with reference to multidisciplinary and interdisciplinary methodologies adding to the verbal confrontations. Such approaches contain center ideas and aptitudes from at least two disciplines with the point of developing comprehension and abilities. Research about STEM integration is an embryonic field with respect to advancing curriculum development and various student outcomes. For instance, despite everything we require more reviews on how understudy gaining results emerge from various types of STEM incorporation as well as from the specific trains that are being coordinated. Drawing on proposals from the writing, recommendations are offered for tendingto the difficulties of coordinating different orders confronted by the STEM community. | |
| dc.identifier.citation | A.N. Almakhanova / PERSPECTIVES ON STEM EDUCATION INTEGRATION / СДУ хабаршысы - 2017 | |
| dc.identifier.issn | 2415-8135 | |
| dc.identifier.uri | https://repository.sdu.edu.kz/handle/123456789/588 | |
| dc.language.iso | en | |
| dc.publisher | СДУ хабаршысы - 2017 | |
| dc.subject | STEM integration | |
| dc.subject | STEM research | |
| dc.subject | multidisciplinary and interdisciplinary integrations. | |
| dc.subject | СДУ хабаршысы - 2017 | |
| dc.subject | №2 | |
| dc.title | PERSPECTIVES ON STEM EDUCATION INTEGRATION | |
| dc.type | Article | |
| dspace.entity.type |