USE OF STEM TECHNOLOGY AND VIRTUAL REALITY FOR THE FORMATION OF ENVIRONMENTAL COMPETENCE OF EDUCATORS
DOI:
https://doi.org/10.32405/2308-3778-2024-28-2-199-212Keywords:
innovative educational technologies, STEM technology, virtual reality technology, environmental competence, education seekerAbstract
The article carries out a theoretical and methodological analysis of STEM technology and virtual reality (VR) for the formation of environmental competence of students of education. The features and advantages of using STEM technology and VR in the educational process are revealed.
The purpose of the article is to carry out a theoretical and methodological analysis of STEM technology and virtual reality (VR) for the formation of environmental competence of students of education. The tasks of the research are defined as: to reveal the features of the use of STEM technology and virtual reality (VR) in education; to analyze modern approaches to the use of STEM technology and VR for the formation of environmental competence of participants in the educational process; to give examples of the use of STEM technology and VR for the formation of environmental competence of students of education.
The following methods were used to achieve the set goal and identified tasks: theoretical: theoretical analysis and generalization of literary sources; comparison, classification, generalization; deductive, inductive methods; system method, formalization; idealization and pedagogical modeling; empirical: pedagogical observation, generalization of pedagogical experience.
Examples of using STEM technology are given – the creation of a mini-greenhouse on solar batteries, the creation of a water purification system, biodiversity research, studying the impact of waste on the environment, holding actions on planting trees and equipping children’s playgrounds in natural places, and VR – virtual tours, simulation of real environmental problems, games in virtual reality, joint projects – to increase the level of environmental competence of students of education.
It is concluded that the use of STEM technology and VR for the formation of students' environmental competence is an effective method of raising awareness of environmental problems and encouraging students to participate actively in solving them.
Prospects for further research are aimed at improving the methods of using VR to increase the level of environmental competence among students of education and the development of specialized STEM programs and platforms for teaching environmental aspects.
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