Abstract:

In contemporary educational contexts, many educators face the problem of declining or insufficient student motivation to study particular subjects. Under the influence of social media, a significant number of learners do not fully recognize the importance of education or its practical value. The core concept of the New Ukrainian School (NUS) is activity-based learning, aimed at acquiring knowledge that can be effectively applied in everyday life. This educational philosophy is embodied in STEAM education, which represents a highly effective pedagogical approach grounded in interdisciplinary learning. STEAM education establishes meaningful connections between subject content and real-life applications, while also fostering socialization and creative thinking.

The innovative nature of STEAM technology lies in the creation of a comprehensive framework for personal self-realization through the harmonious integration of natural and mathematical sciences with the humanities. The primary objective of STEAM education is to enhance students’ interest and engagement in scientific and technical fields by developing their ability to solve complex problems and to think critically and creatively.

The study of the essence of STEAM technology and contemporary methods of its implementation in biology education is particularly relevant. This research is focused on determining the impact of STEAM technology on students’ motivation to learn biology.

The main objectives of the study are to analyze the theoretical foundations of STEAM technology, to describe the features of its practical application, to conduct a methodological experiment in order to assess the influence of STEAM technology on students’ motivation, and to interpret the obtained results.

Keywords: motivation, innovative technologies, STEAM education, integration, creativity, inquiry.

References:

1. Balyk, N. R., & Shmyher, H. P. (2017). Pidkhody ta osoblyvosti suchasnoi STEM-osvity. [Approaches and features of modern STEM education].

2. VasyLashko, I. P., Horbenko, S. L., Lozova, O. V., & Patrykeieva, O. O. (2017). Metodychni rekomendatsii shchodo vprovadzhennia STEMosvity u zahalnoosvitnikh ta pozashkilnykh navchalnykh zakladakh Ukrainy na 2017–2018 navchalnyi rik. [Methodological recommendations for implementing STEM education in general and extracurricular institutions of Ukraine for the 2017–2018 academic year].

3. Lopukh, L. L. (2024). Vprovadzhennia elementiv STEM-osvity na urokakh biolohii v zakladakh serednoi osvity: metodychna rozrobka. [Implementation of STEM-education elements in biology lessons in secondary schools: Methodical development]. Kyiv.

4. Miskiv, O. V., & Yusypiva, T. I. (2022). STEMuroky yak innovatsiina tekhnolohiia navchannia biolohii u 6-mu klasi. [STEM lessons as an innovative technology for teaching biology in the 6th grade]. Kamianske–Dnipro.

5. Polishchuk, N. A., & Kaminska, V. V. (2021). STEM-osvita: naukovo-teoretychni aspekty, dosvid vprovadzhennia, perspektyvy rozvytku. [STEM education: Scientific-theoretical aspects, implementation experience, development prospects]. Lutsk.

6. Savytska, I. M. (2024). Vprovadzhennia STEMosvity na urokakh biolohii. [Implementation of STEM education in biology lessons]. Hlukhiv.

7. Slipchuk, I. (2012). Osoblyvosti vykorystannia informatsiinykh tekhnolohii u shkilnomu kursi biolohii. [Features of information technology use in the school biology course].

8. Sobol, V. I. (2023). Biolohiia 7–9 klasy: modelna navchalna prohrama. [Biology grades 7–9: Model curriculum]. Kyiv.

9. Großmann, N., Hofferber, N., Wilde, M., & Basten, M. (2023). Motyvatsiya uchniv na urokakh biolohiyi – chy mozhe samostiynistʹ uchniv zmenshyty hendernyy rozryv? [Students’ motivation in biology lessons – can student autonomy reduce the gender gap?].

10. Tinkercad – onlayn-servis dlya 3D-modelyuvannya ta elektroniky. [Tinkercad – online service for 3D modelling and electronics].