
Ushbu maqolada STEAM (Science, Technology, Engineering, Art, Mathematics) ta'lim yondashuvi asosida umumta'lim maktabi o'quvchilarida tanqidiy fikrlash, ijodkorlik va muammoni hal qilish kompetensiyalarini maqsadli rivojlantirishning nazariy-metodologik hamda empirik jihatlari tadqiq etiladi. Maqola IMRAD tuzilmasiga asoslangan bo'lib, mavjud adabiyotlar tahlili, muallif tomonidan ishlab chiqilgan pedagogik model, ikki yillik sinov tadqiqoti metodologiyasi, miqdoriy va sifatiy natijalar hamda amaliy tavsiyalar ketma-ket bayon etiladi. Tadqiqot natijalari STEAM metodikasining tanqidiy fikrlash, ijodkorlik va muammoni hal qilish kompetensiyalarini an'anaviy ta'lim usullariga nisbatan statistik jihatdan sezilarli darajada samarali rivojlantirishini ko'rsatdi.
STEAM ta'limi; tanqidiy fikrlash; ijodkorlik; muammoni hal qilish kompetensiyasi; integrativ ta'lim; XXI asr ko'nikmalari; pedagogik texnologiya.
STEAM ta'limi; tanqidiy fikrlash; ijodkorlik; muammoni hal qilish kompetensiyasi; integrativ ta'lim; XXI asr ko'nikmalari; pedagogik texnologiya.
| selected citations These citations are derived from selected sources. This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically). | 0 | |
| popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network. | Average | |
| influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically). | Average | |
| impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network. | Average |
