Raising awareness for the lack of interest in STEM of primary school learners in Kazakhstan: experiences and perspectives

doi:10.21203/rs.3.rs-1963121/v1

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Raising awareness for the lack of interest in STEM of primary school learners in Kazakhstan: experiences and perspectives

https://doi.org/10.21203/rs.3.rs-1963121/v1

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The article deals with a specially developed program for the formation of STEM knowledge for primary schoolchildren in the system of additional education. The article listed the problems of the development of scientific and technical knowledge, emphasized the lack of interest and motivation of schoolchildren, lack of educational programs in the field of study. The article describes the experiences of foreign countries, the implementation of STEM in the educational process, which indicated the need to create a pedagogical system for the formation of scientific and technical knowledge. The purposes of this study is to identify the effectiveness of the model for the formation of knowledge in the field of STEM among students of junior classes in the system of additional education. The model of formation of knowledge in the field of STEM among younger schoolchildren in the system of additional education is described. Various methods of data collection were used during the three-year study with the participation of students of the experimental and control groups. Statistical significance of the obtained results was checked using Student's t-test. The comparative analysis of the data confirmed the differences in the dynamics of the formation of STEM competencies of junior schoolchildren in the experimental and control groups. The number of students experienced mental group, experiencing difficulties in scientific and technical activities, decreased to 53%. In the control group, improvement in each of the criteria averaged 6%, which is statistically insignificant. A model of the formation of STEM knowledge among younger schoolchildren in the system of additional education has been developed, which has confirmed its effectiveness for the development of students' ability to conduct scientific and technical activities, practical experiments in a game educational environment.

STEM education

scientific and technical interest

formation of natural and scientific knowledge

technical skills

junior high school students

additional education

Serious changes that took place in Kazakhstan at the beginning of the 19th century exacerbated the socio-economic problems of society, especially the problems that arise in the life and work of the younger generation. A significant increase in crime in our country and young people falling into a criminal situation, employment, deterioration in the health of the population, cuts in funding for social, cultural and educational spheres - all this proves that children and adolescents are defenseless today.

During this period, in various areas of scientific life - scientific research, management, creativity, education, etc. - there is a need for individuals capable of self-development. In this regard, among the special needs of science and education, the task of forming the readiness of the young generation to carry out active forms of independent activity, including in the field of science, is put forward.

That is, even students of a general education school should be classified as subjects of scientific and cognitive activity, the model of which in subject education is educational and research activity. The solution of these problems, in turn, requires the creation of an optimal pedagogical environment to determine the main characteristics of preparation for scientific activity, the quality of which is determined by the degree of enthusiasm of the subject for this activity, the level of development of general and special abilities, freedom of choice, mobilization of intellectual forces and voluntary efforts.

In the context of the identified problems, the task of developing the scientific knowledge of schoolchildren in a concentrated form expresses the regularity of the scientific picture of the world and ensures the readiness of new generations of scientists to enter the world of scientific research. Understanding the foundations of modern scientific knowledge, corresponding to a given period in the development of science and culture, must begin at the school level, otherwise young people will not have time to acquire the initial amount of knowledge and skills necessary for a young scientist.

The main contradiction in preparing students for work in the field of science is of a socio-pedagogical nature. On the one hand, the current social situation is characterized by a decline in public interest in science, the loss of the reputation of scientific education, the departure of promising scientific personnel abroad and to other areas of activity. On the other hand, Kazakh education is faced with the task of attracting talented, educated, highly educated scientists from new countries to work in their country. Despite the need of such a society, education continues to be dominated by the type of reproductive education, which is based on the transfer and perception of ready-made knowledge. The result of such training is the formation of a passive observer and listener and the disappearance of motivation and interest in learning [1]. As D. Hamblin writes in his work “Formation of Learning Skills”: “It happens that a student is only physically present at the lesson, and his thoughts hover somewhere far away. The lack of focus on classroom work, non-inclusion in it, apparently, is associated with passive and inert ways of learning [2]..

According to the results of a comprehensive sociological study conducted by the Research Center "Molodezh" commissioned by the Ministry of Education and Science of the Republic of Kazakhstan, the answers given show the real picture and the problem of Kazakhstani youth and society as a whole[3]. In order to find out the motivation of young people to receive higher education, the focus group guide included the following questions:

“To what extent is the youth of your region (region, city) motivated to receive higher education?” and “Is there any specificity of the youth of your region compared to others?”.

The answers of the focus group participants to this question did not differ in variety. In general, all answers can be structured into the following groups: the first group includes statements about the motivation to receive higher education as an obligatory element of prestige. In this case, young people (school graduates) are mainly focused on the symbolic content of higher education, namely, a diploma of graduation from a higher educational institution. (“90 percent of the youth of our country want to have and have a higher education. The trend of today's youth is that every second young person has a higher education, and at the moment it can be said “fashionable” to have a diploma, but in most cases it is not applied according to appointment.")

The second group of respondents' answers is related to the possibility of free education in a higher educational institution, that is, the priority is to receive an educational grant to a university. At the same time, focus group participants noted that in this case we are faced with the unconscious and unformed motivation of young people, as the value of vocational training is being replaced by free education. (“... our volunteers, they are applying, they have applied for a grant, they have submitted documents where their UNT scores are enough to enter a grant, and they will study on this grant, regardless of whether their soul lies in this profession or not.” )

The third group of answers is related to the replacement of young people's own motivation by the desire of their parents, that is, applicants make a decision to receive higher education under the influence of their parents and relatives. (“Very often, this is not even the motivation of the youngest person, but of his parents.”)

And the smallest group of answers is connected with the conscious desire of young people to get a higher education, which is necessary for professional self-realization. The answers of the three groups indicate urgent measures to support and promote the health, interests of students, and the development of their personality.

The development of interest in engineering activities should begin from the school bench, so that, having entered a technical university, the student already has a complete understanding of the profession he is going to enter, and possesses the initial knowledge and skills of engineering and technical activities. The question arises of how to form a school graduate who is motivated to make a conscious choice and continue working in engineering specialties, who has knowledge in the engineering and technical field. At present, the general education school does not graduate such a number of people who would have satisfactory grades in technical disciplines and would be ready to become engineers [4]. The concept of "interest" in pedagogy is described as an emotional state associated with the implementation of cognitive activity and characterized by the motivation of this activity, and this term also has several definitions:

- this is an active cognitive orientation of a person to a particular object, phenomenon or activity associated with a positive emotional attitude towards it (A. N. Leontiev);

- this is a special mental mechanism that encourages a person to activities that bring emotional saturation (B. I. Dodonov);

- By interests, he understands dynamic tendencies that determine the structure of the personality's orientation and develop along with it (L.S. Vygotsky);

M. P. Palyanov and co-authors propose to provide optimal support to students and qualified training that meets their interests and needs at all levels of education, including in elementary school, where children are divided according to abilities and interests, citing the German educational system as an example [5]. For the purposes of this study, the Judith M. Harackiewicz, Jessie L. Smith, Stacy J. Prinis (2011) definition of “interest” is appropriate: 'Interest is a powerful motivational process that energizes learning, guides academic and career trajectories, and has essential to academic success. Interest is both a psychological state of attention and affect on a particular object or topic, and a persistent predisposition to re-engage over time.’[6].

The issue of ensuring the effective involvement of each member of the study group in the educational process is not limited to the skill of the teacher or the volitional qualities and good intentions of the student - it is determined by the nature of the process itself. The traditional educational process is based on group training sessions, i.e., on a class-lesson (or lecture-seminar) organization.

Obviously, in these conditions, it is necessary to search for innovative approaches to training personnel for a technological society. In many advanced countries, such as Australia, Great Britain, Israel, Canada, China, Singapore, and the USA, the concept of STEM education (Science, Technology, Engineering and Mathematics) is being developed. For example, in the US, STEM education is recognized by the National Research Council and the National Science Foundation (NSF) as the technological backbone of a developed society. The degree of STEM training is a measure of a nation's ability to sustain its development. Anisimova [7] and others note that STEM education is aimed at ensuring that children, creating various projects, can understand the practical application of the theoretical knowledge that they received in the lessons of mathematics, technology and other natural sciences. Moreover, it is often argued that knowledge in the field of mathematics, technology and science obtained at school is not enough. Graduates are expected to possess critical skills needed to compete in competitive global job markets, including academic, technical and social skills (Breiner et al., 2012; Deming & Noray, 2020; McGunagle & Zizka, 2020). While STEM education is essential to prepare graduates for the labor market, it is also a major driver of human development (Miller-Idriss & Hanauer, 2019).

Bevo Wahono, Pei-Ling Lin & Chun-Yen Chang note that the best results will be obtained if the introduction of STEM is accompanied by an approach, a learning model, or other methods. This result is consistent with the study by Lee, Capraro and Biser (2019). They (Lee et al.) explored the role of complementing another approach or learning model in enhancing the effectiveness of STEM lessons in the classroom. Li et al. found that STEM combined with another approach or method (such as project-based learning or the 6E learning model) would be more effective than STEM lessons without other combinations[8].

We agree with Olson S, Labov J. who suggest that for decades, efforts to improve STEM education have focused mainly on the formal education system, meaning that most STEM-related activities take place in school. But integrated STEM education is preferably taught in a more realistic learning environment, which can inevitably be limited to traditional school settings. In recent years, more and more STEM activities have taken place outside of school—in organized activities such as afterschool and summer programs, in institutions such as museums and zoos, in what students watch or read on television and online, and in time interacting with peers, parents, mentors and role models [9].

Cathérine Conradty and Franz Xaver Bogner argue that while this STEM intervention may not have encouraged very young students' interest in science careers, it may support the overall motivation of students[10]. Thus, the components already formed in students determined both Motivation and Creativity, and not the attitudes that students formed due to our STEM education. While we could provide evidence that regular STEM instruction promotes students' ability to think creatively, their self-efficacy in earlier experiences appears to have a deeper impact on students' motivation and creativity. On the one hand, this can be explained by the fact that 1 hour of classes per week in the 4th grade does not yet turn the school into an environment that stimulates creativity and motivation. It is one of many experiences that shape students' expectations and behavior.

Therefore, it is assumed that STEM education improves science classes by making them more attractive, although creativity in general is more associated with artists than with engineers. In addition, it has been recognized that scientific thinking requires creativity, which is not only based on talent, but must be maintained and developed (de Bono, 1990).

A model has been developed for the formation of STEM education for primary school students in the system of additional education. Experimental work was carried out to test the effectiveness of the described model. The experimental study was carried out in educational center "Lego Education". The experiment involved 55 children aged 6–9 years - in the experimental group, 55 children - in the control group and 40 parents. The same experimental and control groups were identified to determine the reliable results of the implementation of the STEM-learning model for primary school students in the system of additional education. The experimental group included 55 people who were engaged in the new program "Early STEM integration". The control group consisted of 55 people involved in the World of Robotics group. To identify the initial level of formation of scientific and technical skills in younger students, we used the criterion and indicators proposed by N.V. Sychkova (the nature of the solution of the research problem; the nature and quality of the course and thesis work) [10], V.M. Kolikova (knowledge of the theory of experiment and awareness of the actions performed, the system of materialized results of actions) [9]. Thus, taking into account the goals of our study, we came to the conclusion that it is possible to most accurately assess the levels of formation of skills to apply the acquired knowledge in solving scientific and technical problems already in the study of disciplines in the field of natural science using the following set of criteria: interest in practical activities (attitude towards practical activities, initiative in applying the theoretical foundations in technical matters); knowledge of the theoretical foundations of topics and modules in general of the studied subjects of the natural-mathematical cycle of disciplines and disciplines of the direction (their completeness, strength, quality, consistency and structuredness); the correctness of the actions (the number of correctly completed tasks in the homework, the stages of the laboratory work report, the correct sequence in the performance of the technical task); the quality of the performance of actions (their awareness, consistency, completeness).

To solve the tasks set, the following research methods were used: analysis, systematization, generalization of the results obtained, observation, questioning, survey, conversation.

In order to determine the role of additional educational institutions in the upbringing and development of students, two studies were conducted. Visitors to the institution of additional education were invited: students, their parents, relatives, teachers, employees. The first study "Child's Motivation to Attend Children's Institutions of Additional Education" was aimed at determining the reasons why children attend additional education. The survey was conducted on the basis of the questionnaire presented in the study by Chernousova-Nikorova T.V. (158). Secondly, the survey "Your opinion about the work of the institution of additional education" is aimed at finding out the degree of awareness of children's visitors and students, parents, children about the possibilities of additional education; on determining the degree of satisfaction of parents with the work of the educational center; determine the wishes of parents to improve the educational process of the center. The second survey was made on the basis of surveys proposed by the Yaroslavl group of scientists (52, p. 290). The study involved 40 parents and guests of the center at different stages of the survey. The survey results are presented in Table 1.

Table 1

The result of the survey on the desire of the child to attend a children's institution of additional education
Motivation for attending the center	Number of parents	Percentage ratio
Due to the small number of Lego in the city	14	35%
Few places where children can spend their time usfully	11	27,5%
According to acquantances	9	22,5%
Based on school recommendation	6	15%

An analysis of the results of the first survey showed that the quality of the educational services provided is not the main criterion for visitors to the center when choosing an institution of additional education for children. The main reason for coming to an additional educational institution was a small number of Lego centers in the city − 35%. And 27.5% of visitors come because there are few places in the city where children can usefully spend time, 22.5% - according to friends, 15% - come to an additional educational institution for children on the recommendation of the school.

The second survey involved 40 parents of students aged 6–9. The questionnaire “Your assessment of the work of the Lego Education educational center” consists of open questions: what programs / groups does your child attend? How long has your child been attending classes at our educational center (now, several months, about a year, several years)? Be aware of the work of the educational center (what courses are available for your children in an additional education institution; how many programs are provided for children of primary school age and which of them; what competitions and events does your child participate in, do you know the schedule of program groups?); What prevents your child from attending an educational center more often? How does your child feel about the center, teachers and the atmosphere of the school? Are you satisfied with the work of the educational center: the schedule of classes, the quality of lessons, the relationship between the teacher and students, the organization of working conditions? What circle / group / program to organize for your child on the basis of our center? The results of the second survey showed that children come to the center in one group (67%), in 2 groups − (28%), 3 or more (4.5%) at the same time. Parents of students are generally satisfied with the quality of classes, the child's attitude to the teachers of the center, living conditions and technical support. However, the majority of respondents showed a low level of awareness about other departments of the center, departments (unlike those that their children go to), work schedule, areas of creative development, events and competitions in which our pupils participate. Also, the results of the survey showed that most parents do not have a complete understanding of the possibilities of an additional educational institution for children in the development of their child. An analysis of surveys showed that 1/2 of parents do not understand well the interests and capabilities of their children. In a conversation with parents, they expressed their wishes regarding the work of the institution of additional education for children as an improvement in the system of interaction between parents and employees of the center, and the organization of educational work. Some parents (15 people) expressed a desire to participate in open classes and conduct joint classes with their children. The results of the survey showed that the number of additional educational institutions where children of primary school age can participate outside of school, where they can develop their knowledge and practice their practical experience in the city, is small and not in great demand.

To determine the level of STEM education of children, a method of pedagogical observation and an open-ended questionnaire were developed. The method of pedagogical observation made it possible to investigate the manifestation of all criteria and indicators of the level of interest, knowledge, correctness and quality of tasks performed by students not in isolation from each other, but in combination. The purpose of pedagogical observation, as it has already become obvious, was to determine the level of interest in knowledge, the correctness and quality of the tasks performed by younger students.

To identify the initial level of formation of skills in younger students, we used the criterion and indicators proposed by N.V. Sychkova (the nature of the solution of the research problem; the nature and quality of the course and thesis work) [10], V.M. Kolikova (knowledge of the theory of experiment and awareness of the actions performed, the system of materialized results of actions) [9]. Thus, taking into account the goals of our study, we came to the conclusion that it is possible to most accurately assess the levels of formation of skills to apply the acquired knowledge in solving scientific and technical problems already in the study of disciplines in the field of natural science using the following set of criteria: interest in practical activities (attitude towards practical activities, initiative in applying the theoretical foundations in technical matters); knowledge of the theoretical foundations of topics and modules in general of the studied subjects of the natural-mathematical cycle of disciplines and disciplines of the direction (their completeness, strength, quality, consistency and structuredness); the correctness of the actions (the number of correctly completed tasks in the homework, the stages of the laboratory work report, the correct sequence in the performance of the technical task); the quality of the performance of actions (their awareness, consistency, completeness).

At the very beginning of the pedagogical observation, the researcher drew up a plan that detailed all the questions that needed to be answered at the end of the observation. After conducting pedagogical observation in the classroom, the researcher chose a method for analyzing the data obtained, based on the classification of N.A. Semenova.

1. Initial level (0–10 points). Students with the initial level are characterized by a low level of interest in conducting educational research work, lack of knowledge and skills in scientific and technical activities. A student rarely shows initiative and an original approach in educational and practical activities, does not express ideas, suggestions, assumptions about work.

2. Initial level (11–21 points). Students with an initial level are characterized by the appearance of external motives for conducting practical work, the ability, with the help of a teacher, to find a problem and offer various options for solving it. At the initial stage, children are able to perform elementary short-term technical tasks by analogy with the help of adults. There is a possession of the basic knowledge of the organization of their scientific and technical work, some simple research skills. The manifestation of creativity can be regarded as low.

3. Productive level (22–32 points). Students with a productive level are characterized by stable internal and external motives for conducting practical work, there is a desire to conduct experiments independently (individually or with a group). The student has certain knowledge about technical activities, possesses many skills for conducting educational research (can determine the topic, purpose and objectives of the study with the help of a teacher or independently); demonstrates the possibility of an original approach to solving a problem, presenting the result of its activities.

4. Creative level (33–42 points). Students with a creative level show a constant interest in conducting various kinds of scientific, technical and educational-practical classes, the ability to independently and creatively approach the choice of the topic of practical tasks and the ability to set goals, tasks, productively find ways to solve the tasks; a high degree of independence in the implementation of work at all stages of work; the ability to present the result of the activity in an original way.

Pedagogical observation of the formation of natural-scientific and scientific-technical knowledge was carried out by the author in the classes on elementary robotics. In the classroom, students were asked to invent a robot from the Mindstorm construction set. Students could use school supplies, paper, any parts from Lego constructors, school laptops, instructions on assembling various products produced by Mindstorm for work.

A qualitative analysis of pedagogical observation allows us to say that many students still find it difficult to cope with research tasks, and some do not cope at all. Only a few students were able to independently and qualitatively go through all the stages of the study. After conducting a qualitative analysis of the data obtained, one should proceed to the subsequent interpretation of the results of the quantitative characteristics of students in both groups, which are presented in Table 2.

Quantitative indicators of pedagogical observation are as follows: in the EG with the initial level were 16 (%) people, in the CG − 18 people, with the initial level in the EG − 17 students, with a productive level − 15, with a creative level − 7 students, while while 17 students from the CG with an initial level, 14 with a productive level and 8 students showed creative results.

Table 2

Quantitative indicators of pedagogical observation in the ascertaining stage
	Initial level	Entry level	Productive level	Creative level
Experimental group	16- (29%)	17 -(30,9%)	15 - (27,2%)	7 - (12,7%)
Control group	18 - (32,7%)	17 - (30,9%)	14 - (25,4%)	11 - (14,5%)

To determine the level of education of elementary school students in the field of STEM, an open questionnaire was developed containing the following questions:

Section I: What is the field of science, technology, engineering and mathematics? What professions work in STEM? What qualities should an engineer, inventor, designer have? What is this item for? What else can be done with these things? What are the ingredients/parts of this item? Where in your life have you seen such things?

Section II: WATER Experiments and experiments with water.

"What color is the water?" Does water have a taste and smell? "What will happen to the water in the cold?" "Sinking - not sinking." "Surface film of water". "What dissolves in water?" "How to purify water?" How is salt water different from fresh water? Growing Salt Crystals.

AIR Experiences and experiments with air.

"What is air?" Experience "Dry out of water". Experience "Air whirlwinds". Experience "Learn the volume of the lungs." "Does air have weight?" "How does a balloon fly?" "Where can air hide?" "Is there air in the water?" "Air in the aquarium." "Air and Smell". "Air tricks". "Air pressure and wind".

STONES, SAND, CLAY AND SOIL Experiments with stones, sand, clay and soil.

"In the kingdom of stones." "Where are the stones born?" "Watch out, vinegar!" Experience "Let's find limestone." "Collecting a collection of stones." "Exploring the Sand" "Hourglass". Experience "Weigh the sand." "In desert". Experience "Grains of sand - the inhabitants of the desert." "Introduction to Clay" "What is soil made of?" "Is there air and water in the soil?" "Caution, fire!"

The results of the survey show a rather low level of development of ideas about STEM and natural science in children of the experimental and control groups. For example, in the answer to the first question, some aspects of the STEM field were touched upon: “What qualities should an engineer, inventor, designer have?” The answers to the question were divided as follows: 30% (33 people) noted that they are resourceful/unconventional/special/talented. 13.6% (15 people) chose interest and enthusiasm, 25.4% (28 people) described it as a capable, intelligent person, 19% (21 people) called a person who should be able to work better than others, high mental ability and 2. 7% (3 people) did not answer this question.

The questions in the questionnaire were asked in order to determine the level of awareness of primary school students on the basis of non-standard, practical-thinking tasks and their readiness to solve them. Analysis of the results showed that schoolchildren are not ready to solve scientific problems and do not know the methods of practical activity. Most of the responses provided indicated a low or medium level of development of stereotyped thinking, technical thinking and imagination. We evaluated the results of this survey on the following scale: "formed - high", "partially formed - medium", "unformed - low" (the level of formation of the knowledge base on the problem of scientific thinking, methods and methods, its implementation is indicated). We came to the conclusion that in the EG 12.7% (7 people) fully answered 90% of the questions, 38.1% of students (21 people) were able to answer more than half of the questions and give non-standard answers to 6–7 questions, and 49% (27 people) showed a low level of formation of the knowledge base on scientific and technical problems, because most of the questions could not be answered. According to the CG, 8 (14.5%) people showed a high level of formation, 21 (38.1%) people showed an average level, 26 (47.2%) people showed a low level of formation. (Table 3).

Table 3

The average value of the level of knowledge formation in the field of STEM in the experimental group
Level	Number of attendants	Percent	X average
Low	27	49%	1,47
Medium	21	38,1%	1,52
High	7	12,7%	0,63
Х average of group			3,62

Table 4

The average value of the level of knowledge formation in the field of STEM in the control group
Level	Number of attendants	Percent	X average
Low	27	49%	1,47
Medium	21	38,1%	1,52
High	7	12,7%	0,63
Х average of group			3,62

To calculate the average score, each level of formation of the components of the scientific and technical potential of a junior schoolchild was compared with a certain number of points, namely: L - low level − 3 points; C - average level − 4 points; B - high level − 5 points.

Model of formation of STEM knowledge in elementary school students.

We have created a model for the formation of STEM knowledge among primary school students in the system of additional education. In general terms, it is reflected in the diagram. In the model, the methods listed in this article are brought together. Their conditions and real results are indicated

The main goal of the model is the formation of STEM knowledge among younger students in the system of additional education. To achieve this goal, the following tasks were put forward:

1) to promote the development of STEM knowledge among younger students in the system of additional education;

2) ensuring the motivation of younger students for scientific and technical activities;

3) develop interest in independent creativity, self-realization;

4) develop the skill of collective and individual activity;

5) develop various types of memory: fantasy, imagination, mental activity, wide cognitive interest;

6) create an educational environment conducive to the development of scientific and creative potential;

7) apply methods and means of stimulating the scientific and creative activity of schoolchildren in the institution of additional education;

8) create a psychologically comfortable atmosphere in a temporary team.

The target component of the model includes the achievement of the following results:

− determination of learning objectives at each stage of the model functioning and general requirements for the level of knowledge formation in the field of STEM of primary school students;

− creation of a scientific and technical environment for new academic disciplines and their inclusion in the pedagogical system of an educational institution;

- mastery by students of the theoretical and methodological content of the subjects of the developed complex.

The principles of the model of formation of STEM knowledge among younger students in the system of additional education.

1) The principle of democratization (providing students with freedom for self-development, self-regulation, self-learning).

2) The principle of accessibility. The availability of education involves the choice by the teacher of such methods, means and techniques that will correspond to the age characteristics of students.

3) The principle of the unity of the concrete and the abstract. This principle in pedagogy has other names - the golden principle of didactics, the principle of visibility in teaching. According to him, the success of learning depends entirely on the primary perception of objects, processes and events of reality. Only through visual observation of the objects of the surrounding reality, one can derive logical, correct judgments and acquire solid theoretical knowledge. The importance of this principle cannot be underestimated. Its effectiveness in teaching was proved by outstanding teachers of the past, such as Ya.A. Comenius, Diesterweg, K.D. Ushinsky and others.

4) The principle of consciousness and activity, based on the conscious inclusion of children in creative activities, their independent search for expressive means, the use of non-traditional image techniques, the desire for creative self-expression in productive activities. This principle involves the use of such methods and techniques as explanation, explanation, conversation, observation, demonstration of non-traditional image techniques, expressive possibilities of visual material.

The target component of the model defines all other elements of the model. The degree of achievement of the set goals is determined in the performance-evaluative component. The well-known didactic principles were chosen as the basis for selecting the content and developing the model: gradation, accessibility, continuity, consistency and scientific character.

The content block contains a description of classroom and extracurricular activities, including theoretical and practical development of the natural science, scientific and technical activities of primary school students in the system of additional education.

The content component of the model is presented in the form of a program for the formation of STEM knowledge in the system of additional education (Table. 5).

Table 5

Content of the “Early STEM integration” program
№	Theme of the lesson	Theory and practice	Tasks	Methods
1	Lego Duplo	5	to form the ability to design from the details of the designer; form the basis of universal logical actions	Demonstration, story, conversation, examination of objects, game task, game educational situation.
2	Lego Mindstorm	5	to form the ability to design from the details of the designer; to form the basis of universal logical actions; expand your understanding of the environment	Introduction, story, conversation, examination of objects, game task, game educational situation.
3	Robotics	6	to provide basic knowledge about robots and robotics.	Explanation, story, conversation, examination of objects, game task, game educational situation.
4	Laser cutting	5	to introduce the method of laser cutting; form the basis of universal logical actions	Introduction, demonstration, story, conversation, examination of objects, game task, game educational situation.
5	Vynil cutting	5	to introduce the method of vinyl cutting; form the basis of universal logical actions	Introduction, demonstration, story, conversation, examination of objects, practical task
6	3D printing	5	to introduce the method of laser cutting; form the basis of universal logical actions	Demonstration, story, conversation, examination of objects, practical task.
7	Basic circuitry	5	to introduce basic electronic circuits; form the basis of universal logical actions	Explanation, demonstration, story, conversation, examination of objects, practical task
8	Soldering	5	to familiarize with soldering technology; form the basis of universal logical actions	Story, conversation, examination of objects, game task, practical task.
9	I create the world	6	to increase the amount of attention; develop the foundations of creative imagination: unusualness, originality, novelty	Demonstration, story, conversation, examination of objects, game task, game educational situation.
10	I am inverntor	5	to develop stability, concentration, switchability and distribution of attention.	Conversation, observation, examination of objects, game task, game educational situation.
11	I am researcher	5	to cultivate a value attitude towards one's own work, the work of other people and its results	Conversation, observation, story, conversation, examination of objects, game task, game educational situation.
12	I am an engineer	5	to educate the motivation for success and achievements based on technical design and robotics	Conversation, observation, examination of objects, game task, game educational situation.
13	I am innovator	5	to cultivate the ability to take initiative, goodwill in relationships, curiosity.	Story, conversation, examination of objects, game task, game educational situation.
14	I am a scientist		to instill an interest in technical design and robotics; support a special creative mood of the child; to awaken in children the need for creative independence, to instill a taste for the search and implementation of their own design ideas.	Presentation, story, conversation, examination of objects, game task, game educational situation.
	Total	72

The procedural-activity component is the types of scientific and technical activities of students that prevail at each stage of the model implementation, implemented in the form of methods and forms of organizing training. This component is based on the peculiarities of the educational process and scientific and technical activities of students, is implemented in the study of the content of a complex of educational subjects, relies on the psychological and pedagogical foundations of development, age and personal psychological characteristics of students.

The organizational and managerial component is necessary to solve the complex managerial task of introducing new subjects into the existing system of training courses implemented in each educational institution.

It should be noted that when using this model for the formation of STEM skills, the methodological direction of the teacher should take into account the systemic and activity approaches. A complex of various methods is used to form STEM skills in primary schoolchildren in extracurricular activities under the Early STEM integration program. The model presents a list of them according to the degree of productivity:

1. Heuristic methods. These include the method of getting used to; semantic vision method; the method of symbolic vision; figurative vision method; inventing method; agglutination method; brainstorming method; synectics method; morphological box method; inversion method.

2. Explanatory and illustrative methods. Explanatory and illustrative methods mean a story, a show, an explanation, a briefing, a report, a conversation.

3. Practical - the study of the surrounding reality (observation, experiment, exercises.)

4. Problem methods. Problematic methods include problem situation, game, generalization, persuasion, etc.

5. Partial search methods. Among them are dispute, observation, independent work, laboratory work, competition, etc.

The implementation of the organizational and managerial component required the use of pedagogical forms of interaction between teachers of four disciplines - science, technology, engineering and mathematics - seminars, open classes, familiarization with methodological ideas.

All of the above components of the model for the formation of scientific and technical skills should lead to the following result - an increase in the level of formation of skills in the field of STEM among younger students. This result is an element of the performance evaluation component of the model. In addition to the result, the assessment and effectiveness component includes criteria, indicators, and diagnostics of the formation of STEM skills of primary school students. The performance-evaluative component reflects the requirements for the quality of student training, defined by the SCES and regulatory documents. This component is implemented in the form of various forms of control and assessment of students' knowledge, as well as the degree of formation of their practical skills. To implement this component of the methodological system, we have developed control tasks, pedagogical supervision

The model we developed for the formation of STEM knowledge among primary school students in the system of additional education includes a specially created pedagogically organized environment that is attractive and valuable for students, turning learning into a way of life aimed at developing their scientific and technical knowledge. The study of natural science disciplines is a means of helping schoolchildren to master that part of human culture, which largely determines the face of modern civilization. The created program of additional education in the natural sciences and its successful implementation allows at this stage of development of the institution (Lego Education, Nur-sultan) to act in the light of the latest trends in education.

At the control stage of the pedagogical experiment, the students of both groups were offered to perform a task similar to the ascertaining experiment - constructing a robot from "Mindstorm" constructors. Based on the results of the observation, it became clear that there are no students with an initial level of knowledge formation in the field under study. However, for students in the control group, without the teacher's reminders of deadlines and without assistance in assembly, the robots would not have been constructed. When working with the instructions, the students needed explanations from the teacher. In the presentation of the work, the students noted only the merits of their work, they are not able to argue the answers.

Table 6

Quantitative indicators of pedagogical observation in the control stage
	Initial level	Entry level	Productive level	Creative level
Experimental group	0- (%)	6 -(10.9%)	15 - (27.2%)	36 - (65.4%)
Control group	0 - (%)	26 - (47.2%)	18 - (32.7%)	11 - (20%)

The students of the experimental group after the introduction of the program showed a confident mastery of the groups of scientific and technical skills. The students successfully organized the workspace. We collected all the necessary parts, fasteners and other accessories and distributed them to certain areas of the table. During work, they checked the clock or asked the teacher about the remaining time. However, the search group of natural science knowledge among students needs further development. It was problematic for students to draw up a project passport without the help of a teacher. The formulation of the research problem was especially difficult. At the same time, it became obvious that out of all the criteria for the level of development of the natural-scientific potential of a junior schoolchild, enthusiasm is the most developed (more than 70% and 54% of pupils in the EG and CG, respectively, showed an average or high interest in scientific and technical activities). The least developed indicators were according to the following criteria (low level): Quality − 67% and 30% and correctness of tasks − 61% and 24%. For the most part, pupils complete the work on time, achieve the goal or strive to achieve it. The results of the pedagogical observation carried out are presented in Table 6.

After analyzing the quantitative results of pedagogical observation in the experimental group, we can conclude that after the emerging experiment, the level of technical skills among students has increased significantly. There were no students with the initial level in any group.

Quantitative indicators of the groups after the formative experiment: EG − 6 people (10.9%) are at the initial level. The productive level was 15 students (27.2%). At the creative level in the control experiment − 34 students (61.8%). Indicators in the CG - most of the students are at the primary level − 26 people (47.2%). The productive level was 18 students (32.7%). At the creative level in the control experiment − 11 students (20%). (Table 6)

Most of the children in the control group were creative in the course of building the robot, although the robot model was not new. In their models, they used enough details. However, 34 people in the experimental group reached a high level, their robots were original and of practical importance: they were elephant robots, crane robots, and assistant robots.

The biggest challenge for both groups was event planning and passport processing. When discussing the advantages and disadvantages of the work done, the students of the control group remained silent, unable to substantiate their opinion. The students of the experimental group focused on the stages of work. It was noticed that they had to solve technical problems several times. He often asked the teacher for advice.

Let's move on to the consideration of the results of the second task to identify the level of formation of scientific and technical skills of younger schoolchildren after a complex of events for the formation of natural science knowledge. This diagnostics showed that 7 people (12.7%) have a low level of formation in the EG, 15 people (27.2%) in the CG, 12 people (21.8%) have a partially formed level, and 24 people in the CG (43.6%). (Table 7,8)

Diagram 1. The level of formation of STEM - knowledge among younger students.

Table 7

The average value of the level of knowledge formation in the field of STEM in the experimental group in the control stage.
Level	Number of attendants	Percent	X average
Low	7	12,7%	0,38
Medium	12	21,8%	1,09
High	36	65,4%	3,27
Х average of group			5,55

Table 8

The average value of the level of knowledge formation in the field of STEM in the control group.
Level	Number of attendants	Percent	X average
Low	15	27,2%	0,81
Medium	24	43,6%	1,74
High	16	29%	0,54
Х average of group			3,09

In the experimental group, 36 students (64.5%) identified a high level of formation of scientific and technical knowledge. In the control group, 16 students (29%) are at a high level. These students note their ability to effectively perform most scientific and technical actions in the natural science direction, including seeing a problem, giving definitions, and making inferences. On the face it is seen the progressive change in the level of development of the STEM potential of the younger student.

Supplementing above mentioned indicators with the results of statistical processing obtained during the diagnostics of the components of the scientific and technical potential of a younger student, it can be said with confidence that the use of a scientific and methodological complex, including the Early STEM integration program, contributes to the development of STEM knowledge of a younger student.

Based on the data obtained, positive changes can be noted after the formative experiment, the number of respondents with a low level of formation of scientific and creative activity in the experimental group, where students studied according to a specially designed program for the development of STEM education, decreased, and the high level of each criterion of scientific and creative activity increased.

Observation and analysis of children's participation in group work showed that they are interested in generating new ideas and analyzing them. The favorable psychological climate and friendly atmosphere created by us aroused students' interest in the lesson. The lesson contributed to the development of skills to generate and boldly express one's thoughts, to activate the imagination.

The intellectual activity and results of the students of the experimental group are significantly higher than those of other students. The students of the experimental group quickly receive information in any form the first time. In some cases, they can show their own approach to solving various problems. The need, interest, inclination for scientific activity, a transformative approach to the studied subjects, subjects, phenomena, preparation for transformative activity among younger students; active assimilation of new knowledge, as well as the manifestation of cognitive processes.

The Kazakh education system has undergone many reforms since the acquisition of the country's sovereignty, and still remains undefined. Today there is a great need to conduct high-quality research, promote STEM-oriented research projects, develop educational programs and curricula. This will primarily help inform teaching and learning in the classroom and enrich the out-of-school experience for students.

- Availability of supporting data

The data sets supporting the results of this article are included within the article
- Competing interests

Authors declare that they have no competing financial interest or personal relationships that could have appeared to influence to the work reported in this paper.

- Funding

The work was supported by Karaganda Buketov University

- Authors' contributions

Elvira Serikovna Ibrayeva and Bayan Kyrykbayevna Shaushekova conceived of the presented idea. Ibrayeva E.S. developed the theory and performed the computations, analysed the data. Shaushekova B.K. helped to supervise the project. All authors discussed the results and contributed to the final manuscript.

- Acknowledgements

Not applicable

STEM – science, technology, engineering and mathematics

EG – experimental group

CG – control group

SCES - State Compulsory Educational Standard

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Raising awareness for the lack of interest in STEM of primary school learners in Kazakhstan: experiences and perspectives

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