Journal of Technology and Information Education 2016, 8(2):161-168 | DOI: 10.5507/jtie.2016.023

STEAM - PHYSICAL AND LITERARY COMPOSITION

J. KALOVÁ, V. F. OCHKOV, A. V. SOKOLOV, JU .V. CHUDOVA
Jihočeská univerzita v Č. Budějovicích, Česká republika
MEI, Moskva, Rusko
Lyceum MEI, Moskva, Rusko
Lyceum MEI, Moskva, Rusko

Growing social demands on quality teaching in technical and natural science fields are accompanied with increased emphasis on reforms of education in those subjects. Simultaneously, the interest in improvement of attractiveness of teaching for students is increasing. Modern trends in teaching, labeled e.g. with known abbreviations STEM, STEAM, or STREAM, are dealt with by educational experts, teachers and some particular institutions as well. A connection of several fields in adequate expertise, difficulty and creativity puts new demands on teachers. In the presented paper, we will discuss the possibility and usefulness of united teaching of informatics, mathematics, physics and literature within one subject with a provisional title The physical-mathematical informatics.

Keywords: STEAM, optics, mathematics, educational software, literature.

Received: April 30, 2016; Accepted: July 25, 2016; Prepublished online: July 29, 2016; Published: October 27, 2016  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
KALOVÁ, J., OCHKOV, V.F., SOKOLOV, A.V., & CHUDOVA, J.V. (2016). STEAM - PHYSICAL AND LITERARY COMPOSITION. Journal of Technology and Information Education, 8(2), 161-168. doi: 10.5507/jtie.2016.023
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Čáp, J., & Mareš, J. (2007). Psychologie pro učitele. Praha Portál.
    2. Čapek K. (2007). Povídky z druhé kapsy. Fragment. Důvody nezájmu žáků o přírodovědné a technické obory (2008). Výzkumná zpráva MŠMT. Dostupné z: http://www.generacey.cz/uploads/akce_a_aktuality/pardubicky_kraj/Duvody_nezajmu_zaku.pdf
    3. Education for innovation: the role of arts and STEM education (2011). The OECD/France Workshop. Dostupné z: https://www.oecd.org/edu/ceri/oecdfranceworkshop-educationforinnovationtheroleofartsandstemeducation.htm
    4. Hartl, P., & Hartlová, H. (2010). Velký psychologický slovník. Praha Portál.
    5. Hayes, N. Aplikovaná psychologie (2003). Praha Portál. Homola, M. (1977). Motivace lidského chování. 2. vyd. Praha SPN.
    6. Hrabal V., Man F., & Pavelková I. (1989). Psychologické otázky motivace ve škole. Praha: SPN.
    7. Kalová, J. (2013). Samostatné studentské práce jako prostředek pro zvýšení zájmu o technické a přírodovědné obory. JTIE Vol. 5/2. Olomouc. Go to original source...
    8. Kalová, J. (2014). Aplikační úlohy ve výuce matematiky na SŠ? Sborník z konference, MITAV, Brno.
    9. Leong Yu, Kiang (2012). Mathematics K12: Crisis in Education. Interview with Wu Hung-Hsi. Mathematical Medley, Vol. 38, No.1. Dostupné z WWW: https://math.berkeley.edu/~wu/Interview-MM.pdf
    10. Lokšová, I. & Lokša, J. (1999). Pozornost, motivace, relaxace a tvořivost dětí ve škole. Praha Portál.
    11. Maslow, A. H. (1954). Motivation and personality. New York: Harper and Row. Go to original source...
    12. Murray, H. A. (1938). Explorations in personality. Oxford, England: Oxford Univ.
    13. Nakonečný, M. (2009). Sociální psychologie. Praha Academia. ISBN 978-80-200-1679-9.
    14. Ochkov V.F. (2015). Programmnoje uravnenije ili FMI. Cloud of Science 2/3, 473-515. Dostupné z WWW: http://twt.mpei.ac.ru/ochkov/PMI.pdf Go to original source...
    15. Ochkov V.F., Kalová J., Sokolov A.V., & Chudova J. (2016). Literaturno-fiziceskaja kompozicija "Istorii o zerkale i lize". Otkrytoje obrazovanije.
    16. Pavelková, I., Hrabal, K., & Hrabal, V. (2010). Mezinárodní srovnání motivačních zdrojů učební činnosti žáků. Pedagogika, roč. 60, č.3-4, s. 292-302.
    17. Rendl, M., & Štech S. (2012). Should Learning (Mathematics) at School Aim Knowledge or at Competences?, Orbis Scholae, 6 (2), 23-29. Go to original source...
    18. Robelen, E. W. (2011). STEAM: Experts Make Case for Adding Arts to STEM. Dostupné z: http://www.edweek.org/ew/articles/2011/12/01/13steam_ep.h31.html
    19. Root-Bernstein, R. & Root-Bernstein, M. (2011). Turning STEM into STREAM: Writing as an Essential Component of Science Education. Dostupné z: http://www.nwp.org/cs/public/print/resource/3522 Schneider-Gilot, M. (2006).
    20. Quand le courant pédagogique << des compétences >> empêche une structuration des enseignements autour de l'étude et de la classification de questions parente. Dostupné z: https://rfp.revues.org/136
    21. Stokke A. (2015). What to do about Canada's declining math score. C.D.Howe institute, Commentary No. 427. Go to original source...
    22. Štech S. (2013). Když je kurikulární reforma evidence-less. Pedagogická orientace, roč. 23, č.5, s. 615-633. Vondrová N. et. al. (2016). Kritická místa matematiky základní školy. Karolinum. Go to original source...
    23. Wu, H. (2006). How mathematicians can contribute to K-12 mathematics education. Proceedings of International Congress of Mathematicians, Madrid. Vol. III, European Mathematical Society, Zürich, 1676-1688.
    24. Wyckoff, S. (2001). Changing the culture of undergraduate science teaching. Dostupné z: http://www.nsta.org/publications/news/story.aspx?id=41157
    25. Young, M. (2007). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. London and New York: Routledge. Go to original source...

    Return to the content