@article {1691, title = {LEARNING SKILLS ACQUIRED AT SCHOOL FOR STEM STUDIES AT THE UNIVERSITY}, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Original article}, chapter = {742-757}, abstract = {In order to acquire science, it is necessary to perform hands-on activities, make experiments and scientific inquiry with the obtained data, to be able to evaluate critically and understand the scientific concepts, as well as to collaborate and communicate. STEM learning promotes inquiring minds, logical reasoning, and communication and collaboration skills. Studying science at the university, students need both hard {\textendash} cognitive and subject specific skills and soft {\textendash} interpersonal and intrapersonal skills. The aim of the study was to clarify the appropriateness/usefulness of the learning skills acquired at school for STEM studies at the university. The study consisted of two parts: a systematic review of Web of Science and SCOPUS databases and surveys of 242 first-year science students of the University of Latvia about the learning skills acquired at school performed in 2018{\textendash}2020. The qualitative data processing program AQUAD was used for processing data obtained from students{\textquoteright} survey. Data coding was performed according to the code system developed specifically for this purpose. The qualitative data was transferred into a quantitative format, based on relations between students{\textquoteright} statements, and linkages among codes were created. The study allowed concluding that cognitive, interpersonal and intrapersonal skills acquired at school are intrinsic learning skills during the first study year in higher education. There are no principal differences in the evaluation of hard and soft skills in the systematic review and students{\textquoteright} responses that proves the appropriateness/usefulness of the 21st-century learning skills acquired at school for science studies at the university. }, keywords = {first-year university students, learning skills, STEM education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.742}, url = {https://oaji.net/articles/2023/457-1702995781.pdf}, author = {Rita Birzina and Dagnija Cedere and Sandra Kalnina} } @article {1535, title = {PROSPECTIVE PRE-SCHOOL TEACHERS{\textquoteright} VIEWS ON STEM LEARNING IN GRADE 9: THE PRINCIPLE OF CONTINUITY IN EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Original article}, chapter = {69-81}, abstract = {The life quality of society and the stability of national economy is largely connected with science, technology, engineering, and mathematics (STEM). The complex character of STEM education demands informed teaching/learning strategies in order to make the 21st century youth interested in learning. The aim of the research was to find out the views of prospective pre-school teachers on Grade 9 students{\textquoteright} STEM learning, thus addressing the topical principle of continuity in education. A survey of 261 prospective pre-school teachers of the University of Latvia was performed. The obtained results show that in general the prospective pre-school teachers have some notion about the level of teaching/learning requirements in Grade 9 of the basic school, the integration of STEM and teaching/learning strategies. They acknowledge cognitive interest, inquiry-based learning and the importance of STEM knowledge and skills in the national development as significant, but little value is given to the exploration of nature in out-of-school time and to the importance of mathematical skills. More experienced respondents assess STEM learning higher. The given research raises the issue of the principle of continuity in education and gives a possibility to understand better the needs of prospective teachers in order to improve teacher education programs at the University. }, keywords = {cognitive interest, continuity of education, prospective pre-school teachers, STEM learning}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.69}, url = {https://oaji.net/articles/2022/457-1645650665.pdf}, author = {Dagnija Cedere and Inese Jurgena and Rita Birzina and Sandra Kalnina} } @article {1328, title = {PERCEPTIONS OF TODAY{\textquoteright}S YOUNG GENERATION ABOUT MEANINGFUL LEARNING OF STEM}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {920-932}, abstract = {The necessity of STEM knowledge is being more widely acknowledged as the priority in the development of education; however, students lack sufficient knowledge and interest in the acquisition of STEM subjects. Therefore, more attention should be paid to the teaching and learning methods that would correspond to the contemporary young generation and that would facilitate meaningful learning of modern students. Performing the survey of 256 students in Grades 10 {\textendash} 12 of Latvia, students{\textquoteright} perceptions on how they understand and interpret their STEM learning and methods used by teachers have been explored. The questionnaire in the QuestionPro e-environment was designed according to the criteria describing meaningful learning considering the peculiarities of the young generation. Respondents{\textquoteright} answers were analyzed with the help of the SPSS program, using the methods of non-parametric statistics. Many representatives of the young generation tend to avoid difficulties which confirms a typical feature of this generation {\textendash} to achieve an immediate result easily and quickly. These students also have a weaker understanding about the importance of STEM that testifies the lack of the learning motivation. The majority of students consider that it is necessary to acquire STEM only at school, failing to connect it with the everyday life. The study describes the national context, yet the presented trends could be significant also on the international level for understanding meaningful learning of STEM.}, keywords = {meaningful learning, STEM education, teaching/learning methods, today{\textquoteright}s new generation}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.920}, url = {http://oaji.net/articles/2020/457-1607329642.pdf}, author = {Dagnija Cedere and Rita Birzina and Tamara Pigozne and Elena Vasilevskaya} }