STEM approach in teaching organic and biochemistry in upper secondary school of the NUS as a means of integrating theory and practical research

Abstract

Abstract: The purpose of the study is the theoretical substantiation and methodological development of a model for implementing the STEM approach in teaching organic chemistry and biochemistry in upper secondary school of the New Ukrainian School as an innovative means of integrating theoretical knowledge with practical research competencies. To achieve the goal, a complex of methodological approaches was used. System analysis was applied to study the pedagogical conditions for implementing STEM education. The modeling method was used to develop original STEM cases with integrated content. The taxonomic approach was implemented through the analysis of cognitive activity levels according to Bloom's taxonomy. Comparative analysis of scientific sources allowed identifying gaps in existing methodologies and substantiating the need for a specialized approach specifically to the teaching of organic chemistry and biochemistry. The study resulted in the development of an integrated model for implementing the STEM approach in teaching organic chemistry and biochemistry. The first component of the model is a system of original STEM cases, including “Smart Pesticide Test” and “Personalized Diet,” which implement the engineering component through project-based activities. The second structural element includes a criteria-based system for assessing the formation of research skills, covering five key parameters: originality of the idea, scientific substantiation, adequacy of technologies, achievement of the goal, and quality of the implementation process. The final component of the model is a set of pedagogical conditions for effective implementation, particularly the formation of design thinking based on Design Thinking and the transformation of the assessment system. The study proved the effectiveness of the proposed STEM approach for transforming the teaching of organic chemistry and biochemistry. The implementation of the model ensures the transition from isolated knowledge to an integrated system capable of serving as a basis for innovative solutions. Prospects for further research include the development of detailed methodological materials, diagnostics of the effectiveness of the proposed model, and adaptation of the approach to different educational environments.