International Journal on Integrated Education e-ISSN : 2620 - 3502

p-ISSN : 2615 - 3785

https://journals.researchparks.org/index.php/IJIE

STEAM Approach to Technology Education

Bakhritdinova Dilobar Zaynitdinovna

Shahrisabz State Pedagogical Institute
primary education department, senior teacher

Abstract: V state description of methods and methods of training technologies and methods of
teaching of various subjects in public schools, transition to innovative educational process and
teaching of aesthetic sciences with consideration of the need for intensive language, IKT and
new methods of training, and STEAM-pedagogical basics, the method of formation of necessary
basic knowledge for the acquisition of new professional competence
Keywords: STEAM, training technologies, public schools, innovative educational
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INTRODUCTION
The "State Education Standards" of general secondary education compiled on the basis of
the Law "On Education" and the "National Curriculum" are the main means of organization and
development of general secondary education in our Republic. determined the directions.
Undoubtedly, these works have become a great reality in the life of public education of our
republic. After all, its preparation aims to develop the intelligence and potential of the young
generation studying in our republic, to form a well-rounded free person who understands his
responsibility to society, family and the state.
According to the Decree of the President of the Republic of Uzbekistan dated April 29,
2019 "On approval of the concept of development of the public education system of the Republic
of Uzbekistan until 2030" No. PF-5712, the innovative educational process Taking into account
the need for modern personnel, issues such as learning intensive language, ICT and new methods
of teaching, forming the necessary knowledge base for mastering the basics of STEAM
pedagogy and new professional competencies were taken as a task.
Therefore, it is permissible to think carefully about the new content and organizational
aspects of education, which must be based on the ideology of national revival. The principle of
promoting knowledge and talent emphasized in the law requires the preparation and
implementation of programs to identify and bring out the knowledge and abilities of children. It
can be seen that now secondary education is carried out in public general and special schools for
gifted children.
Based on these documents, we hope that teaching the science of technology and its
teaching methods in the primary class will help the young people who are the owners of the
future to become free and pure people in the spirit of the national independence ideology and
high spirituality.
Technology teaching methodology is a pedagogical science that reveals the content and
methods of comprehensive education of children. It is based on pedagogic research and uses its

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International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

methods, taking into account the content and characteristics of teaching its subject. By teaching
students to work, the teacher not only equips them with the knowledge, training and skills
necessary for continuing education and practical activities, but also forms their worldview, will,
character, develops their intellectual abilities. develops. Accordingly, he develops forms and
methods of teaching technology.
The teaching process consists of interrelated parts: the content of the subject, the activities
of the teacher and students, that is, the subject itself, its teaching and learning, that is,
knowledge, o 'includes training and skill acquisition. According to this, among the tasks of
technology and its teaching methodology is to define the content of technology science as an
educational subject, to research the methods and methods of teaching, and to develop the
necessary educational equipment. The methodology of teaching technology is not limited to the
description and explanation of the teaching process, but also develops rules, based on which the
teacher can successfully teach children in this subject.
The methodology of teaching technology includes all the teaching processes, from the
preparation of the teacher to the results of mastering the learning material, including taking into
account classroom, home, extracurricular activities. Based on a comprehensive study of the
teaching practice and then creatively summarizing the results, certain laws of teaching are
determined and measures to further improve it are developed. For example, on the basis of the
principle of direct acceptance of the things being studied (working with paper and cardboard)
(which ensures the formation of a correct image), concrete activities are developed for the
application of subject teaching.
The range of issues studied and developed by the methodology of teaching technology
science includes:
- the educational and educational importance of technological education as a subject of
study, its place in the educational system;
- the content of the educational material and its distribution system;
- teaching methods and student organization forms;
- taking into account the educational material, the learning process of students and the
results of education;
- use of equipment and educational tools;
- extracurricular activities, material basis of teaching.
The teaching methodology of technological science allows to study labor activity in
connection and development. As a pedagogical science, technological education is connected
with method-didactics. The requirements for the selection of educational material and its
distribution by classes are explained by didactics, they are used in solving specific
methodological issues, in choosing teaching methods, as well as organizing the educational
activities of students in various forms and forms. is also a leader in doing. Methodical methods
can be chosen correctly only taking into account the psychology, age and developmental
characteristics of each student.
STEAM is very interesting and dynamic for children, which prevents them from getting
bored. They don't notice time passing, but they don't get tired either. His interest in building
rockets, cars, bridges, skyscrapers, electronic games, factories, logistics networks, submarines,
science and technology is increasing.
STEAM education consists of six stages: question (task), discussions, design, construction,
testing and improvement. These steps are the basis of a systematic project approach. In turn,
cooperation or joint use of various opportunities is the basis of creativity. Thus, at the same time,
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the use of science and technology in children can create new innovations.
QUESTION (task) - The most important thing is to form and ask questions correctly. They
should have a logical interrelationship, should reveal the essence of the studied question, should
help to master knowledge in the system. The content and form of the questions should
correspond to the level of development of the learners.
Remember: easy questions do not encourage active learning, while seriousness encourages
learning.
Types of questions that help to activate the interlocutor (opponent) and strengthen one's
position in a debate, discussion, conversation:
1. Hook-question - aimed at distracting the interlocutor (opponent) and throwing him off
his mental balance.
2. Counter question - is asked in order to destroy the opinion of the interlocutor
(opponent).
3. Compelling question - used to invite the interlocutor (opponent) to agree with his
opinion.
4. A clarifying question is asked when it is necessary to obtain additional information from
the interlocutor.
5. Open-ended question - questions that require a clear answer that does not have a "yes" or
"no" answer. "When?", "Where?", "How?", "Why?" questions like
6. Closed question - questions that have a "Yes" or "No" answer. Such questions strain the
interlocutor. He comes to the conclusion that "they are suspecting me of something."
DISCUSSIONS - a form of thinking that expresses whether or not a certain sign (property,
attitude) is characteristic of an object.
A discussion is a relatively complete thought, in which the knowledge of the object and its
specific sign is expressed. Students should state their opinions on the topic as true (true) if they
correspond to objective reality, and as false (false) if they do not. Discussion can be simple and
complex.
According to the quality and volume of normal discussion, it is divided into 4 types:
1) general affirmative discussion "all yes";
2) general negation "none";
3) partial confirmation "some presence";
4) partial negation is expressed by the formula "not some".
A complex argument consists of 2 or more simple arguments. The following main types of
discussions can be distinguished:
1) unifying. For example, a nation that has lost its language and culture is separated from
its identity;
2) subtractor. For example, plants are annuals or perennials;
3) conditional. For example, if a person strives for a goal, he will definitely achieve his
goal;
4) equivalence. For example, if this geometric figure is a triangle, then the sum of its
angles is 180.
As a form of thinking, discussion serves as a component of drawing conclusions.
DESIGN - (eng. design - project, drawing, picture) - a term representing the types of
design activities aimed at the formation of the aesthetic and functional qualities of the
environment of objects. Design appeared at the beginning of the 20th century as a special
activity in the 30s
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It was formed in Western Europe and the USA. From the second half of the 80s, the scope
of design expanded. Along with the artist's intuition, designers rely on scientific sciences (for
example, material science, color science, etc.), production process and conditions, sociology, etc.
must have knowledge.
CONSTRUCTION is one of the major areas of material production; construction and
reconstruction of buildings and structures for various purposes; the building (structure) under
construction along with the area used for conducting work; creative process in the broadest
sense. In the course of education, it is the completed and prepared model, products related to the
topic.
TEST - (English-try) - these are tasks aimed at performing an activity. According to the
learning objective, the tests can be as follows:
- educational tests (used for deeper explanation of new material);
- reinforcement tests (in order to strengthen the passed materials);
- control tests (for the purpose of current, intermediate, final control);
- developmental (intellectual) tests are used (in order to improve students' intellectual
abilities).
It is known that the creation and use of tests for each educational subject has its own
characteristics and the technology based on them. But every teacher should know that when
using tests, it is necessary to take into account the general age and individual characteristics of
children. Because students' capabilities and abilities, mental processes (memory, attention,
intuition, imagination, etc.) are not the same. In addition, the teacher chooses test types and
content taking into account the general and specific purpose of the lesson and adapts them to the
students' activities during the lesson. In this case, a differential approach to tests is necessary,
because they should be adapted to reproductive or productive activity.
It is not a bad thing for a primary school teacher to use as many tests as long as they are
properly designed and used appropriately, but each test should focus on the students' learning
and development as independent learning activities.
Summarizing scientific materials collected by world scientists (F. Freeman, L. Thurstone,
T. Ribault, Sh. Buhler, Stanford-Bine), compatriot psychologists (B. Kadirov, E. Oziyev,
Shoumarov, etc.) We found it necessary to pay attention to the following factors during the
research:
- the dependence of intelligence on age and personality characteristics;
- adaptation to the socio-economic status of the family;
- parents' educational level, social origin;
- to what extent the biologically determined qualities, qualities, characteristics of the
person play a role, etc.
References
1. Yoldoshev J.G. New pedagogical technology (directions, problems, solutions). -
"Primary Education", 1999, No. 6, pp. 2-5.
2. Sayidakhmedov N. Technology adaptability of teacher's activity. - "Public
education", 1999, No. 5, pp. 80-83.
3. Khakimjonov Kh. Center of advanced pedagogical technologies. - "Enlightenment",
1999, November 27.
4. H. Sanakulov "Work and its teaching methodology" T-2007
5. www.ziyonet.uz
6. www.arxiv.uz
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