Development of interest in STEM education among primary school children in the system of supplementary education

Introduction. Education in science, technology, engineering and mathematics plays a significant role in achieving the sustainable development goals, i.e. “a better and more sustainable future for all” (UN). By bringing together science, technology, engineering and mathematics, STEM education helps us to address the challenges faced by the world today. The aim of the study is to test the efficiency of a model for developing interest in STEM education among primary school children in the system of supplementary education. Materials and methods. The experimental research was carried out on the basis of Lego Education Centre (Kazakhstan, Astana). A total of 110 children aged 6 to 9 participated in the experiment (their number was equally divided between experimental and control group). The subject of the researchers’ assessment was the level of primary school pupils’ research skills, abilities, acquaintance with the basic non-standard, practical intellectual problems and the pupils’ readiness to solve them. The involved mathematical statistics method was Pearson’s chi-squared test. Results. The proposed model for the development of research skills in primary school children involves creation of a specially organised environment that is attractive and valuable for pupils and that transforms learning into a life activity aimed at the development of scientific and technical knowledge. Following the analysis of the qualitative and quantitative results of pedagogical observation over the experimental group, it can be concluded that the learners’ research skills (χ2 = 8.733; p=0.013) and awareness level (χ2 = 6.545; p=0.038) increased significantly after the educational experiment. Conclusion. The STEM approach provides primary school pupils with an opportunity to study the world in its integrity, to delve into the logic of surrounding phenomena, to discover and understand their interconnection, to discover many new and interesting things. A child, when introduced to something new, develops curiosity and cognitive activity, further followed by the need to set tasks independently, choose the ways of their solution and assess the results objectively. This contributes to the development of the engineering style of thinking; ensures a new, higher level of child’s development, which supposes better opportunities in the future, when choosing a profession.