Abstract:

Life problems and professional challenges generally cannot be solved solely from the perspective of one science; instead, they require a comprehensive approach that incorporates multiple scientific disciplines. In school practice, interdisciplinary connections, which are crucial for holistic learning and the acquisition of functional knowledge by students, are often underrepresented. As a result, the interdisciplinary approach to problem-solving remains a significant challenge. One way to address this issue is through the application of the STEM method (Science, Technology, Engineering, and Mathematics) in teaching. This method implies an interdisciplinary approach to content, enabling holistic learning that leads to functional knowledge. In practice, STEM-based content processing has proven effective in connecting knowledge and experiential knowledge gained through students’ independent practical work, with the activation of multiple senses which ensures the appropriate application of acquired knowledge. This paper was created as a result of a pilot study on the application of the active learning STEM method, which has been implemented in the education system for several years. The paper presents content processing through the STEM method in a workshop format as part of extracurricular activities in biology classes in elementary school. By conducting simple experiments, students are encouraged to collaborate, research, think critically, and link their knowledge of natural sciences with mathematics, technology, and engineering. This approach has resulted in the acquisition of many cross-disciplinary competencies and skills considered essential for the 21st century. Skills and knowledge acquired through work based on personal experience can be effectively applied by students in their further education and life. To determine the extent to which STEM workshops influence student interest and knowledge acquisition, a survey was conducted among elementary school students on their experiences and attitudes related to the use of the STEM method during extracurricular activities in biology, following the implementation of workshop content using the STEM method. The results showed that the application of the STEM method led to positive cognitive changes and the development of new skills among students. Students were encouraged to conduct experiments independently and were motivated to share their new knowledge with peers, leading to the general conclusion that this method should be more widely represented in school teaching practices.

Keywords:

STEM method, elementary school, extracurricular activities, biology.