STEM-ORIENTED TEACHING OF COMPUTER ARCHITECTURE IN DEVELOPING ENGINEERING THINKING OF FUTURE COMPUTER SCIENCE TEACHERS
DOI:
https://doi.org/10.31110/fmo2025.v40i4-09Keywords:
STEM education, engineering thinking, computer architecture, Proteus, digital modeling, technical creativity, training computer science teachersAbstract
Formulation of the problem. The article substantiates the pedagogical feasibility of using the Proteus simulation environment in the process of STEM-oriented teaching of the "Computer Architecture" course with the aim of developing students' engineering thinking. The relevance of the study is determined by the need to train specialists capable of designing and analyzing digital devices, making technically sound decisions, and integrating knowledge from computer science, physics, mathematics, and electronics. Within the framework of the study, a pedagogical experiment was conducted with students who worked in different digital environments.
Materials and methods. Research methods include: analysis of literature on STEM education, comparative analysis of the functionality of Proteus and Multisim environments, pedagogical experiment, and quantitative methods of analyzing the results. The experiment involved students of a pedagogical university studying hardware-oriented disciplines. Quantitative and qualitative analysis of the data made it possible to assess the level of content mastery, the dynamics of digital modeling skills development, the depth of reflection, and the manifestations of engineering thinking.
Results. The results indicate that different simulation environments provide the acquisition of the basic content of the course; however, it is the Proteus environment that more actively stimulates technical creativity, flexibility in building models, and the ability to analyze and optimize circuits. Students working in Proteus demonstrated more diverse approaches to task completion, showed initiative in improving design solutions, and provided well-founded justifications for their choice of tools.
Conclusions. The conclusion is made about the advisability of using Proteus in courses aimed at developing engineering thinking within the STEM paradigm. Methodological recommendations are offered for the optimal use of both environments depending on the didactic purpose. The obtained results have practical significance for the development of hardware-oriented academic courses, updating teaching methods, and implementing an interdisciplinary approach in the technical training of future computer science teachers.
Downloads
References
Stryzhak, O., Slipukhina, І., Polikhun, N., & Chernetckiy, I. (2017). STEM-osvita: osnovni definitsii [STEM-Education: Main Definitions]. Information Technologies and Learning Tools, 62(6), 16–33. https://doi.org/10.33407/itlt.v62i6.1753
English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3. https://doi.org/10.1186/s40594-015-0027-7
Qin, J. R., & Fu, G. S. (2017). STEM education: Interdisciplinary education based on real problem scenarios. China Educational Technology, (4), 67–74.
Semenikhina, O. V., Drushlyak, M. G., & Shishenko, I. V. (2022). STEM project as a means of learning modeling for pre-service mathematics and computer science teachers. Information Technologies and Learning Tools, 90(4), 46–56. https://doi.org/10.33407/itlt.v90i4.4946
Semenikhina, O., Drushlyak, M., Yurchenko, A., Udovychenko, O., & Budyanskiy, D. (2020). The use of virtual physics laboratories in professional training: The analysis of the academic achievements dynamics. In ICTERI 2020: 16th International Conference on ICT in Education, Research and Industrial Applications, 2740, 423–429.
Yata, C., Ohtani, T., & Isobe, M. (2020). Conceptual framework of STEM based on Japanese subject principles. International Journal of STEM Education, 7. https://doi.org/10.1186/s40594-020-00205-8
Zhou, C., & Li, Y. (2021). The focus and trend of STEM education research in China – visual analysis based on CiteSpace. Open Journal of Social Sciences, 9, 168–180. https://doi.org/10.4236/jss.2021.97011
Balyk, N., & Shmyger, G. (2017). Pidkhody ta osoblyvosti suchasnoi STEM-osvity [Approaches and Peculiarities of Modern STEM Education]. Fizyko-matematychna osvita – Physical and Mathematical Education, 2(12), 26–30.
Botuzova, Yu. (2018). Dynamichni modeli geogebra na urokakh matematyky yak osnova STEM-pidkhodu [Geogebra Dynamic Models at the Mathematics Lessons as a STEM-Approach]. Fizyko-matematychna osvita – Physical and Mathematical Education, 3(17), 31–35. https://doi.org/10.31110/2413-1571-2018-017-3-005
Martinyuk, O. O. (2018). STEM-tekhnolohii yak zasib formuvannia informatsiino-tsyfrovoi kompetentnosti vchyteliv ta uchniv [STEM-technologies as a means of forming information and digital competence of teachers and students]. Zbirnyk naukovykh prats Kamianets-Podilskoho natsionalnoho universytetu im. I. Ohiienka. Seriia: Pedahohichna, 24, 18–22.
Downloads
Published
Issue
Section
Categories
How to Cite
License
Copyright (c) 2025 Володимир Шамоня, Максим Сорока, Олена Семеніхіна
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0)that allows others freely to use (read, copy and print) submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
