STEM technology-based model helps create an educational environment for developing students' technical and creative thinking
Aleksey A. Oschepkov 1 * , Alexey V. Kidinov 2 , Nigina S. Babieva 3 , Alexander S. Vrublevskiy 4 , Eleonora V. Egorova 5 , Sergei P. Zhdanov 6 7
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1 Department of Humanities, Dimitrovgrad Engineering-Technological Institute, Dimitrovgrad, RUSSIA2 Department of Psychology and Human Capital Development, Financial University under the Government of the Russian Federation, Moscow, RUSSIA3 Department of Pedagogy and Medical Psychology, I. M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, RUSSIA4 Department of Advertising, Public Relations, and Design, Plekhanov Russian University of Economics, Moscow, RUSSIA5 Department of the English Language for Professional Activities, Ulyanovsk State University, Ulyanovsk, RUSSIA6 Department of Customs Law and Organization of Customs Affairs, Russian University of Transport, Moscow, RUSSIA7 Department of Constitutional and Municipal Law, Moscow Region State University, Moscow, RUSSIA* Corresponding Author


For successful technology adaptation today, individuals need not so much acquired experience and knowledge as certain personality traits in the form of skills, competencies, and abilities for collaborative problem solving, as well as achievement motivation and self-development. The purpose of this study was to develop and test a model for the formation of personality traits associated with the development of technical and creative thinking. The study was conducted using the modeling method and a psychodiagnostic approach based on the characteristics of creative thinking. An experimental study was conducted with a sample of 120 students from Plekhanov Russian College of Economics. The age range of the respondents was from 19 to 21 years. The results showed 1) the characteristics and dynamics of students' value systems and creative thinking, 2) a developed program for the development of intrinsic motivation, 3) a model for designing a pedagogical environment for students' engineering and creative thinking in education STEM; 4) testing the developed programs and models. The results also showed that there is a statistically significant relationship between the development of students' intrinsic motivation and the reorientation from normative-limited to creative-free thinking. Considering the results of this study, it was concluded that the model developed by the authors helped to shape and develop students' engineering and creative thinking. Implications for further research and teaching are drawn.


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Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 5, May 2022, Article No: em2110

Publication date: 21 Apr 2022

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