TEACHING PRIORITIES IN TECHNOLOGY AND ENTREPRENEURSHIP EDUCATION
Keywords:
priorities in technology and entrepreneurship education, cognitivism, pragmatism, humanism, connectivism, STEAM, active learningAbstract
The education in technology and entrepreneurship is aimed at the formation of two k ey competencies:
technological and entrepreneurial, which makes its place in the general education preparation at the initial stage of
learning especially important. This also sets higher requirements for dynamic changes and priorities in line with the
pri orities in the European Education Policy, as well as the new STEM orientations in education.
This article discusses the main methodological concepts and guidelines for
determining pedagogic al priorities in
teaching and learning in technology and entrepreneurship. They are structured in several directions: constructivist,
pragmatic, humanistic, connectivist, STEAM priorities, as well as orientation towards active learning. The main
approaches and the resulting specific changes in approaches, methods and techniques of training are considered.
Cognitive priorities are aimed at acquiring more procedural knowledge and skills, accessibility of training in
teaching learning content on a practical basis and more. The pragmatic orientation is aimed at changes in the
development of generally applicable competencies and basic skills such as entrepreneurship, critical thinking and
creativity, as well as strengthening practical work and integration. Constructivist prioriti es are based on more
systematic support of students' "concepts" and perceptions of technology and entrepreneurship, as well as
strengthening collaborative learning and synergies in the learning community. Humanistic priorities are aimed at
teaching more pe rsonally significant knowledge, increasing the affectivity of learning as well as developing self
confidence and positive self esteem. The priorities directed by connectivism are related to the more active
involvement of information and communication techn ologies and the formation of skills to draw on the experience
and competencies gained in digital networks. Important STEAM priorities and priorities for active learning through
more research, project work, problem solving, business games, etc. are also ide ntified.
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