The thesis is a comprehensive study, which clarifies the theoretical, normative, content-procedural and professional-pedagogical foundations of STEM education in high school of the USA. Within the characteristics of the state of elaboration of the problem of STEM education in domestic scientific and pedagogical research, it is found that STEM education development in education institutions of different levels is the subject of scientific interest of a wide range of Ukrainian scientists. It is revealed that the problem of STEM education in high school of the United States has not found sufficient comprehensive coverage. The result of structural and logical analysis of domestic scientific research on the studied problem was outlining of theoretical-methodological, comparative-pedagogical, organizational, methodological and professional-pedagogical aspects of its consideration. It is found out that the leading directions of research were: theoretical substantiation of the initial provisions of STEM education; formation of educational policy and normative-legal provision of STEM education; genesis and trends in the development of STEM education in Ukraine and the world; innovative competences in the field of STEM; forms, methods and innovative technologies of teaching STEM disciplines (both within the integrated course and individual disciplines of STEM direction); development of a network of STEM education institutions; problems of creating STEM-centers and STEM-laboratories; professional training and professional development of pedagogical staff providing educational services in the field of STEM education. Prerequisites for the development of STEM education in high school of the United States, in particular: establishment of the first specialized institutions of science and mathematics (Stuyvesant High School (1904) and Bronx High School of Science (1938)); creation of professional organizations (primarily, National Science Foundation, American Astronautical Society, American Astronomical Society, American Mathematical Society, American Society for Engineering Education, American Statistics Association, and many others), actualization of research, and so on.
The stages of STEM education development in high school of the USA are allocated: I stage (1958-1988) – legitimization of STEM education; II stage (1989-2000) – standardization of STEM education; III stage (2001-2010) – conceptualization of STEM education; (2011 – present) – systemic implementation of STEM education. The normative foundations of STEM education in high school of the USA are outlined, in particular: Laws “STEM Education Coordination Act”, “STEM Education Act”, “Every Student Succeeds Act” (updated version of the Elementary and Secondary Education Act), “Inspiring the Next Space Pioneers, Innovators, Researchers, and Explorers (INSPIRE) Women Act”, “Rural STEM Education Act”, “Educate to Innovate”, “Charting a Course for Success: America’s Strategy for STEM Education”, etc. In the frames of clarification of the content-procedural foundations of STEM education in high school of the United States the features of STEM education in high schools of different types are highlighted. These types include selective schools that involve gifted students in the field of STEM; inclusive schools that provide educational services to all students, primarily underrepresented categories of student youth; STEM-focused career and technical education schools. Forms of pedagogical support for students who have chosen STEM-disciplines as a future profession are characterized, namely: differentiation of STEM-education content, in-depth study of STEM-disciplines, career guidance work, which involves acquainting high school students with STEM careers in a real workplace, mentoring and e-mentoring, etc. The specifics of professional-pedagogical training of STEM-teachers for secondary schools in the USA are determined and the corresponding programs at the first (bachelor’s) and second (master’s) levels of higher education are characterized. It is shown that for obtaining a bachelor’s degree in STEM education, a special program UTeach has been developed, implemented in 46 American universities, which is a unique educational and professional training program for STEM teachers for secondary schools, within which students receive a bachelor’s degree in integrated STEM field and a teacher certificate. It is found that master’s training in STEM education is carried out by three American institutions of higher education: Tufts University (Master of Arts in Elementary STEM Education and Master of Science in Science, Technology, Engineering and Math (STEM) Education)), Montana State University (Master of Science in Science Education), Albertus Magnus College (Master of Science in Education in STEM or Literacy).
