In the thesis the theoretical bases of formation of research skills of future primary school teachers by means of STEM-technologies are studied, its structural-functional model and pedagogical conditions are substantiated, formation of research skills of future primary school teachers by means of STEM-technologies is optimized.
The content of the concepts «knowledge», «skills», «knack» is revealed, the content analysis of the concept «research skills» is performed, the structures and classifications of these skills developed by scientists are studied. Research skills of future primary school teachers are specified as skills that provide the organization and conduct of research in the field of primary education with didactic (student learning) and cognitive (learning various aspects of teaching) purpose. According to the structure of scientific research, the following components are specified and described: motivational, cognitive, activity, communicative, reflective.
The place of formation of research skills of future primary school teachers by means of STEM-technologies in pedagogical theory and practice is highlighted, administrative and normative documents in the researched direction are analyzed.
The levels (high, sufficient, medium, low) of the formation of research skills of future primary school teachers, criteria and indicators of their definition are specified: motivation (need for knowledge, awareness of the place of research skills in the structure of professional competence, interest in research); research knowledge (understanding the concept of «research skills of future primary school teachers», knowledge of the research process, mental operations, creation of research ideas), scientific style of speech (oral scientific speech, creation of written texts in various genres of scientific style, culture of scientific speech), implementation of research actions (independence in conducting research, methodological culture, application of information and communication technologies), self-analysis (reflexivity, self-assessment of the research).
A structural and functional model of formation of research skills of future primary school teachers by means of STEM-technologies has been developed, which reflects the main components of this process and consists of target, methodological, procedural and diagnostic blocks and pedagogical conditions. The target block defines the purpose of formation and structure of research skills. The methodological block contains general didactic and specific principles, competence, system, praxeological, innovative, integrated approaches, pedagogical conditions. The procedural block consists of the educational disciplines content, STEM-technologies, forms, methods and information instruments. The diagnostic unit reproduces the levels, criteria and indicators of the formation of research skills, outlines the expected result.The study of the levels of formation of research skills in future primary school teachers in the experimental group at the end of the formative experiment confirmed the positive impact of didactic and information tools of STEM-technologies on the mastery of these skills.
