THE STUDY OF FACTORS IN INCREASING MOTIVATION OF STUDENTS THROUGH STEM TEACHING

Abstract

 STEM teaching-learning is directed to make the pupils interested in studying of the world of reality, to be able to analyze natural regulations, to develop research skills, to increase a caring attitude the world around. The teaching of science subjects and acquired skills with assistance the pupils to  learn modern technologies, to think critically and to act relevantly of the surroundings. As a result , the pupil gains confidence and increase pleasure due to successful learning and from what was achieved. In the learning process of natural sciences, it is important for students to see STEM as a area of science, of which development has impacted on their daily routines. In our daily live, pupils systematically keep in touch with the advancements of science, such as electronic goods, cosmetics, mobile phones and others, nevertheless few of them consider that these achievements  are related with science subjects.

 Pupils often assume these subjects as necessary, mandatory subjects in the school curriculum and thus it is less popular in school and as well as lacking in interest. In the regular course, pupils do not realize  the connection between theory, research and their technological processes, they do not react how modern science is created, what the life of a scientist is like and what influence scientific achievements have had on people's everyday life. Studies conducted by different organizations have illustrated that there is a sharp decrease in pupils' interest in science subjects, for both  girls and boys.

 The basic reasons of  lack of information about accessible  employment in science, the existing learning environment at schools, and inappropriate teaching approaches are decreasing interest and motivation. One of the major factors determining the interests and motivation of the pupils is the volume and complexity of the teaching material and tasks to be performed in the textbook, and the monotonous lessons conducted by  teacher. Over the years, biology teaching was based on memorizing theoretical knowledge, there were few lessons in real nature, the lack of practical work and experiments have led to a decrease in pupils’ motivation, interest, and involvement in the learning process, which directly affected the level of pupils' knowledge.