You are here: Home / Vol. 16, issue 2 / Paper 2025-50

Paper 2025-50

DOI: https://doi.org/10.26883/2010.252.6688

ЕФЕКТЪТ ОТ STEM ОБУЧЕНИЕТО ВЪРХУ УЧЕНИЦИ С РАЗЛИЧНИ СТИЛОВЕ НА УЧЕНЕ ЧРЕЗ АДАПТИВНИ ОБРАЗОВАТЕЛНИ ТЕХНОЛОГИИ – СЪВРЕМЕННА ПЕРСПЕКТИВА

Иванка Янкова Василева
Пловдивски университет „Паисий Хилендарски“, Пловдив

THE INFLUENCE OF STEM EDUCATION ON STUDENTS WITH DIFFERENT STYLES OF LEARNING THROUGH ADAPTIVE EDUCATIONAL TECHNOLOGIES – MODERN PERSPECTIVE

Ivanka Yankova Vasileva
Plovdiv University „Paisiy Hilendarski“, Plovdiv

Abstract: In the field of (STEM) education, which aims to cultivate problem-solving skills, accurately as- sessing student engagement through their learning styles is a significant challenge. The study measured the ef- fect of STEM education on students with different learning styles through adaptive educational technologies with expectations of significantly improving both engagement and self-efficacy. The study suggests a relation- ship between increased self-efficacy and increased engagement. The study analyzes the theoretical foundations of learning styles, such as visual, auditory, kinesthetic, and their importance for the formation of learning mo- tivation and the assimilation of knowledge. The conclusions of the study have practical application for teach- ers, school leaders, and specialists in the field of education. Adaptive educational technologies play a key role in improving STEM education, especially when considering students’ diverse learning styles. By personalizing the learning process, these technologies increase student motivation, engagement, and academic achievement.

Keywords: STEM education, adaptive technologies and learning styles

References:

  1. Dobson, L. (2006). Helping Children Learn: Intervention Handouts for Use in School and at Home.
  2. An, D., & Carr, M. (2017). Teoriyata za stilovete na uchene ne uspyava da obyasni ucheneto i postizheniyata: Preporaki za alternativni podhodi. Personality and Individual Differences, 116, 410 – 416. https://doi.org/10.1016/j.paid.2017.04.050
  3. Knoll, AR, Otani, H., Skeel, RL, & Van Horn, KR (2017). Stil na uchene, pretsenki za uchene i usvoyavane na verbalna i vizualna informatsia. The British Journal of Psychology, 108(3), 544 – 563. https://doi.org/10.1111/bjop.12214

(Endnotes:)
1. https://vark-learn.com/introduction-to-vark/the-vark-modalities/ Teorii kato VARK (Fleming, 2001) VARK® Modalities: What do Visual, Aural, Read/write & Kinesthetic really mean?
2. https://www.gis-tc.org/assets/documents/MI-NAEE_Handbook_teachers_bg.pdf Mnozhestvenite inteligentnosti (Gardner, 2011)
3. https://www.leerbeleving.nl/wp-content/uploads/2011/09/learning-styles.pdf Learning styles and pedagogy in post-16 learning. A systematic and critical review
4. https://www.gis-tc.org/assets/documents/MI-NAEE_Handbook_teachers_bg.pdf Mnozhestvena inteligentnost – metodologia i instrumentarium

READ FULL PAPER