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Korolenko National Pedagogical University and 53 from National Pedagogical Dragomanov University. Findings identify assessment, teaching aids, and history-based problem solving as key components, with three strongest factors enhancing learning and cognitive activity, problem-based practice, and individual tasks, supporting readiness for STEM teaching.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/students-perceptions-of-the-history-of-science-and-technology-course-at-teacher-training-university/588907/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/students-perceptions-of-the-history-of-science-and-technology-course-at-teacher-training-university/588907.png","ImageObject",300,407,{"name":42,"@type":43},"Chumphorn","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How did the authors evaluate the course “The History of Science and Technology”?","Question",{"text":63,"@type":64},"They used qualitative methods such as observations, conversations, and verbal and written surveys, alongside quantitative methods including testing students’ progress.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which student groups were involved in the experiment?",{"text":68,"@type":64},"The study included 56 students at Poltava V. 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Korolenko National Pedagogical University taking the course and 53 students at National Pedagogical Dragomanov University attending traditional history-related courses.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors most strongly influence the course’s effectiveness?",{"text":72,"@type":64},"Teacher survey results indicate three main factors: increasing students’ educational and cognitive activity when introducing new material, solving history-referenced problems during lectures and homework, and doing individual tasks by students.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588907,1792209168,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":106,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","STUDENTS’ PERCEPTIONS OF THE HISTORY OF SCIENCE AND TECHNOLOGY COURSE AT TEACHER TRAINING UNIVERSITY  \nValentyna Bevz  \nNational Pedagogical Dragomanov University, Kyiv, Ukraine  \n[bevzvalya@gmail.com](bevzvalya@gmail.com)  \nOksana Dmytriienko  \nPoltava V. G. Korolenko National Pedagogical University, Poltava, Ukraine  \nksushamycom@gmail.com  \nThe article presents the integrated course “The History of Science and Technology” developed for the students of pedagogical universities, majoring in physics, mathematics, and computer sciences. The authors highlight the effective forms, methods and means of teaching the course. The qualitative research methods included observations, conversations with students, verbal and written surveys regarding course effectiveness; the quantitative methods applied testing of students’ progress. 56 students from Poltava V. G. Korolenko National Pedagogical University studying the course “The History of Science and Technology” and 53 students from National Pedagogical Dragomanov University attending the traditional courses, such as “The History of Mathematics”,“The History of Physics”, “The History of Computer Science” were involved in the experiment. The results show that important components for organising science history teaching and future pedagogical activities for students are assessment, developing and using teaching aids, and solving problems referring to history. The survey of teachers showed that the effectiveness of studying the course is mostly influenced by 3 main factors: enhancing students’ educational and cognitive activity in the process of introducing new material (76 %); solving problems referring to history during lectures, seminars and doing homework (62 %); doing individual tasks by students (56 %) . The efficiency of the course “The History of Science and Technology” is achieved through: revising previously studied material at the beginning of the lecture; introducing problem-based learning; team teaching; individual tasks, summative assessment. The course “The History of Science and Technology” provides students with integrated knowledge about the development of science as well as the readiness to use historical information in future pedagogical activities in the conditions of STEM-education.  \nKeywords: history of science and technology; history of mathematics; future teachers of mathematics; physics; computer science, pedagogical university, STEAM-education.  \nIntroduction  \nThe globalisation in modern society has radically changed the content and structure of contemporary scientific knowledge. Modern pedagogical education is aimed not only at developing a certain system of competences in the narrow subject-practical sphere, but also at upbringing a harmonious personality, which will guarantee his/her efficiency, flexibility and mobility. Course developers should understand the place and role of changes taking place in scientific and cultural space, combine deep fundamental theoretical knowledge with practical training, freely orientate themselves in social, natural and educational processes, understand the specificities of cultural development, and overtake the scientific heritage.  \nAccording to Bevz (2005), Hodovaniuk (2009) and Florez at al (2019), the history of science may prove to be an effective means for updating the content of pedagogical education in the specified directions, since it is an integral part of the general culture, a necessary condition for the modern development of science, an important source of a complex of fundamental and humanitarian knowledge, a means to overcome contradictions between new and old knowledge, etc. As a separate subject, the history of mathematics was developed in the nineteenth century. Since then, teaching the subject has been constantly improving and, as a result, several approaches to developing the course have been formed: historical-chronological, subjectmodular, historical-geographical, conceptual-logical, dominant, personi","cbCailAI67z5tomo","https://ap.wps.com/l/cbCailAI67z5tomo","pdf",369528,"English","# Introduction\n# Course purpose and curriculum context\n## History of science as a pedagogical tool\n## History of mathematics in teacher training\n## Teaching format and assessment approaches\n# Research design and participants\n## Qualitative and quantitative methods\n## Student groups and course types\n# Findings and effectiveness factors\n## Key components for organizing teaching\n## Factors influencing study effectiveness\n# Course efficiency and educational outcomes","[{\"question\":\"How did the authors evaluate the course “The History of Science and Technology”?\",\"answer\":\"They used qualitative methods such as observations, conversations, and verbal and written surveys, alongside quantitative methods including testing students’ progress.\"},{\"question\":\"Which student groups were involved in the experiment?\",\"answer\":\"The study included 56 students at Poltava V. G. Korolenko National Pedagogical University taking the course and 53 students at National Pedagogical Dragomanov University attending traditional history-related courses.\"},{\"question\":\"What factors most strongly influence the course’s effectiveness?\",\"answer\":\"Teacher survey results indicate three main factors: increasing students’ educational and cognitive activity when introducing new material, solving history-referenced problems during lectures and homework, and doing individual tasks by students.\"}]","STUDENTS’ PERCEPTIONS OF THE HISTORY OF SCIENCE AND TECHNOLOGY COURSE AT TEACHER TRAINING UNIVERSITY | PDF",1792066171,18]