QUEST AS A MEANS OF REFLECTION DURING A STEM-EXCURSION

Abstract

Nowadays, modern pedagogical technologies are being actively introduced into the educational process, among which a special place is occupied by personality-oriented, interactive, information and communication, and critical thinking development technologies. Educational technologies are aimed at forming a mobile personality capable of critically comprehending information flows, adapting to modern society and lifelong learning. Biology, as a school subject, has significant potential for implementing various forms of learning organization. Diverse interactive technologies for teaching biology allow for activating the capabilities of both students and teachers, demonstrating areas of practical application for acquired knowledge, skills, and abilities. However, without a solid grasp of fundamental knowledge in the main branches of biology (botany, zoology, anatomy, genetics, etc.), such methods are less effective. Quests hold an important place among pedagogical technologies, as they teach students to find necessary information, analyze it, systematize it, and solve the assigned tasks. STEM excursions have become very popular among modern educators, engaging students in the process of competence formation through research activities. The goal of these excursions is to involve students in the active study of school subjects, giving them the opportunity to apply acquired theoretical knowledge in practice. One of the essential stages in preparing and conducting a STEM excursion is reflection, which is carried out at the end of the excursion in various forms: creating an album, conducting a quiz, making a video, developing graphs, diagrams, reports, computer presentations, or oral surveys. The article presents a methodological guideline of the quest «Through the Pages of the Red Book» for summarizing and systematizing students' knowledge acquired during a STEM excursion to the Carpathian Biosphere Reserve.