. Implementation of STEM Education in an Inclusive Primary School Classroom within the “Intellect of Ukraine” Program: A Teacher’s Experience

Abstract

The relevance of implementing STEM education in primary school is increasing against the background of the challenges of modern society, which requires the development of children’s critical thinking, the ability to solve complex problems, and to apply knowledge from different fields of science in practice. This issue becomes especially important in an inclusive educational environment, where it is crucial to consider various cognitive and physical abilities of students. One of the most challenging topics for younger students to master is the structure of the atom, as it is based on abstract concepts and requires the development of spatial thinking and modelling skills.

The aim of this study is to develop and test an original methodology for visualizing the structure of the atom for primary school students, including inclusive classes, through the use of the STEM approach. The article presents two educational games based on modelling chemical elements using coloured balls, Kinder Surprise capsules, cards, and other accessible materials. The game tasks help students to form an understanding of protons, neutrons, and electrons, ensure interdisciplinary integration of knowledge, and develop cooperation, logic, motor skills, and visual memory.
          The author’s methodology was successfully tested in an inclusive class under the “Intellect of Ukraine” program during the study of the integrated course “I Explore the World”. The practical component was implemented through modelling the atoms of Hydrogen, Helium, and Lithium with precise calculation of the number of particles and their placement in orbitals. The obtained results demonstrated an increase in students’ cognitive interest, improved understanding of the material, greater independence, and involvement of children with special educational needs in active learning activities.

Participation in the All-Ukrainian festival “Science on Stage” allowed the developed methodology to be presented to a wider teaching community, receive professional expert evaluation, and confirm its innovativeness. The conclusions confirm that STEM games can be an effective tool both in the didactic aspect (mastering abstract concepts) and in the social aspect (involving children with special needs). Prospects for further research include expanding the methodological complex, creating integrated STEM lessons based on fairy-tale plots, developing recommendations for inclusive school teachers, and studying the impact of the methodology on the development of key competencies.