Հայաստանի ԲՏՃՄ (STEM) ուսումնական ծրագրի բարեփոխումը․ առաջընթացն ու խնդիրները

Abstract

In Armenia, for years, curricula have been overloaded with disconnected factual knowledge not updated or integrated with explicit learning goals. Traditional lecture-based teaching and theoretical content were prevalent, and schools lacked science laboratories to teach STEM. As a result of these conditions, learning outcomes have been low, especially for 67 science. This paper presents the steps undertaken from concept to reality of carrying out a curriculum reform aimed at transitioning into a competencybased education system which is a complex and challenging road because all resources, curricula, and processes have historically been knowledge-based and teacher-centered. The data analyzed is taken from the author’s firsthand engagement in the reform, documented reports, and communications that illustrate the components and process of curriculum reform in a developing country. The conclusion is that the evidence of implementation indicates that the transformation of the STEM general education curriculum is likely in the case of continuing to solicit feedback and address teacher and student needs and concerns